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Designing MOOCs to Facilitate Partic...

Zhu, Meina.

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Designing MOOCs to Facilitate Participants' Self-Directed Learning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Designing MOOCs to Facilitate Participants' Self-Directed Learning./
Author:	Zhu, Meina.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	251 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
Contained By:	Dissertations Abstracts International81-04A.
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13905090

Designing MOOCs to Facilitate Participants' Self-Directed Learning.
Zhu, Meina.

Designing MOOCs to Facilitate Participants' Self-Directed Learning. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 251 p.

Source: Dissertations Abstracts International, Volume: 81-04, Section: A.

Thesis (Ph.D.)--Indiana University, 2019.

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

Self-directed learning (SDL) skills and abilities are considered to be important for student success in MOOCs. In this dissertation, I examined instructors' perceptions of SDL to promote best practices in MOOC design; specifically, with regard to facilitating student SDL. Furthermore, I examined how the instructors who are concerned with facilitating SDL skills put these considerations into MOOC design. An explanatory sequential mixed methods research design was adopted in this dissertation study. First, 198 complete survey responses were received and analyzed using descriptive statistics. Second, a total 828 minutes of follow-up semi-structured interviews were conducted with 22 MOOC instructors who self-reported a strong affinity towards SDL. In addition, a document analysis (i.e., MOOC courses review) was conducted. Classical content analysis was used to analyze the interview and MOOC course review data in NVivo 12. The results indicated that MOOC instructors consider SDL to be a set of skills that can be changed, and that instructors can intentionally or unintentionally create a learning environment to facilitate such skills. To motivate students at the beginning of the course, MOOC instructors reported that they helped students to identify value and learning needs, increased students' self-efficacy, and provided incentives. To motivate students to finish tasks, MOOC instructors used strategies from four perspectives: (1) instruction, (2) learning materials, (3) feedback, and (4) learning community. To facilitate students' self-monitoring, MOOC instructors reported that they used strategies such as self-assessment, learning community, and self-reflection to help students' cognition and metacognition. Finally, to facilitate students' self-management, strategies to help students set learning goals, and provide support to manage time and resources were reported by respondents. In addition, technologies played an important role in facilitating student SDL. However, respondents reported that they expect future advancements in technology to facilitate SDL. Examples that they identified include as adaptive learning technologies, artificial intelligence (AI), and learning analytics.Implications of this study for MOOC instructors include finding ways to build learning communities, inspire intrinsic motivation, and provide personalized learning environments. In addition, MOOC providers might offer adaptive learning systems and use AI and learning analytics to support teaching and learning.Subjects--Topical Terms:

517670
Educational technology.

Designing MOOCs to Facilitate Participants' Self-Directed Learning.
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520 $a Self-directed learning (SDL) skills and abilities are considered to be important for student success in MOOCs. In this dissertation, I examined instructors' perceptions of SDL to promote best practices in MOOC design; specifically, with regard to facilitating student SDL. Furthermore, I examined how the instructors who are concerned with facilitating SDL skills put these considerations into MOOC design. An explanatory sequential mixed methods research design was adopted in this dissertation study. First, 198 complete survey responses were received and analyzed using descriptive statistics. Second, a total 828 minutes of follow-up semi-structured interviews were conducted with 22 MOOC instructors who self-reported a strong affinity towards SDL. In addition, a document analysis (i.e., MOOC courses review) was conducted. Classical content analysis was used to analyze the interview and MOOC course review data in NVivo 12. The results indicated that MOOC instructors consider SDL to be a set of skills that can be changed, and that instructors can intentionally or unintentionally create a learning environment to facilitate such skills. To motivate students at the beginning of the course, MOOC instructors reported that they helped students to identify value and learning needs, increased students' self-efficacy, and provided incentives. To motivate students to finish tasks, MOOC instructors used strategies from four perspectives: (1) instruction, (2) learning materials, (3) feedback, and (4) learning community. To facilitate students' self-monitoring, MOOC instructors reported that they used strategies such as self-assessment, learning community, and self-reflection to help students' cognition and metacognition. Finally, to facilitate students' self-management, strategies to help students set learning goals, and provide support to manage time and resources were reported by respondents. In addition, technologies played an important role in facilitating student SDL. However, respondents reported that they expect future advancements in technology to facilitate SDL. Examples that they identified include as adaptive learning technologies, artificial intelligence (AI), and learning analytics.Implications of this study for MOOC instructors include finding ways to build learning communities, inspire intrinsic motivation, and provide personalized learning environments. In addition, MOOC providers might offer adaptive learning systems and use AI and learning analytics to support teaching and learning.
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