1. bookVolume 22 (2019): Issue 1 (July 2019)
Journal Details
License
Format
Journal
eISSN
1027-5207
First Published
11 Dec 2014
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2 times per year
Languages
English
access type Open Access

Developing a New Generation MOOC (ngMOOC): A Design-Based Implementation Research Project with Cognitive Architecture and Student Feedback in Mind

Published Online: 24 Jan 2020
Volume & Issue: Volume 22 (2019) - Issue 1 (July 2019)
Page range: 14 - 35
Journal Details
License
Format
Journal
eISSN
1027-5207
First Published
11 Dec 2014
Publication timeframe
2 times per year
Languages
English
Abstract

This paper describes a design-based implementation research (DBIR) approach to the development and trialling of a new generation massive open online course (ngMOOC) situated in an instructional setting of undergraduate mathematics at a regional Australian university. This process is underscored by two important innovations: (a) a basis in a well-established human cognitive architecture in terms of cognitive load theory; and (b) point-of-contact feedback based in a well-tested online system dedicated to enhancing the learning process. Analysis of preliminary trials suggests that the DBIR approach to the ngMOOC construction and development supports theoretical standpoints that argue for an understanding of how design for optimal learning can utilise conditions, such as differing online or blended educational contexts, in order to be effective and scalable. The ngMOOC development described in this paper marks the adoption of a cognitive architecture in conjunction with feedback systems, offering the groundwork for use of adaptive systems that cater for learner expertise. This approach seems especially useful in constructing and developing online learning that is self-paced and curriculum-based.

Keywords

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