Customizable Modalities for Individualized Learning: Examining Patterns of Engagement in Dual-Layer MOOCs

Autor/inn/en	Crosslin, Matt; Dellinger, Justin T.; Joksimovic, Srecko; Kovanovic, Vitomir; Gaševic, Dragan
Titel	Customizable Modalities for Individualized Learning: Examining Patterns of Engagement in Dual-Layer MOOCs
Quelle	In: Online Learning, 22 (2018) 1, S.19-38 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2472-5749
Schlagwörter	Online Courses; Course Descriptions; Mixed Methods Research; Guidelines; Student Attitudes; Instructional Design; Coding; Independent Study; Peer Relationship; Teacher Student Relationship; Data Analysis; Computer Science Education; Mass Instruction; Content Analysis + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Kursstrukturplan; Richtlinien; Schülerverhalten; Lesson concept; Lessonplan; Unterrichtsentwurf; Codierung; Programmierung; Selbststudium; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Auswertung; Computer science lessons; Informatikunterricht; Inhaltsanalyse
Abstract	Dual-layer MOOCs are an educational framework designed to create customizable modality pathways through a learning experience. The basic premise is to design two framework choices through a course: one that is instructor centered and the other that is student determined and open. Learners have the option to create their own customized pathway by choosing or combining both modalities as they see fit at any given time in the course. This exploratory mixed-methods study sought to understand the patterns that learners engaged in during a course designed with this pathway framework. The results of the quantitative examination of the course activity are presented, as well as the categories and themes that arose from the qualitative research. The results of the analysis indicate that learners value the ability to choose the pathway that they engage the course in. Additional research is needed to improve the technical and design aspects of the framework. (As Provided).
Anmerkungen	Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: http://onlinelearningconsortium.org/read/online-learning-journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01