Technology Tools and Instructional Strategies for Designing and Delivering MOOCs to Facilitate Self-monitoring of Learners

This mixed-methods study examines the design and delivery of MOOCs to facilitate student self-monitoring for self-directed learning (SDL). The data collection methods included an online survey (n = 198), semi-structured interviews of MOOC instructors (n = 22), and document analysis of MOOCs (n = 22)...

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Autores principales:	Meina Zhu, Curtis J. Bonk
Formato:	article
Lenguaje:	EN
Publicado:	Commonwealth of Learning 2020
Materias:	massive open online courses (moocs) self-monitoring self-directed learning instructional design mooc instructors Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/e1dc168045ae4602a452821ea98f5ffc
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spelling	oai:doaj.org-article:e1dc168045ae4602a452821ea98f5ffc2021-12-02T23:11:17ZTechnology Tools and Instructional Strategies for Designing and Delivering MOOCs to Facilitate Self-monitoring of Learners2311-1550https://doaj.org/article/e1dc168045ae4602a452821ea98f5ffc2020-03-01T00:00:00Zhttps://jl4d.org/index.php/ejl4d/article/view/380https://doaj.org/toc/2311-1550This mixed-methods study examines the design and delivery of MOOCs to facilitate student self-monitoring for self-directed learning (SDL). The data collection methods included an online survey (n = 198), semi-structured interviews of MOOC instructors (n = 22), and document analysis of MOOCs (n = 22). This study found that MOOC instructors viewed self-monitoring skills vital for SDL. MOOC instructors reported that they facilitated students’ self-monitoring with both internal and external feedback. Students’ internal feedback is related to cognitive and metacognitive processes. Among the methods used to facilitate cognitive processes were quizzes, tutorials, learning strategies, learning aids, and progress bars. To foster metacognition, MOOC instructors provided reflection questions and attempted to create learning communities. In addition, MOOC instructors, teaching assistants, and peers provided external feedback for students’ self-monitoring. In addition, synchronous communication technologies, asynchronous communication technologies, and feedback were used with diverse purposes in supporting student’s self-monitoring. Meina ZhuCurtis J. BonkCommonwealth of Learningarticlemassive open online courses (moocs)self-monitoringself-directed learninginstructional designmooc instructorsTheory and practice of educationLB5-3640ENJournal of Learning for Development, Vol 7, Iss 1, Pp 31-45 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	massive open online courses (moocs) self-monitoring self-directed learning instructional design mooc instructors Theory and practice of education LB5-3640
spellingShingle	massive open online courses (moocs) self-monitoring self-directed learning instructional design mooc instructors Theory and practice of education LB5-3640 Meina Zhu Curtis J. Bonk Technology Tools and Instructional Strategies for Designing and Delivering MOOCs to Facilitate Self-monitoring of Learners
description	This mixed-methods study examines the design and delivery of MOOCs to facilitate student self-monitoring for self-directed learning (SDL). The data collection methods included an online survey (n = 198), semi-structured interviews of MOOC instructors (n = 22), and document analysis of MOOCs (n = 22). This study found that MOOC instructors viewed self-monitoring skills vital for SDL. MOOC instructors reported that they facilitated students’ self-monitoring with both internal and external feedback. Students’ internal feedback is related to cognitive and metacognitive processes. Among the methods used to facilitate cognitive processes were quizzes, tutorials, learning strategies, learning aids, and progress bars. To foster metacognition, MOOC instructors provided reflection questions and attempted to create learning communities. In addition, MOOC instructors, teaching assistants, and peers provided external feedback for students’ self-monitoring. In addition, synchronous communication technologies, asynchronous communication technologies, and feedback were used with diverse purposes in supporting student’s self-monitoring.
format	article
author	Meina Zhu Curtis J. Bonk
author_facet	Meina Zhu Curtis J. Bonk
author_sort	Meina Zhu
title	Technology Tools and Instructional Strategies for Designing and Delivering MOOCs to Facilitate Self-monitoring of Learners
title_short	Technology Tools and Instructional Strategies for Designing and Delivering MOOCs to Facilitate Self-monitoring of Learners
title_full	Technology Tools and Instructional Strategies for Designing and Delivering MOOCs to Facilitate Self-monitoring of Learners
title_fullStr	Technology Tools and Instructional Strategies for Designing and Delivering MOOCs to Facilitate Self-monitoring of Learners
title_full_unstemmed	Technology Tools and Instructional Strategies for Designing and Delivering MOOCs to Facilitate Self-monitoring of Learners
title_sort	technology tools and instructional strategies for designing and delivering moocs to facilitate self-monitoring of learners
publisher	Commonwealth of Learning
publishDate	2020
url	https://doaj.org/article/e1dc168045ae4602a452821ea98f5ffc
work_keys_str_mv	AT meinazhu technologytoolsandinstructionalstrategiesfordesigninganddeliveringmoocstofacilitateselfmonitoringoflearners AT curtisjbonk technologytoolsandinstructionalstrategiesfordesigninganddeliveringmoocstofacilitateselfmonitoringoflearners
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Technology Tools and Instructional Strategies for Designing and Delivering MOOCs to Facilitate Self-monitoring of Learners

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