Assessing a MOOC users experience in a virtual mobility project: preliminary results for quality enhancement
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Published:
Jan 31, 2020
Keywords:
Virtual Mobility, Pilot Phase, Quality, MOOC, OERs, Educational Technology, Technology Enhanced Learning (TEL)
Main Article Content
Abstract
Virtual Mobility (VM) stands for institutional ICT-supported activities that trigger or facilitate international collaborative experiences in the context of teaching and learning. Some research experiences report the need to enhance Virtual Mobility based on open education principles. Open education is understood as a mode of undertaking education using digital technologies, included OERs and MOOCs. The goal of the present paper is twofold: first, we describe the quality framework for OERs and MOOCs adopted in the Erasmus+ project Open Virtual Mobility for OER and MOOC; secondly, we present an application of the quality approach in a case study in which experience data from 11 MOOC learners were collected and analyzed to improve its quality.
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Articles - General topics
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Parker, N. K. (2008). The quality dilemma in online education revisited. In T. Andreson (Ed.), The theory and practice of online learning (pp. 305-340). Retrieved from http://www.aupress.ca/index.php/books/120146
Pawlowski, J. M. (2007). The quality adaptation model: adaptation and adoption of the quality standard ISO/IEC 19796-1 for learning, education, and training. Journal of Educational Technology & Society, 10(2), 3-16. Retrieved from https://eric.ed.gov/?id=EJ814031
Poce, A., Agrusti, F., & Re, M. R. (2015). Sviluppo di uno strumento di valutazione delle risorse aperte (Oers). Cadmo, 2, 81-98. doi: 10.3280/CAD2015-002008
Pond, W. K. (2002). Distributed education in the 21st century: Implications for quality assurance. Online Journal of Distance Learning Administration, 5(2), 1-8. Retrieved from https://pdfs.semanticscholar.org/206d/977f29e595cff68e208d4b1dfcea5722d77a.pdf
Reeves, T. (2006). Design research from a technology perspective. In J. Van den Akker, K. Gravemeijer, S. McKenney, & N. Nieveen (Eds.), Educational Design Research (pp. 64-78). London, UK: Routledge. doi: 10.4324/9780203088364
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Tovar Caro, E., & Lesko, I. (2014). Analysis of successful modes for the implementation and use of Open Course Ware (OCW) & Open Educational Resources (OER) in higher education. the virtual mobility case. RIED. Revista Iberoamericana de Educación a Distancia, 17(1), 131-148. doi: 10.5944/ried.17.1.11577
Villar-Onrubia, D., & Rajpal, B. (2016). Online international learning: Internationalising the curriculum through virtual mobility at Coventry University. Perspectives: Policy and Practice in Higher Education, 20(2-3), 75-82. doi: 10.1080/13603108.2015.1067652
Weller, M. (2017). The development of new disciplines in Education – the Open Education example. In G. M. dos Santos Ferreira, L. A. da Silva Rosado, & J. de Sà Carvalho (Eds.), Education and technology: critical approaches Sa (pp. 464–486). Rio de Janeiro, BRA: Universidade Estacio de Sà. Retrieved from http://oro.open.ac.uk/49737/
Wilson, G., Abbott, D., De Kraker, J., Salgado Perez, P., Scheltinga, C., & Willems, P. (2011). The lived experience of climate change: Creating open educational resources and virtual mobility for an innovative, integrative and competence-based track at masters level. International Journal of Technology Enhanced Learning, 3(2), 111-123. doi: 10.1007/978-3-642-16318-0_59
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational psychologist, 25(1), 3-17. doi: 10.1207/s15326985ep2501_2
Atenas, J., Havemann, L., & Priego, E. (2014). Opening teaching landscapes: The importance of quality assurance in the delivery of open educational resources. Open Praxis, 6(1), 29-43. doi: 10.5944/openpraxis.6.1.81
Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2, 141-178.
Buchem, I., Konert, J., Carlino, C., Casanova, G., Rajagopal, K., Firssova, O., & Andone, D. (2018). Designing a collaborative learning hub for virtual mobility skills: insights from the European project open virtual mobility. In P. Zaphiris, & A. Ioannou (Eds.), Learning and Collaboration Technologies. Design, Development and Technological Innovation, 5th International Conference, LCT 2018, Part I (pp. 350-375). Cham, CH: Springer. doi: 10.1007/978-3-319-91743-6_27
Buchem, I., Tur, G. & Urbina, S. (2018). Quality assurance for attainment, assessment and recognition of virtual mobility skills in context of open education. In Proceedings 10th International Conference on Education and New Learning Technologies, Palma, Spain. 2-4 July, 2018 (pp. 945-952). doi: 10.21125/edulearn.2018.0318
Camilleri, A. F., Ehlers, U. D., & Pawlowski, J. (2014). State of the art review of quality issues related to open educational resources (OER). Luxembourg, LU: Publications Office of the EU. doi: 10.2791/80171
Collins, A. (1992). Toward a design science of education. In E. Scanlon & T. O’Shea (Eds.), New directions in educational technology (pp. 15-22). Berlin, DE: Springer. doi: 10.1007/978-3-642-77750-9_2
Conole, G. (2016). MOOCs as disruptive technologies: strategies for enhancing the learner experience and quality of MOOCs. Revista de Educación a Distancia, 50 (edición especial), 1-18. Retrieved from https://www.um.es/ead/red/50/
Daniel, J. (2012). Making sense of MOOCs: Musings in a maze of myth, paradox and possibility. Journal of interactive Media in Education, 2012(3). doi: 10.5334/2012-18
Dietze, S., Sanchez-Alonso, S., Ebner, H., Qing Yu, H., Giordano, D., Marenzi, I., & Pereira Nunes, B. (2013). Interlinking educational resources and the web of data: A survey of challenges and approaches. Program, 47(1), 60- 91. doi: 10.1108/00330331211296312
Easterday, M. W., Rees Lewis, D. G., & Gerber, E. M. (2018). The logic of design research. Learning Research and Practice, 4(2), 131-160. doi: 10.1080/23735082.2017.1286367
European Commission (2019). Erasmus+ Programm Guide. Retrieved from https://ec.europa.eu/programmes/erasmus-plus/sites/erasmusplus2/files/erasmus-plus-programme-guide-2019_en_0.pdf
Firssova, O., & Rajagopal, K. (2018). Open VM Competence Framework. Retrieved from https://www.openvirtualmobility.eu/topics/outputs
Gaebel, M., Kupriyanova, V., Morais, R., & Colucci, E. (2014). E-Learning in European higher education institutions. Brussels, BE. Retrieved from http://www.eua.be/Libraries/publication/e-learning_survey.pdf?sfvrsn=2
Inamorato dos Santos, A., Punie, Y., Castaño-Muñoz, J. (2016). Opening up education: A support framework for higher education institutions. JRC Science for Policy Report. doi: 10.2791/293408
Liyanagunawardena, T. R., Adams, A. A., & Williams, S. A. (2013). MOOCs: A systematic study of the published literature 2008-2012. The International Review of Research in Open and Distributed Learning, 14(3), 202-227. doi: 10.19173/irrodl.v14i3.1455
Lowenhal, P. R., & Hodges, C. B. (2015). In search of quality: Using quality matters to analyze the quality of massive, open, online courses (MOOCs). International Review of Research in Open and Distributed Learning, 16(5), 83-101. doi: 10.19173/irrodl.v16i5.2348
Margaryan, A., Bianco, M., & Littlejohn, A. (2015). Instructional quality of massive open online courses (MOOCs). Computers & Education, 80, 77-83. doi: 10.1016/j.compedu.2014.08.005
McKenney, S., & Reeves, T. C. (2013). Educational design research. In Handbook of research on educational communications and technology (pp. 131-140). Springer, New York, NY. doi: 10.1007/978-1-4614-3185-5_11
McKenney, S., & Visscher-Voerman, I. (2013). Formal education of curriculum and instructional designers. Educational Designer, 2(6), 1-20. Retrieved from https://www.educationaldesigner.org/ed/volume2/issue6/article20/
OECD (2007). Giving knowledge for free: The emergence of open educational resources. Retrieved from: http://www.oecd.org/education/ceri/givingknowledgeforfreetheemergenceofopeneducationalresources.htm
OECD. (2010). Learning Our Lesson: Review of Quality Teaching in Higher Education. Retrieved from: http://www.oecd.org/education/imhe/learningourlessonreviewofqualityteachinginhighereducation.htm
Op de Beeck, I., & Van Petegem, W. (2013). Virtual mobility: An alternative or complement to physical mobility ERACON 2011 & 2012 Dual Year Proceedings, Cluj-Napoca, Romania (pp. 151-160). Nicosia, CY EAEC. Retrieved from http://www.eracon.info/index.php?id=257
Parker, N. K. (2008). The quality dilemma in online education revisited. In T. Andreson (Ed.), The theory and practice of online learning (pp. 305-340). Retrieved from http://www.aupress.ca/index.php/books/120146
Pawlowski, J. M. (2007). The quality adaptation model: adaptation and adoption of the quality standard ISO/IEC 19796-1 for learning, education, and training. Journal of Educational Technology & Society, 10(2), 3-16. Retrieved from https://eric.ed.gov/?id=EJ814031
Poce, A., Agrusti, F., & Re, M. R. (2015). Sviluppo di uno strumento di valutazione delle risorse aperte (Oers). Cadmo, 2, 81-98. doi: 10.3280/CAD2015-002008
Pond, W. K. (2002). Distributed education in the 21st century: Implications for quality assurance. Online Journal of Distance Learning Administration, 5(2), 1-8. Retrieved from https://pdfs.semanticscholar.org/206d/977f29e595cff68e208d4b1dfcea5722d77a.pdf
Reeves, T. (2006). Design research from a technology perspective. In J. Van den Akker, K. Gravemeijer, S. McKenney, & N. Nieveen (Eds.), Educational Design Research (pp. 64-78). London, UK: Routledge. doi: 10.4324/9780203088364
Schön, D. A. (2017). The reflective practitioner: How professionals think in action. London, UK: Routledge.
St. Lifer, E. (2018, January 11). Five Ed-Tech Elephants: From OER to equitable access, challenges to the digital revolution persist [School Library Journal Post]. Retrieved from https://www.slj.com/?detailStory=the-five-ed-tech-elephants-in-the-prek-12-classroom-opinion
Tovar Caro, E., & Lesko, I. (2014). Analysis of successful modes for the implementation and use of Open Course Ware (OCW) & Open Educational Resources (OER) in higher education. the virtual mobility case. RIED. Revista Iberoamericana de Educación a Distancia, 17(1), 131-148. doi: 10.5944/ried.17.1.11577
Villar-Onrubia, D., & Rajpal, B. (2016). Online international learning: Internationalising the curriculum through virtual mobility at Coventry University. Perspectives: Policy and Practice in Higher Education, 20(2-3), 75-82. doi: 10.1080/13603108.2015.1067652
Weller, M. (2017). The development of new disciplines in Education – the Open Education example. In G. M. dos Santos Ferreira, L. A. da Silva Rosado, & J. de Sà Carvalho (Eds.), Education and technology: critical approaches Sa (pp. 464–486). Rio de Janeiro, BRA: Universidade Estacio de Sà. Retrieved from http://oro.open.ac.uk/49737/
Wilson, G., Abbott, D., De Kraker, J., Salgado Perez, P., Scheltinga, C., & Willems, P. (2011). The lived experience of climate change: Creating open educational resources and virtual mobility for an innovative, integrative and competence-based track at masters level. International Journal of Technology Enhanced Learning, 3(2), 111-123. doi: 10.1007/978-3-642-16318-0_59
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational psychologist, 25(1), 3-17. doi: 10.1207/s15326985ep2501_2