The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
Pushing toward a more personalized MOOC: Exploring instructor selected activities, resources, and technologies for MOOC design and implementation
Bonk, Curtis · Zhu, Meina · Kim, Minkyoung · Xu, Shuya · Sabir, Najia · Sari, Annisa

PublishedSeptember 2018
JournalThe International Review of Research in Open and Distributed Learning
Volume 19, Issue 4, Pages 92-115
CountryUnited States, Indonesia, North America

ABSTRACT
This study explores the activities, tools, and resources that instructors of massive open online courses (MOOCs) use to improve the personalization of their MOOCs. Following email interviews with 25 MOOC and open education leaders regarding MOOC personalization, a questionnaire was developed. This questionnaire was then completed by 152 MOOC instructors from around the world. While more than 8 in 10 respondents claimed heavy involvement in designing their MOOCs, only one-third placed extensive effort on meeting unique learner needs during course design, and even fewer respondents were concerned with personalization during course delivery. An array of instructional practices, technology tools, and content resources were leveraged by instructors to personalize MOOC-based learning environments. Aligning with previous research, the chief resources and tools employed in their MOOCs were discussion forums, video lectures, supplemental readings, and practice quizzes. In addition, self-monitoring and peer-based methods of learner feedback were more common than instructor monitoring and feedback. Some respondents mentioned the use of flexible deadlines, proposed alternatives to course assignments, and introduced multimedia elements, mobile applications, and guest speakers among the ways in which they attempted to personalize their massive courses. A majority of the respondents reported modest or high interest in learning new techniques to personalize their next MOOC offering.

Keywords instructional design · massive open online courses (MOOCs) · MOOC instructors · personalization

Published atAthabasca, AB
ISSN1492-3831
RefereedYes
RightsAttribution 4.0 International (CC BY 4.0)
DOI10.19173/irrodl.v19i4.3439
URLhttp://www.irrodl.org/index.php/irrodl/article/view/3439
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



AVAILABLE FILES
3439-28411-1-PB.pdf · 538.1KB



Viewed by 6 distinct readers




CLOUD COMMUNITY REVIEWS

The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.

Click a star to be the first to rate this document


POST A COMMENT
SIMILAR RECORDS

Instructors’ experience of designing MOOCs in higher education: Considerations and challenges
Zhu, Meina; Bonk, Curtis; Sari, Annisa
As massive open online courses (MOOCs) increase, the large scale and heterogeneity of MOOC participants bring myriad significant design challenges. This mixed methods study explores 143 MOOC instructors’ ...
Match: Bonk, Curtis; Zhu, Meina; Sari, Annisa; MOOC instructors; United States; North America

Massive Open Online Course instructor motivations, innovations, and designs: Surveys, interviews, and course reviews
Zhu, Meina; Bonk, Curtis; Sari, Annisa
This mixed methods study explores instructor motivations for offering massive open online courses (MOOCs) as well as the instructional innovations used to enhance the MOOC design. The researchers surveyed 143 MOOC ...
Match: Bonk, Curtis; Zhu, Meina; Sari, Annisa; United States; North America

MOOC instructor designs and challenges: what can be learned from existing MOOCs in Indonesia and Malaysia?
Sari, Annisa R.; Bonk, Curtis J.; Zhu, Meina
The purpose of this study was to explore Indonesian and Malaysian instructors’ perceptions of massive open online course (MOOC) design and how they deal with the design challenges. Surveys, email interviews, and ...
Match: Zhu, Meina; instructional design; Indonesia

OER can lower the cost of higher ed - but only if 4 steps are taken
Costantini, Cheryl
OER alone won’t drive transformative change to the learning experience. So how can companies and publishers add value for education?
Match: instructional design; United States; North America

A mathematics OER implementation at Scottsdale Community College, Arizona, USA
McGreal, Rory
Scottsdale Community College (SCC) in Scottsdale, Arizona offers courses to more than 10,000 students from a wide range of communities, including immigrants and Native Americans. These students experience the normal ...
Match: implementation; United States; North America

K-12 OER collaborative implementation study final report
K12 Handhelds
The purpose of this project was to look at the adoption and implementation of K-12 core instructional materials in math and English Language Arts (ELA) and to explore business models for the successful and sustainable ...
Match: implementation; United States; North America

Open educational resources (OER): An exploratory study on implementation methods of OER in higher education
Miller, Amy W.
The goal of this qualitative research study was to explore the implementation strategies and methods of Open Educational Resources (OER) and programs that universities are currently using in order to detect and analyze ...
Match: implementation; United States; North America

A flexible OER implementation using a commercial application at Athabasca University, Alberta, Canada
McGreal, Rory
Athabasca University (AU) in Alberta brands itself as Canada's Open University and, as such, is a leader in the country and internationally in supporting open education and open educational resources (OER) in ...
Match: implementation; North America

An OER implementation in Maskwacis Cultural College, an Indigenous College in Alberta, Canada
McGreal, Rory
Maskwacis Cultural College (MCC) is an Indigenous two-year college offering courses from basic literacy to university transfer programs. In 2015, the Campus Alberta Open Educational Resource (OER) Initiative made ...
Match: implementation; North America

What's the "problem" with MOOCs?
Holton, Doug
Match: instructional design; United States; North America