Options
Using pedagogical principles to design a MOOC for parents and educators
Citation
Tan, C. S., Chye, S. Y. L., Seng, Y., & Koh, C. (2023). Using pedagogical principles to design a MOOC for parents and educators. In S. Y. L. Chye & B. L. Chua (Eds.), Pedagogy and psychology in digital education (pp. 157-168). Springer. https://doi.org/10.1007/978-981-99-2107-2_9
Abstract
Massive Open Online Courses (MOOCs) have gained attention because they offer the prospect of mass-scale, globally accessible, high-quality education. The coronavirus pandemic has led to a surge of interest in MOOC as learning across the globe had to be moved online. Yet, designing online courses intended for a wide audience is challenging. To facilitate the design of good online courses, it is imperative to have in place a set of principles that is able to guide the creation and presentation of course content. Extant in the literature are design principles for the use of technologies in education. However, these principles have not been extensively applied to actual MOOC development and design. Given the challenges involved in designing MOOCs, establishing a set of design principles is critical for improving learner outcomes. This chapter will examine the rise of MOOCs as well as their importance and benefits. It will describe the different types of MOOCs. Various educational psychology theories and pedagogical principles that can be applied to the development of MOOCs will be discussed. The chapter will illustrate some of these pedagogical principles and technical aspects by means of a case study of a MOOC that was designed for parents and educators.
Date Issued
2023
ISBN
9789819921072 (online)
Publisher
Springer