Quality Assurance Methods Assessing Instructional Design in MOOCs that implement Active Learning Pedagogies: An evaluative case study

  1. Aloizou, Valeria 2
  2. Villagrá Sobrino, Sara Lorena 1
  3. Martínez Monés, Alejandra 1
  4. Asensio Pérez, Juan Ignacio 1
  5. García Sastre, Sara 1
  1. 1 Universidad de Valladolid
    info

    Universidad de Valladolid

    Valladolid, España

    ROR https://ror.org/01fvbaw18

  2. 2 University of Piraeus
    info

    University of Piraeus

    El Pireo, Grecia

    ROR https://ror.org/02qs84g94

Aktak:
EMOOCs 2019: Sixth European MOOCs Stakeholders Summit

Argitaletxea: CEUR Workshop Proceedings

ISSN: 1613-0073

Argitalpen urtea: 2019

Mota: Biltzar ekarpena

GOOGLE SCHOLAR lock_openUVADOC editor

Laburpena

Since more and more Massive Open Online Courses (MOOCs) appear, constituting an innovative part of online education, they should also undergo quality assurance to assess their pedagogical design similarly to otheronline courses. Recently, new studies have appeared presenting quality assurance methods (QA) for assessing the instructional design in MOOCs with pedagogical innovations, like those implementing active learning pedagogies (e.g.collaboration, gamification), which provide designers and instructors with useful strategies in order to design more interactive MOOCs. However, it is notthat clear how these efforts are being addressed and up to which point are appropriate to assess active learning pedagogies. Therefore, a Systematic Literature Review (SLR) was conducted to identify the most mature existing MOOCQA methods. Afterwards, an evaluative case study was carried out, based on theEvaluand-oriented Responsive Evaluation Model (EREM), to apply the selectedmethods to a MOOC implementing active learning pedagogies. As the resultssuggest, the instruments of the selected QA methods need enrichment to assesseffectively the instructional design based on active learning pedagogies, byproviding specific questions proper for this kind of MOOCs or, by stating theunderlying pedagogical model clearly so that the designers could consider beforehand if it is appropriate or not for their case. The results of the study are afirst step to define new, enriched quality assessment methods for MOOCs thatapply active learning approaches.

€ Ikusi finantzaketa

Finantzaketari buruzko informazioa

Ministerio de Ciencia, Innovación y Universidades - Fondo Europeo de Desarrollo Regional (projects TIN2017-85179-C3-2-R / TIN2014-53199-C3-2-R) Junta de Castilla y León - Fondo Europeo de Desarrollo Regional (project VA257P18) Comisión Europea (project 588438-EPP-1-2017-1-EL- EPPKA2-KA)

Finantzatzaile