Dimensions of Space and Time in a MOOC Platform: Considerations for Equity-Focused Design (Poster 5)

• In Event: Critically Examining Space and Time in Learning and Design for More Just and Equitable Futures

Abstract

Objectives
By virtue of their scale and scope, Massive Open Online Courses (MOOCs) implicate notions of space and time in appreciable ways, because they are open to “anyone, anywhere” (Coursera, 2022) at virtually any time. While the ubiquitous, on-demand nature of MOOCs grants learners autonomy and flexibility, MOOC platforms are also inherently “fixed,” requiring instructors, learners, and designers to work within the bounds of evolving feature sets (Authors, 2020). We draw on the concept of platformization to explore how MOOC platforms constrain and privilege various conceptions of space and time.

Perspectives
Critical technology scholarship acknowledges that digital platforms can be value-laden and problematic (Authors, 2018). We use “platformization” to understand how digital platform design can impact learning situations (c.f., Araos Moya, A. A. et al., 2022). Building on recent Learning Sciences research that advances novel conceptualizations of space and time (Authors, 2022a), we explore how analysis of textual descriptions of MOOC platform features can illuminate equitable design considerations.

Research questions:
How do MOOC platform features implicate dimensions of space and time?
How can such implications guide equity-focused learning design?

Methods
We focused on Coursera, the world’s largest MOOC platform (Class Central, 2022) and used artifact analysis methods (Trausan-Matu & Slotta, 2021) to examine blog posts describing product features. Following Saldaña (2009), a single coder used provisional codes (space and time) to elicit preliminary insights from the data and susbequently developed additional codes to elaborate on these constructs.

Data sources
We reviewed current posts on the “Coursera Product News” page authored by company spokespersons. We designed inclusion/exclusion criteria to focus on the learner experience in an open, online platform (e.g., excluding authoring features posts), ultimately selecting five posts.

Results
Textual descriptions revealed aspirational sentiments about what platform features ideally afford learners.

Space codes (in bold):
Connect anyone, anywhere to high quality, online learning experiences
Enable learning at scale to enhance learning experience and improved efficiency
Reveal learners’ position or place within a course or learning experience
Determine unique and optimal learning pathways for learners
Facilitate discoverability of learning materials and courses
Ensure academic continuity through seamless integration of learning spaces

Time codes (in bold):
Recognize impacts of the pandemic on online learning and higher education
Respond to evolving needs of learners through rapid change and innovation
Understand that time on task is an important factor in a learning situation
Provide scheduling features to allow learners to stay on track
Enable task efficiency through easy retrieval and rapid consumption of content
Use just-in-time features to address learners’ informational needs
Use data about learners’ past progress to inform subsequent recommendations
Foster future-focused thinking, such as goal setting and reflection on career readiness

Scholarly Significance
We argue that by examining learning design through the variables of space and time, we can better understand the (unstated) implications platform features have on equitable design. Although codes revealed altruistic goals, deeper analysis reveals that these aspirations are often contradicted by more practical considerations and limitations.

Authors

• Rebecca M. Quintana, University of Michigan
  Presenting Author

• Jacob Fortman, Grand Valley State University
  Presenting Author

• Nathaniel W. Cradit, University of Michigan
  Presenting Author