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What is the effect of a group discussion compared to individual reading on designing an outline for a MOOC?

Hinze, A. (2018) What is the effect of a group discussion compared to individual reading on designing an outline for a MOOC?

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Abstract:Designing massive open online courses (MOOCs) is fundamentally different from designing face-to-face courses. MOOC designers need to undergo a conceptual change, increase their self-efficacy and improve the quality of the MOOCs they design. After conducting interviews with several experienced MOOC designers, the need for training on MOOC design has become apparent. For this quasi-experimental study, two workshops on MOOC design were developed. While one workshop included a cooperative learning activity, the other incorporated an individual reading assignment. A sample of 42 participants took part in the study. By comparing participants’ scores on questionnaires and the MOOC outlines that were designed, this study aims to answer the following question: What is the effect of a group discussion compared to individual reading on designing an outline for a MOOC? Specifically, what are the effects on quality, conceptual change and self-efficacy? Based on previous research, the group discussion was expected be more beneficial in increasing quality and self-efficacy and supporting conceptual change. To shed light onto these questions, changes in quality, conceptual change and self-efficacy were statistically analysed both within each group as well as between conditions. Participants’ MOOC designs were evaluated by experts based on a scoring rubric. Results revealed a significant increase in conceptual change, quality and self-efficacy for both the individual reading as well as the group discussion intervention. Concerning self-efficacy, there was not sufficient evidence to claim either intervention as more effective. However, cooperative learning activities showed significant benefits over individual reading activities in stimulating conceptual change. Concerning quality, individual reading activities were shown to be more effective than cooperative learning activities. Therefore, a combination of both activities is recommended for workshops on MOOCs.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/74833
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