Designing Massive Open Online Courses to take account of participant motivations and expectations
We report on a study conducted on a Massive Open Online Course (MOOC) to explore and improve understanding and practice about MOOC learning design and participant motivations and expectations. The “Carpe Diem” MOOC was designed, developed and delivered in 2014. The MOOC participants' experience...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Salmon, Gilly [verfasserIn] |
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| Format: |
Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2017 |
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| Rechteinformationen: |
Nutzungsrecht: © 2016 British Educational Research Association |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
Enthalten in: British journal of educational technology - Oxford : Wiley-Blackwell, 1971, 48(2017), 6, Seite 1284-1294 |
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| Übergeordnetes Werk: |
volume:48 ; year:2017 ; number:6 ; pages:1284-1294 |
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| DOI / URN: |
10.1111/bjet.12497 |
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| 520 | |a We report on a study conducted on a Massive Open Online Course (MOOC) to explore and improve understanding and practice about MOOC learning design and participant motivations and expectations. The “Carpe Diem” MOOC was designed, developed and delivered in 2014. The MOOC participants' experiences were studied through surveys and interviews, and the analysis was triangulated. Three dominant motivations to complete the MOOC were found: to further existing knowledge, to acquire skills in the learning design process and to apply the learning design methodology in practice. We describe the relationship between participant motivations and expectations in this MOOC, which was undertaken mainly by participants who were themselves educators, and make recommendations for pedagogical design in MOOCs to promote and enable participant engagement and completion. | ||
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10.1111/bjet.12497 doi PQ20171228 (DE-627)OLC1996711679 (DE-599)GBVOLC1996711679 (PRQ)p1597-6e2be211c391625298abe6ed6872cb842200194f286a6ab61823105ade72902c0 (KEY)0003094520170000048000601284designingmassiveopenonlinecoursestotakeaccountofpa DE-627 ger DE-627 rakwb eng 370 DE-600 Salmon, Gilly verfasserin aut Designing Massive Open Online Courses to take account of participant motivations and expectations 2017 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier We report on a study conducted on a Massive Open Online Course (MOOC) to explore and improve understanding and practice about MOOC learning design and participant motivations and expectations. The “Carpe Diem” MOOC was designed, developed and delivered in 2014. The MOOC participants' experiences were studied through surveys and interviews, and the analysis was triangulated. Three dominant motivations to complete the MOOC were found: to further existing knowledge, to acquire skills in the learning design process and to apply the learning design methodology in practice. We describe the relationship between participant motivations and expectations in this MOOC, which was undertaken mainly by participants who were themselves educators, and make recommendations for pedagogical design in MOOCs to promote and enable participant engagement and completion. Nutzungsrecht: © 2016 British Educational Research Association Learning Distance education Computer assisted instruction Online instruction Pechenkina, Ekaterina oth Chase, Anne‐Marie oth Ross, Bella oth Enthalten in British journal of educational technology Oxford : Wiley-Blackwell, 1971 48(2017), 6, Seite 1284-1294 (DE-627)129290467 (DE-600)120352-6 (DE-576)014471787 0007-1013 nnns volume:48 year:2017 number:6 pages:1284-1294 http://dx.doi.org/10.1111/bjet.12497 Volltext http://onlinelibrary.wiley.com/doi/10.1111/bjet.12497/abstract https://search.proquest.com/docview/1949424312 GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-BIF GBV_ILN_70 AR 48 2017 6 1284-1294 |
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We report on a study conducted on a Massive Open Online Course (MOOC) to explore and improve understanding and practice about MOOC learning design and participant motivations and expectations. The “Carpe Diem” MOOC was designed, developed and delivered in 2014. The MOOC participants' experiences were studied through surveys and interviews, and the analysis was triangulated. Three dominant motivations to complete the MOOC were found: to further existing knowledge, to acquire skills in the learning design process and to apply the learning design methodology in practice. We describe the relationship between participant motivations and expectations in this MOOC, which was undertaken mainly by participants who were themselves educators, and make recommendations for pedagogical design in MOOCs to promote and enable participant engagement and completion. |
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We report on a study conducted on a Massive Open Online Course (MOOC) to explore and improve understanding and practice about MOOC learning design and participant motivations and expectations. The “Carpe Diem” MOOC was designed, developed and delivered in 2014. The MOOC participants' experiences were studied through surveys and interviews, and the analysis was triangulated. Three dominant motivations to complete the MOOC were found: to further existing knowledge, to acquire skills in the learning design process and to apply the learning design methodology in practice. We describe the relationship between participant motivations and expectations in this MOOC, which was undertaken mainly by participants who were themselves educators, and make recommendations for pedagogical design in MOOCs to promote and enable participant engagement and completion. |
| abstract_unstemmed |
We report on a study conducted on a Massive Open Online Course (MOOC) to explore and improve understanding and practice about MOOC learning design and participant motivations and expectations. The “Carpe Diem” MOOC was designed, developed and delivered in 2014. The MOOC participants' experiences were studied through surveys and interviews, and the analysis was triangulated. Three dominant motivations to complete the MOOC were found: to further existing knowledge, to acquire skills in the learning design process and to apply the learning design methodology in practice. We describe the relationship between participant motivations and expectations in this MOOC, which was undertaken mainly by participants who were themselves educators, and make recommendations for pedagogical design in MOOCs to promote and enable participant engagement and completion. |
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Designing Massive Open Online Courses to take account of participant motivations and expectations |
| url |
http://dx.doi.org/10.1111/bjet.12497 http://onlinelibrary.wiley.com/doi/10.1111/bjet.12497/abstract https://search.proquest.com/docview/1949424312 |
| remote_bool |
false |
| author2 |
Pechenkina, Ekaterina Chase, Anne‐Marie Ross, Bella |
| author2Str |
Pechenkina, Ekaterina Chase, Anne‐Marie Ross, Bella |
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129290467 |
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n |
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| author2_role |
oth oth oth |
| doi_str |
10.1111/bjet.12497 |
| up_date |
2024-07-04T01:11:15.233Z |
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1803608889997918208 |
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