Design of MOOCs: an Instructionalist and Constructivist Approach
Refereed conference paper presented and published in conference proceedings


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AbstractThe completion rate for massive open online courses (MOOCs) is approximately 15%, mainly because students typically need five to eight weeks to complete one, including assessment tasks. Having completed ten MOOCs, the authors explore the design features of the variety of learning and assessment tasks from three platforms: edX, Coursera and FutureLearn. Although recorded videos are commonly found in these courses, MOOC educators in universities in the United States, the United Kingdom and Australia adopt different instructional strategies to engage diverse learners. With reference to an instructionalist and constructivist approach to pedagogy, the learning activities and variations in assessment activities in these MOOCs are examined.
All Author(s) ListPaula HODGSON, HUI Sau Kuen Betty, Coco Lam
Name of ConferenceThe Third International Conference on Open and Flexible Education (ICOFE 2016)
Start Date of Conference06/07/2016
End Date of Conference08/07/2016
Place of ConferenceHong Kong
Country/Region of ConferenceChina
Proceedings TitleThe Third International Conference on Open and Flexible Education (ICOFE 2016)
Detailed descriptionThe Open University of Hong Kong,
Year2016
Month7
Place of PublicationChina, Hong Kong
Pages9
LanguagesEnglish-United Kingdom
KeywordsMOOC; learning theories; assessment

Last updated on 2018-23-01 at 04:40