Customizable Modalities for Individualized Learning: Examining Patterns of Engagement in Dual-Layer MOOCs

Authors

  • Matt Crosslin University of Texas at Arlington
  • Justin T. Dellinger University of Texas at Arlington
  • Srecko Joksimovic The University of Edinburgh
  • Vitomir Kovanovic The University of Edinburgh
  • Dragan Gasevic The University of Edinburgh

DOI:

https://doi.org/10.24059/olj.v22i1.1080

Keywords:

MOOCs, personalized learning, engagement, learning pathways

Abstract

Dual-layer MOOCs are an educational framework designed to create customizable modality pathways through a learning experience. The basic premise is to design two framework choices through a course - one that is instructor guided and the other that is student-determined and open. Learners have the option to create their own customized pathway by choosing or combining both modalities as they see fit at any given time in the course. This mixed-methods study sought to understand the patterns that learners engaged in during a course designed with this pathway framework. The results of the quantitative examination of the course activity are presented, as well as the categories and themes that arose from the qualitative research. The results of the analysis indicates that learners value the ability to choose the pathway that they engage the course in. Additional research is needed to improve the technical and design aspects of the framework.

Author Biography

Matt Crosslin, University of Texas at Arlington

Learning Innovation Coordinator at the Learning Innovation and Networked Knowledge (LINK) Research Lab

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Published

2018-03-01

Issue

Vol. 22 No. 1 (2018)

Section

Massive Open Online Course (MOOC) Research

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