Educational scalability in MOOCs: Analysing instructional designs to find best practices

Nov 3, 2020·
Julia Kasch
,
Peter van Rosmalen
Marco Kalz
Marco Kalz
· 1 min read
Abstract
This study aims to reveal insights into the educational design of Massive Open Online Courses (MOOCs) in particular on their educational scalability: How do MOOCs provide interaction and formative feedback to high student numbers without being highly depending on the capacity of the teacher? We have applied a design analysis instrument that was specifically developed for large-scale online courses to analyse fifty MOOCs in a qualitative way. The goal of the analysis was to detect scalable best practices of formative feedback and interaction and focused on when, how and from whom students received formative feedback. To get more insight into the scalable best practices we also investigated on which complexity level they were provided. The analysis indicated scalable best practices on various complexity levels and across different learning ac- tivities. This shows that scalable formative feedback and interaction can be provided in MOOCs through different formats such quizzes, peer-feedback and simulations. The majority of the MOOCs in our sample provide student-content interaction during knowledge transfer activities (‘knows’). A selection of design examples is discussed as potentially best practices for educational scalability, not only for MOOCs but also for online education in general. While the study shows examples of scalable design choices in (open) online education, it also indicates a need for more elaborate interactions and feedback in MOOCs in order to improve their educational value and quality.
Type
Publication
Computers & Education, 161, 104054
publications publications

Kasch, J., Van Rosmalen, P., & Kalz, M. (2021). Educational scalability in MOOCs: Analysing instructional designs to find best practices. Computers & Education, 161, 104054.1-12. https://doi.org/10.1016/j.compedu.2020.104054

Distance Education Online Learning Informal Learning Lifelong Learning Pedagogical Issues Teaching/Learning Strategies
Marco Kalz
Authors
Marco Kalz
Professor of Educational Technology

I am a researcher in educational technology whose work explores how digital technologies reshape learning, teaching, and educational institutions. My research combines educational technology, learning sciences, feedback research, and critical perspectives on digital transformation.Current areas of interest include peer feedback and feedback literacy, open and networked learning, AI and misinformation in education, digital learning ecologies, and the societal implications of data-driven and platform-based education. Methodologically, my work spans empirical learning research, psychometric scale development, design-oriented research, and conceptual analyses of digital transformation in education.

I am working as a full professor of educational technology and Chief Information/Chief Digital Officer (CIO/CDO) at the Heidelberg University of Education. I serve as associate editor of the International Journal of Artificial Intelligence in Education and editorial board member of the Journal of Computing in Higher Education. I am a senior-fellow of the Interuniversity Center for Educational Sciences (ICO) and the Dutch research school on information and knowledge systems (SIKS). I work as director of the study program E-Learning and Media Education and director of the Heidelberg Centre for Digital Transformation in Education. Over the years I could secure approx. 4 Mio EUR of research funding for my institutions from competitive projects with a total budget of 36 Mio EUR. I have been an invited keynote speaker on more than 60 conferences and events. Besides European projects I am regularly involved in educational innovation and consulting projects with partners inside and outside of my institutions including clients like the International Labour Organisation, United Nations Environment Program, the European Commission, UNESCO, OECD or other international and national organizations.