A Rich Landscape for Learning: Scaffolding a Culminating Assignment Within a Community and Task-Based MOOC

• In Event: Building Communities in Online Learning

Abstract

We aim to understand the impact of a scaffolded tool to support learners in the creation of a final project within a community and task-based MOOC. Optional reflection and articulation prompts were embedded in a digital workbook to support assignment development. Workbook use was prevalent, with 65% of learners using it. Our qualitative analysis revealed that assignment responses associated with substantial workbook use were: A) informally written and loosely connected to assignment objectives (36%) or B) well-articulated and connected to assignment objectives (29%). Responses associated with little to no workbook use were: C) superficial or uncontextualized (29%), or D) consistent with type “B” responses (6%). We discuss implications for instructors and learning designers in scaffolding complex projects in MOOCs.

Authors

• Rebecca M. Quintana, University of Michigan

• Jacob M. Aguinaga, University of Michigan - Ann Arbor