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ERIC Number: EJ1107938
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0268-0513
Paragogy and Flipped Assessment: Experience of Designing and Running a MOOC on Research Methods
Lee, Yenn; Rofe, J. Simon
Open Learning, v31 n2 p116-129 2016
This study draws on the authors' first-hand experience of designing, developing and delivering (3Ds) a massive open online course (MOOC) entitled "Understanding Research Methods" since 2014, largely but not exclusively for learners in the humanities and social sciences. The greatest challenge facing us was to design an assessment mechanism that was (i) rigorous yet practicable at scale, vis-à-vis over 60,000 students from highly diverse backgrounds; (ii) compatible with the pedagogical orientation of the MOOC provider; and (iii) meaningful to the nature of the course subject. Based on a network analysis of forum interactions and a qualitative analysis of a random sample of 116 research questions proposed by students, we explore how participants' understanding of research methods developed through a series of carefully sequenced "e-tivities" and "open peer assessments" over the duration of the course. The aim of this study was to consider a model of "flipped" assessment, drawn from elements of "paragogy" and the IR Model that acknowledges and exploits peer learning opportunities that are not routinely captured by completion statistics.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (London)
Grant or Contract Numbers: N/A