Meaningful Learner Information for MOOC Instructors Examined Through a Contextualized Evaluation Framework

Improving STEM MOOC evaluation requires an understanding of the current state of STEM MOOC evaluation, as perceived by all stakeholders. To this end, we investigated what kinds of information STEM MOOC instructors currently use to evaluate their courses and what kinds of information they feel woul...

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Autores principales:	Kerrie A Douglas, Mitchell W. Zielinski, Hillary Merzdorf, Heidi A Diefes-Dux, Peter Bermel
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2019
Materias:	MOOCs Evaluation MOOC Instructor Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/6ede2175d5e14d7b8f15779ea0596675
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spelling	oai:doaj.org-article:6ede2175d5e14d7b8f15779ea05966752021-12-02T19:26:10ZMeaningful Learner Information for MOOC Instructors Examined Through a Contextualized Evaluation Framework10.19173/irrodl.v20i1.37171492-3831https://doaj.org/article/6ede2175d5e14d7b8f15779ea05966752019-02-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/3717https://doaj.org/toc/1492-3831 Improving STEM MOOC evaluation requires an understanding of the current state of STEM MOOC evaluation, as perceived by all stakeholders. To this end, we investigated what kinds of information STEM MOOC instructors currently use to evaluate their courses and what kinds of information they feel would be valuable for that purpose. We conducted semi-structured interviews with 14 faculty members from a variety of fields and research institutions who had taught STEM MOOCs on edX, Coursera, or Udacity. Four major themes emerged related to instructors' desires: (1) to informally assess learners as an instructor might in a traditional classroom, (2) to assess learners’ attainment of personal learning goals, (3) to obtain in-depth qualitative feedback from learners, and (4) to access more detailed learner analytics regarding the use of course materials. These four themes contribute to a broader sentiment expressed by the instructors that they have access to a wide variety of quantitative data for use in evaluation, but are largely missing the qualitative information that plays a significant role in traditional evaluation. Finally, we provide our recommendations for MOOC evaluation criteria, based on these findings. Kerrie A DouglasMitchell W. ZielinskiHillary MerzdorfHeidi A Diefes-DuxPeter BermelAthabasca University PressarticleMOOCsEvaluationMOOC InstructorSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 20, Iss 1 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	MOOCs Evaluation MOOC Instructor Special aspects of education LC8-6691
spellingShingle	MOOCs Evaluation MOOC Instructor Special aspects of education LC8-6691 Kerrie A Douglas Mitchell W. Zielinski Hillary Merzdorf Heidi A Diefes-Dux Peter Bermel Meaningful Learner Information for MOOC Instructors Examined Through a Contextualized Evaluation Framework
description	Improving STEM MOOC evaluation requires an understanding of the current state of STEM MOOC evaluation, as perceived by all stakeholders. To this end, we investigated what kinds of information STEM MOOC instructors currently use to evaluate their courses and what kinds of information they feel would be valuable for that purpose. We conducted semi-structured interviews with 14 faculty members from a variety of fields and research institutions who had taught STEM MOOCs on edX, Coursera, or Udacity. Four major themes emerged related to instructors' desires: (1) to informally assess learners as an instructor might in a traditional classroom, (2) to assess learners’ attainment of personal learning goals, (3) to obtain in-depth qualitative feedback from learners, and (4) to access more detailed learner analytics regarding the use of course materials. These four themes contribute to a broader sentiment expressed by the instructors that they have access to a wide variety of quantitative data for use in evaluation, but are largely missing the qualitative information that plays a significant role in traditional evaluation. Finally, we provide our recommendations for MOOC evaluation criteria, based on these findings.
format	article
author	Kerrie A Douglas Mitchell W. Zielinski Hillary Merzdorf Heidi A Diefes-Dux Peter Bermel
author_facet	Kerrie A Douglas Mitchell W. Zielinski Hillary Merzdorf Heidi A Diefes-Dux Peter Bermel
author_sort	Kerrie A Douglas
title	Meaningful Learner Information for MOOC Instructors Examined Through a Contextualized Evaluation Framework
title_short	Meaningful Learner Information for MOOC Instructors Examined Through a Contextualized Evaluation Framework
title_full	Meaningful Learner Information for MOOC Instructors Examined Through a Contextualized Evaluation Framework
title_fullStr	Meaningful Learner Information for MOOC Instructors Examined Through a Contextualized Evaluation Framework
title_full_unstemmed	Meaningful Learner Information for MOOC Instructors Examined Through a Contextualized Evaluation Framework
title_sort	meaningful learner information for mooc instructors examined through a contextualized evaluation framework
publisher	Athabasca University Press
publishDate	2019
url	https://doaj.org/article/6ede2175d5e14d7b8f15779ea0596675
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Meaningful Learner Information for MOOC Instructors Examined Through a Contextualized Evaluation Framework

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