Redeveloping a global MOOC to be more locally relevant: design-based research

• Ken-Zen Chen ^[1] ; Barbara Oakley ^[2]
  1. [1] National Chiao Tung University

     National Chiao Tung University

     Taiwán

     
  2. [2] Oakland University

     Oakland University

     City of Rochester, Estados Unidos

     
• Localización: International Journal of Educational Technology in Higher Education, ISSN 2365-9440, Nº. 17, 2020
• Idioma: inglés
• Enlaces
  • Texto completo (pdf)
• Resumen

  • This study demonstrated a globally and locally relevant MOOC design model. By redeveloping a culturally responsive MOOC based on the course “Learning How to Learn (LHTL)” on the Coursera, the researchers created a sister MOOC to meet the local needs of Chinese learners. In this three-year design-based research study, four major iterations were conducted: (1) to analyze and prototype culturally responsive course contents for Chinese MOOCs learners; (2 and 3) to redevelop, pilot, field-test, and improve the new MOOC; and (4) to develop research-supported instructional practice for continued growth. This research contributed to the study of MOOCs by providing a thorough understanding of the design principles of, and theoretical claims about, the development of a culturally responsive MOOC. We hope this effort will help underpin further studies involving culturally responsive and comparable sister courses to advance MOOC research.