Educational Technology Research and Development
Volume 64, Issue 6, 2016, Pages 1273-1300

Instructional design, facilitation, and perceived learning outcomes: an exploratory case study of a human trafficking MOOC for attitudinal change (Article)

Watson S.L.* , Loizzo J. , Watson W.R. , Mueller C. , Lim J. , Ertmer P.A.
  • a Learning Design and Technology, Department of Curriculum and Instruction, Purdue University, West Lafayette, IN, United States
  • b Agricultural and Environmental Sciences Communication, Department of Agricultural Leadership, University of Nebraska-Lincoln, Lincoln, NE, United States
  • c Learning Design and Technology, Department of Curriculum and Instruction, Purdue University, West Lafayette, IN, United States
  • d Learning Design and Technology, Department of Curriculum and Instruction, Purdue University, West Lafayette, IN, United States
  • e Learning Design and Technology, Department of Curriculum and Instruction, Purdue University, West Lafayette, IN, United States
  • f Learning Design and Technology, Department of Curriculum and Instruction, Purdue University, West Lafayette, IN, United States

Abstract

This exploratory case study describes the design and facilitation of a massive open online course (MOOC) for attitudinal change regarding human trafficking. It examines the course from the learners’, instructor’s, and instructional designer’s perspectives. Two interviews with the instructor and instructional designer were conducted, and data from a sample of learners via an end-of-course survey (n = 54) and follow-up questionnaire (n = 319) were gathered. Learners’ discussion posts and sample assignments were also reviewed. Findings show that the instructor and instructional designer perceived the design and facilitation of the MOOC as highly complex and challenging. Learner feedback was contradictory, possibly due to different expectations and needs within the MOOC. Six instructional design considerations for MOOCs in general and for attitudinal change are discussed, including: (a) MOOCs as a unique platform for attitudinal change, (b) the support needed from platform providers and universities, (c) personal and flexible learning paths, (d) instructional activities for attitudinal dissonance, (e) creating a collaborative community, and (f) MOOC instructor preparation. © 2016, Association for Educational Communications and Technology.

Author Keywords

Facilitation Attitudinal change Instructional design MOOC

Index Keywords

[No Keywords available]
Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-84975275180&doi=10.1007%2fs11423-016-9457-2&partnerID=40&md5=71274c998ab51a6e342b14da7207ee62
DOI: 10.1007/s11423-016-9457-2
ISSN: 10421629
Cited by: 32
Original Language: English