Literaturnachweis - Detailanzeige
Autor/inn/en | Quintana, Rebecca M.; Aguinaga, Jacob M. |
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Titel | Scaffolding a Culminating Assignment within a Community and Task-Based MOOC |
Quelle | In: Online Learning, 26 (2022) 4, S.31-58 (28 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Quintana, Rebecca M.) ORCID (Aguinaga, Jacob M.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2472-5749 |
Schlagwörter | Scaffolding (Teaching Technique); Assignments; MOOCs; Student Projects; Teaching Methods; Workbooks; Independent Study; Cues; Use Studies |
Abstract | 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. (As Provided). |
Anmerkungen | Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |