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A qualitative study of instructional...

Stanley, Lucinda E.

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A qualitative study of instructional design in massive open online courses (MOOCs).

Record Type:	Electronic resources : Monograph/item
Title/Author:	A qualitative study of instructional design in massive open online courses (MOOCs)./
Author:	Stanley, Lucinda E.
Description:	221 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
Subject:	Instructional design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3701610
ISBN:	9781321724127

A qualitative study of instructional design in massive open online courses (MOOCs).
Stanley, Lucinda E.

A qualitative study of instructional design in massive open online courses (MOOCs). - 221 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ph.D.)--Capella University, 2015.

This item must not be sold to any third party vendors.

Massive Open Online Courses (MOOCs) are one of the newest delivery methods for distance learning; however, little is known about the instructional design process nor the use of instructional design models used in the design and development of MOOCs. The purpose of this qualitative collective case study was to determine what could be learned from instructional designers regarding the design, development, and use of instructional design models for courses in the MOOC environment. The five participants had formal training in instructional design in the form of either an EdD or PhD, at least five years of experience in instructional design, and experience participating in the design and development of at least one MOOC. The five cases described in this study represented MOOCs created for a variety of environments including higher education and corporate training. The study identifies instructional design concerns specific to the MOOC environment such as accommodating the numbers of potential learners, conducting assessments, and providing support for the learner and the technology. The study identifies the process used by instructional designers in the MOOC environment including the importance of conducting a learner, content, and context analysis. The study reveals how instructional designers chose, used, adapted, and combined specific instructional design models such as Backward Design, ASSURE, Problem-Based Learning, and the ADDIE process. Recommendations for further research include investigating instructional design and the use of instructional design models in environments not covered by this research study such as mobile environments.

ISBN: 9781321724127Subjects--Topical Terms:

3172279
Instructional design.

A qualitative study of instructional design in massive open online courses (MOOCs).
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245 1 2 $a A qualitative study of instructional design in massive open online courses (MOOCs).
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500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: Wendy Zender.
502 $a Thesis (Ph.D.)--Capella University, 2015.
506 $a This item must not be sold to any third party vendors.
520 $a Massive Open Online Courses (MOOCs) are one of the newest delivery methods for distance learning; however, little is known about the instructional design process nor the use of instructional design models used in the design and development of MOOCs. The purpose of this qualitative collective case study was to determine what could be learned from instructional designers regarding the design, development, and use of instructional design models for courses in the MOOC environment. The five participants had formal training in instructional design in the form of either an EdD or PhD, at least five years of experience in instructional design, and experience participating in the design and development of at least one MOOC. The five cases described in this study represented MOOCs created for a variety of environments including higher education and corporate training. The study identifies instructional design concerns specific to the MOOC environment such as accommodating the numbers of potential learners, conducting assessments, and providing support for the learner and the technology. The study identifies the process used by instructional designers in the MOOC environment including the importance of conducting a learner, content, and context analysis. The study reveals how instructional designers chose, used, adapted, and combined specific instructional design models such as Backward Design, ASSURE, Problem-Based Learning, and the ADDIE process. Recommendations for further research include investigating instructional design and the use of instructional design models in environments not covered by this research study such as mobile environments.
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3701610