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ERIC Number: EJ1118649
Record Type: Journal
Publication Date: 2016-Dec
Pages: 28
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1042-1629
EISSN: N/A
Instructional Design, Facilitation, and Perceived Learning Outcomes: An Exploratory Case Study of a Human Trafficking MOOC for Attitudinal Change
Watson, Sunnie Lee; Loizzo, Jamie; Watson, William R.; Mueller, Chad; Lim, Jieun; Ertmer, Peggy A.
Educational Technology Research and Development, v64 n6 p1273-1300 Dec 2016
This exploratory case study describes the design and facilitation of a massive open online course (MOOC) for attitudinal change regarding human trafficking. It examines the course from the learners', instructor's, and instructional designer's perspectives. Two interviews with the instructor and instructional designer were conducted, and data from a sample of learners via an end-of-course survey (n = 54) and follow-up questionnaire (n = 319) were gathered. Learners' discussion posts and sample assignments were also reviewed. Findings show that the instructor and instructional designer perceived the design and facilitation of the MOOC as highly complex and challenging. Learner feedback was contradictory, possibly due to different expectations and needs within the MOOC. Six instructional design considerations for MOOCs in general and for attitudinal change are discussed, including: (a) MOOCs as a unique platform for attitudinal change, (b) the support needed from platform providers and universities, (c) personal and flexible learning paths, (d) instructional activities for attitudinal dissonance, (e) creating a collaborative community, and (f) MOOC instructor preparation.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A