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<p>This paper describes a design-based implementation research (DBIR) approach to the development and trialling of a new generation massive open online course (ngMOOC) situated in an instructional setting of undergraduate mathematics at a regional Australian university. This process is underscored by two important innovations: (a) a basis in a well-established human cognitive architecture in terms of cognitive load theory; and (b) point-of-contact feedback based in a well-tested online system dedicated to enhancing the learning process. Analysis of preliminary trials suggests that the DBIR approach to the ngMOOC construction and development supports theoretical standpoints that argue for an understanding of how design for optimal learning can utilise conditions, such as differing online or blended educational contexts, in order to be effective and scalable. The ngMOOC development described in this paper marks the adoption of a cognitive architecture in conjunction with feedback systems, offering the groundwork for use of adaptive systems that cater for learner expertise. This approach seems especially useful in constructing and developing online learning that is self-paced and curriculum-based.</p>
</abstract>

This paper describes a design-based implementation research (DBIR) approach to the development and trialling of a new generation massive open online course (ngMOOC) situated in an instructional setting of undergraduate mathematics at a regional Australian university. This process is underscored by two important innovations: (a) a basis in a well-established human cognitive architecture in terms of cognitive load theory; and (b) point-of-contact feedback based in a well-tested online system dedicated to enhancing the learning process. Analysis of preliminary trials suggests that the DBIR approach to the ngMOOC construction and development supports theoretical standpoints that argue for an understanding of how design for optimal learning can utilise conditions, such as differing online or blended educational contexts, in order to be effective and scalable. The ngMOOC development described in this paper marks the adoption of a cognitive architecture in conjunction with feedback systems, offering the groundwork for use of adaptive systems that cater for learner expertise. This approach seems especially useful in constructing and developing online learning that is self-paced and curriculum-based.

Developing a New Generation MOOC (ngMOOC): A Design-Based Implementation Research Project with Cognitive Architecture and Student Feedback in Mind

European Journal of Open, Distance and E-Learning

This work is licensed under the Creative Commons Attribution 4.0 International License.

This paper describes a design-based implementation research (DBIR) approach to the development and trialling of a new generation massive open online course...

Developing a New Generation MOOC (ngMOOC): A Design-Based Implementation Research Project with Cognitive Architecture and Student Feedback in Mind

Online veröffentlicht: 24. Jan. 2020

Seitenbereich: 14 - 35

DOI: https://doi.org/10.2478/eurodl-2019-0002

Schlüsselwörter
massive open online course (MOOC), design-based implementation research (DBIR), online learning, cognitive load theory, point-of-contact feedback

© 2019 Geoff Woolcott et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Developing a New Generation MOOC (ngMOOC): A Design-Based Implementation Research Project with Cognitive Architecture and Student Feedback in Mind

Online veröffentlicht: 24. Jan. 2020

Seitenbereich: 14 - 35

DOI: https://doi.org/10.2478/eurodl-2019-0002

Schlüsselwörtermassive open online course (MOOC), design-based implementation research (DBIR), online learning, cognitive load theory, point-of-contact feedback

© 2019 Geoff Woolcott et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Schlüsselwörter
massive open online course (MOOC), design-based implementation research (DBIR), online learning, cognitive load theory, point-of-contact feedback