The Personalized and Inclusive MOOC: Using Learning Characteristics and Quality Principles in Instructional Design

Abstract

In Ecuador, 30% of the population does not consume drinking water of good quality. One of the causes is related to the deficiency in the technical skills of water operators because some have not had access to elementary, high school or higher education due to factors of extreme vulnerability. The Massive Open Online Courses (MOOCs), having an inclusive and accessible typology with attention to people at risk of social exclusion are an option to strengthen the skills of operators. Therefore, the goal of this study is to create an instructional design in MOOCs that responds to the characteristics and learning needs of a sample of 286 operators of the drinking water system. The instructional design is based on the information systems success model of DeLone and McLean and the quality principles of Merrill, Margaryan, Locke, Latham and Seijts. The results present an instructional design including quality content with objectives and learning strategies that respond to the learning characteristics of the operators as well as activities and resources with a cognitive, emotional, and behavioral didactic approach oriented at changing attitudes to learning. Finally, we can conclude that the developed instructional design promotes a more inclusive, equitable and quality education.

Strengthening inclusive teaching with a MOOC: Adult education and STEM as professional development partners

“…A final, noticeable critique across the literature is that evidence‐based work on MOOCs is quite limited, particularly as it relates to effectiveness and impact; research has been emerging, but more is needed (Meet & Kala, 2021; Schulze et al., 2017). Within adult education, conceptual work has explored the inherent potential, power, and promise of MOOCs for learners in various contexts (e.g., Bellum, 2013; Bustamante‐León et al., 2022; Wang & Ellington, 2016; Schoenack, 2013). Empirical studies have examined learner motivation, self‐directed learning, perceptions and how well MOOC structures and features might work for adult learners.…”

“…While DEI‐themed MOOC development continues to accelerate, related research is still emerging. Studies have examined the design and implementation of these MOOCs relative to DEI goals and whether or not they were realized (Chandler et al., 2021), challenges, opportunities, and complexities in design (Bustamante‐León et al, 2022; Shah, 2021) and how structuring MOOCs with DEI in mind might contribute to student equity and social inclusion (e.g., Lambert, 2020). Researchers continue to call for innovative pedagogies and content to address diverse learner needs, more cohesiveness in collaboration across MOOC planning teams, and more intentional design that focuses on inclusivity.…”

Improving Massive Open Online Course Quality in Higher Education by Addressing Student Needs Using Quality Function Deployment

“…Goopio and Cheung [17] studied the online course dropout phenomenon and retention strategies and showed that enhancements in the designs of MOOCs could potentially deter students from discontinuing their courses. Bustamante-León et al [18] created an instructional design for online courses to improve the quality of MOOCs. The instructional design was predicated on the information system success model proposed by DeLone and McLean [19], as well as the quality principles put forth by Merrill [20], Margaryan [12], Locke [21], and Latham and Seijts [22].…”