Scaffolding a Culminating Assignment Within a Community and Task-based MOOC
DOI:
https://doi.org/10.24059/olj.v26i4.3476Keywords:
MOOCs, online learning design, scaffolding, learning technologiesAbstract
We aim to understand the impact of scaffolds within a digital workbook to facilitate self-directed learning for learners completing a final project within a community and task-based MOOC. Optional reflection and articulation prompts were embedded in the tool support assignment development. Workbook use was prevalent, with 65% of learners using it to some extent. Our qualitative analysis revealed that assignment responses associated with substantial workbook use were A) informally written and loosely connected to assignment objectives (36%), or B) well-articulated and connected to assignment objectives (29%). Responses associated with little to no workbook use were C) superficial or uncontextualized (29%), or D) consistent with type “B” responses (6%). We discuss implications for instructors and learning designers in scaffolding complex projects in MOOCs.
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