Authors:
Daniëlle M. L. Verstegen
;
Annemarie Spruijt
;
Diana Dolmans
and
Jeroen van Merriënboer
Affiliation:
Maastricht University, Netherlands
Keyword(s):
Massive Open Online Course, MOOC, Problem-Based Learning, PBL, Innovative Instructional Design, Collaborative Online Learning.
Related
Ontology
Subjects/Areas/Topics:
Computer-Supported Education
;
Distance and e-Learning in a Global Context
;
Educating the Educators
;
e-Learning
;
Instructional Design
;
Learning/Teaching Methodologies and Assessment
;
Social Context and Learning Environments
;
Theoretical Bases of e-Learning Environments
Abstract:
This paper describes a MOOC about PBL which is designed –as far as possible in the setting of a MOOC- in
line with modern learning principles that are also at the basis of PBL: constructive, contextual,
collaborative and self-directed learning: Problem-Based Learning: Principles and design. Students at the
centre! The course is centred around a set of authentic ‘problems’ organized in three different tracks
(tutoring, designing, and implementing PBL) targeted at different types of participants. Small group work is
essential in this MOOC. Students can either form teams themselves or be assigned to a team automatically.
Each team has team space with chat facilities, file exchange, and facilities to schedule online meetings.
However, teams can decide themselves how they want to collaborate and communicate, synchronously or
asynchronously. A pilot study brought forward strong and weak points, which were used to further improve
the design. This paper describes the pilot study, th
e changes made in the design and some first impressions
of the first run of the MOOC. Preliminary conclusions are that MOOCs require careful instructional design.
Stimulating online small group learning in a MOOC, i.e. following PBL learning principles to an extent but
without tutors for each team, is possible, but not easy.
(More)