Pedagogical Design of Massive Open Online Courses Across Disciplines: Variations and Implications for Student Behavior

• In Event: Roundtable Session 27
  In Roundtable Session: Online Teaching and Learning SIG Roundtable Session 1

Abstract

In a multi-case study (Stake, 2013), we examined four pedagogical design features in six Massive Open Online Courses (MOOCs): curricula content; learning outcomes; assessment of learning outcomes; and, interaction design. Selected MOOCs were from both hard and soft disciplines (Neumann et al. 2002), thus enabling us to probe disciplinary differences in aforementioned dimensions of pedagogical design beyond undergraduate courses. Using document analysis and instructor interview data, we created a profile for each MOOC. Results of our analysis thus far demonstrated a general congruency between design features of MOOCs and identified design features of traditional courses in the same disciplinary area. Our next step is to examine students behaviour in the light of differences in pedagogical features.

Authors

• Hedieh Najafi, University of Toronto - OISE

• Carol N. Rolheiser, OISE/University of Toronto

• Stian Håklev, OISE/University of Toronto

• Laurie Harrison, University of Toronto