Evaluation of a MOOC design mapping framework (MDMF): experiences of academics and learning technologists

Kerr, J., Dale, V. and Gyurko, F. (2019) Evaluation of a MOOC design mapping framework (MDMF): experiences of academics and learning technologists. Electronic Journal of e-Learning, 17(1), pp. 38-51.

Abstract

With the increasing strategic importance of Massive Online Open Courses (MOOCs) in higher education, this paper offers an innovative approach to advancing discussions and practice around MOOC learning design, in the context of staff development. The study provides a deeper understanding of staff (academic and learning technologists') experience when designing MOOCs, through the evaluation of a novel MOOC design mapping framework (MDMF) at one higher education institution. The MDMF was developed to enhance the MOOC design process for staff involved, providing dedicated, tailored support in this area. This study considers and contributes to the literature on learning design, differences between face-to-face and online learning and the role played by academic staff and learning technologists in the design of MOOCs. The study is based on rich qualitative data drawn from 12 semi-structured interviews with nine academics and three learning technologists who used the framework for constructing MOOCs. This study evaluates: (1) how the framework was used and supported; (2) benefits of the framework to support good practice in learning design and the design process; and (3) limitations of the framework. We also considered suggested enhancements to the framework. The study highlighted new areas that could influence the design process, such as the importance of the learning technologist as a facilitator of the MDMF, the benefits of the visual aspects of the framework, technological challenges, and users’ level of digital literacy.

• Item Type: Articles
• Additional Information: The authors would like to thank the University of Glasgow for funding to undertake this work through the Learning and Teaching Development Fund, managed by the Learning Enhancement and Academic Development Service
• Keywords: Learning design, MOOCs, online learning, curriculum design, academic development, learning technologists.
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Gyurko, Fanni and Dale, Dr Vicki and Kerr, Mr John
• Authors: Kerr, J., Dale, V., and Gyurko, F.
• Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education; L Education > LB Theory and practice of education > LB2361 Curriculum
• College/School: College of Social Sciences; University Services > Learning and Teaching Services Division; University Services > Student and Academic Services > Academic Services
• Journal Name: Electronic Journal of e-Learning
• Journal Abbr.: eJEL
• Publisher: Academic Conferences and Publishing International
• ISSN: 1479-4403
• ISSN (Online): 1479-4403
• Copyright Holders: Copyright © 2019 ACPIL
• First Published: First published in Electronic Journal of e-Learning 17(1): 38-51
• Publisher Policy: Reproduced under a Creative Commons License