设计一个衡量在线学习中变革学习要素的标准:以FutureLearn MOOC为例

IF 2.7 Q1 EDUCATION & EDUCATIONAL RESEARCH
N. Beer
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引用次数: 9

摘要

这项研究评估了FutureLearn上为期两周的MOOC,作为考文垂大学认可的护理硕士课程的一部分,以确定学习者是否表现出了变革性学习。评估是以一个量规的形式进行的,该量规是使用Mezirow的转化学习理论作为理论框架设计的,同时还使用了用于为FutureLearn课程设计提供信息的活动类型。文献综述发现,在评估学分慕课与认证机构的预期教育目标方面存在差距。为这项研究创建的量规试图通过提供一种评估学生学习和学习设计的方法来填补这一空白。该准则确定,本课程的学习者在Mezirow批判性反思的七个阶段的较低水平上展示了变革性学习的要素。尽管该准则旨在评估MOOC,但它可以应用于任何在线学习体验,包括学生的书面或口头参与。本文对未来的发展和进一步的研究提出了建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Designing a Rubric to Measure Elements of Transformative Learning in Online Learning: A Case Study of a FutureLearn MOOC
This study evaluates a two-week MOOC delivered on FutureLearn as part of an MSc in Nursing accredited by Coventry University to establish whether learners are demonstrating transformative learning. Evaluation is in the form of a rubric which is designed using Mezirow’s theory of Transformative Learning as a theoretical framework, alongside the activity types used to inform design of FutureLearn courses. The literature review finds that there is a gap in the research in evaluating for-credit MOOCs against the intended educational aims of the accrediting institution. The rubric created for this research attempts to fill that gap, by providing a means to evaluate both student learning and learning design. The rubric identifies that the learners on this course are demonstrating elements of transformative learning at the lower levels of Mezirow’s seven stages of critical reflection. Although the rubric was designed with the aim of evaluating MOOCs, it can be applied to any online learning experience that includes student engagement, either written or spoken. The paper makes recommendations for future developments and further research.
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来源期刊
Journal of Interactive Media in Education
Journal of Interactive Media in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.40
自引率
6.70%
发文量
8
审稿时长
16 weeks
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