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


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摘要The 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.
著者Paula HODGSON, HUI Sau Kuen Betty, Coco Lam
會議名稱The Third International Conference on Open and Flexible Education (ICOFE 2016)
會議開始日06.07.2016
會議完結日08.07.2016
會議地點Hong Kong
會議國家/地區中國
會議論文集題名The Third International Conference on Open and Flexible Education (ICOFE 2016)
詳細描述The Open University of Hong Kong,
出版年份2016
月份7
出版地China, Hong Kong
頁次9
語言英式英語
關鍵詞MOOC; learning theories; assessment

上次更新時間 2018-23-01 於 04:40