Educational scalability in MOOCs: Analysing instructional designs to find best practices

Kasch, Julia; Peter, Van Rosmalen; Kalz, Marco

doi:10.1016/j.compedu.2020.104054

Cited by 63 publications

(39 citation statements)

References 21 publications

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“… Kasch et al (2021) stated that reasons for the increasing adoption of MOOCs included the immediate availability of the materials, free selection of the students, and continuous learning enabled by the course arrangement. These factors were related to the perceptions of the students of MOOC usability, which also indirectly affected the feedback between students and their peers ( Julia and Marco, 2021 ). This demonstrates that MOOC usability could be a reason for increased user adoption.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Push-Pull-Mooring Analysis of Massive Open Online Courses and College Students During the COVID-19 Pandemic

et al. 2021

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The partial least squares structural equation modeling (PLS-SEM) provides researchers with an analysis tool for prediction theory. As the coronavirus disease 2019 (COVID-19) brings risks to teaching and learning, students have been forced to switch from classroom learning to online learning and most subjects have chosen massive open online courses (MOOCs) for online learning in China. This study examines whether MOOCs can replace traditional classroom education and explores the factors that influence the intentions of switching of the students from offline to online. We sequenced the PLS-SEM analysis of data with 397 students from a university in Zhejiang province of China, testing the model parameters, and discussing the push-pull-mooring (PPM) theory. Our data demonstrate that security risk is a push factor, switching costs are a mooring factor, and perceived usefulness and task–technology fit are pull factors that pull students from traditional, offline learning to MOOCs. In addition, the PPM model of the analysis results provides a more specific understanding of the importance–performance analysis of each factor. Our findings suggest that to constantly improve the switching intention to address unexpected challenges in the future, teachers should establish an effective emergency management measures, including curriculum design, to be consistent with their needs.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Push-Pull-Mooring Analysis of Massive Open Online Courses and College Students During the COVID-19 Pandemic

et al. 2021

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“…In a specific study in the field of MOOCs, Kasch et al (2021) present a synthesis of best educational practices that enable the scalability of the courses. Based on the results of the study, the authors present seven recommendations for the development of MOOCs:…”

Section: Principles and Theories That Underlie Moocsmentioning

confidence: 99%

Evaluation of a MOOC developed from educational principles based on behavioral theory

Gusso¹,

Schuster²,

Kannenberg³

et al. 2021

Preprint

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This study’s objective was to evaluate a MOOC constructed from educational principles based on behavioral theory. The evaluation included the analysis of the performance, retention, and perception of the students. This MOOC consisted of an initial test, three teaching units, a final test and an assessment of the students' perception. The mean grade in the initial test was 6.34 (sd=1.20), and in the last attempt of the final test it was 8.75 (sd=0.51). The difference between these values was statistically significant and the effect size was considered very large. The retention rate was 44%, and 75% of students rated the overall experience as “Very Good”. The evaluated MOOC was effective in teaching its learning objectives and student retention was much higher than the average reported in other studies.These results indicate the relevance of the educational principles used in the elaboration of the MOOC.

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“…Through effective resource integration, the advantages of distance synchronization and non-synchronous learning can be utilized to develop a mixed way of learning. The blended learning mode not only pays attention to the leading role of teachers in guiding, inspiring, and monitoring the teaching process, but also fully reflects the initiative, enthusiasm, and creativity of students as the subject of the learning process (Garrison & Kanuka, 2004; de Moura et al, 2021; Hsu, 2020; Julia et al, 2021). Blended learning brings out the most valuable educational goals, that is, to overcome the disadvantages of distance learning and improve the quality of teaching (Abramovich, 2016; Chango et al, 2021; Ruokonen & Ruismäki, 2016; Szeto, 2014).…”

Section: Introductionmentioning

confidence: 99%

Research on Blended Learning in Physical Education During the COVID-19 Pandemic: A Case Study of Chinese Students

Wei

Lin

2021

Sage Open

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The coronavirus virus (COVID-19) epidemic has swept the world, with the World Health Organization defining it as a pandemic on March 11. This in turn has affected the approaches and methods used in education throughout the world. According to United Nations report, by the time of mid-April 2020, 94% of learners in more than 200 countries around the world have been affected, and 1.58 billion students from pre-school to higher education are affected. In response to increased learning needs regarding infection prevention, the Ministry of Education has also provided cloud educational resources and private online learning resources, platforms, and tools to schools at all levels to encourage teachers and students to make effective use of digital resources. Although the government provides abundant teaching resources, the implementation of distance teaching in college physical education still faced with many problems, such as the shortage of course resources, the lack of information literacy of teachers, the difficulty in implementing conventional teaching plans online, the limited conditions for students to exercise at home, and the doubts about online physical education. Therefore, this study proposes a new teaching method, and studies, analyzes and discusses this method. The method of experimental design was adopted in this study to divide the students into two groups: blended learning group (synchronous and asynchronous) and single type learning group (synchronous). The results show that blended learning students perform better than single type learning students in all these aspects, which proves the practicability and effectiveness of the proposed method.

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Educational scalability in MOOCs: Analysing instructional designs to find best practices

Cited by 63 publications

References 21 publications

Push-Pull-Mooring Analysis of Massive Open Online Courses and College Students During the COVID-19 Pandemic

Push-Pull-Mooring Analysis of Massive Open Online Courses and College Students During the COVID-19 Pandemic

Evaluation of a MOOC developed from educational principles based on behavioral theory

Research on Blended Learning in Physical Education During the COVID-19 Pandemic: A Case Study of Chinese Students

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