Scaffolding a Culminating Assignment within a Community and Task-Based MOOC

Autor/inn/en	Quintana, Rebecca M.; Aguinaga, Jacob M.
Titel	Scaffolding a Culminating Assignment within a Community and Task-Based MOOC
Quelle	In: Online Learning, 26 (2022) 4, S.31-58 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Quintana, Rebecca M.) ORCID (Aguinaga, Jacob M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2472-5749
Schlagwörter	Scaffolding (Teaching Technique); Assignments; MOOCs; Student Projects; Teaching Methods; Workbooks; Independent Study; Cues; Use Studies + Suchen Sie Ihr Suchwort? Assignment; Auftrag; Zuweisung; Schulprojekt; Teaching method; Lehrmethode; Unterrichtsmethode; Arbeitsbuch; Selbststudium; Stichwort; Benutzerschulung
Abstract	We aim to understand the impact of scaffolds within a digital workbook to facilitate self-directed learning for learners completing a final project within a community and task-based MOOC. Optional reflection and articulation prompts were embedded in the tool support assignment development. Workbook use was prevalent, with 65% of learners using it to some extent. Our qualitative analysis revealed that assignment responses associated with substantial workbook use were {A) informally written and loosely connected to assignment objectives (36%), or (B) well-articulated and connected to assignment objectives (29%). Responses associated with little to no workbook use were (C) superficial or uncontextualized (29%), or D) consistent with type "B" responses (6%). We discuss implications for instructors and learning designers in scaffolding complex projects in MOOCs. (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: https://olj.onlinelearningconsortium.org/index.php/olj/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01