Learner-Centric MOOC Model: A Pedagogical Design Model towards Active Learner Participation and Higher Completion Rates

Autor/inn/en	Shah, Veenita; Murthy, Sahana; Warriem, Jayakrishnan; Sahasrabudhe, Sameer; Banerjee, Gargi; Iyer, Sridhar
Titel	Learner-Centric MOOC Model: A Pedagogical Design Model towards Active Learner Participation and Higher Completion Rates
Quelle	In: Educational Technology Research and Development, 70 (2022) 1, S.263-288 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-022-10081-4
Schlagwörter	Student Centered Learning; Online Courses; Instructional Design; Models; Active Learning; Student Participation; Program Implementation; Program Effectiveness; Academic Achievement; Learning Motivation; Learner Engagement; Interaction; Cooperative Learning; Formative Evaluation; Feedback (Response); Diversity; Educational Objectives + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Online course; Online-Kurs; Lesson concept; Lessonplan; Unterrichtsentwurf; Analogiemodell; Aktives Lernen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schulleistung; Motivation for studies; Lernmotivation; Interaktion; Kooperatives Lernen; Educational objective; Bildungsziel; Erziehungsziel
Abstract	MOOCs support the global need of learning resources with large impact through online access and no geographical boundaries. However, pedagogical design limitations in MOOCs are known to result in passive role of the learner, lack of learner connect and engagement, limited interactivity with course content and peers, all of which result in low completion rates. In this paper, we present the goals of a learner-centric MOOC (LCM) model aimed towards addressing some of the critical pedagogical challenges of MOOCs and exhibit the use of the model through its primary implementation phase. The LCM model collates and translates all integral pedagogical elements of a MOOC into a learner-centric dimension to promote active learner participation and enhanced engagement with learning content and peers through fostered interactions. To demonstrate the primary use and effectiveness of the model, it has been adopted in the design and conduct of 15 different MOOCs, which were offered through two different MOOC providers. Initial empirical evidence has been presented for the effectiveness of the model towards improved learner participation through several measures, including completion rates, engagement of participants with LCM elements and perception of learners on the usefulness of the model and its adoption. The average completion rate for 15 LCMs was found to be 36.35 ± 25.61, 95% CI: 10.74-61.96%, which is significantly higher than the completion rates reported in literature. The average persistent rates, defined as the rate of completion for active learners, was 59.38% for LCMs. The model elements were also found to be effective in engaging learners in formative assessment activities and meaningful peer discussions on the forum. The learners' perception on the adoption of the LCM model voiced several pedagogical benefits of the model which were categorized into themes. These included enhanced learner motivation and engagement with content, enhanced interactivity and peer learning, formative assessment and feedback, and catering to diversity. These themes directly aligned with desired pedagogical outcomes of the model to address some of the existing limitations of MOOCs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01