Exactly how is personalization operationalized with the design & delivery of open courses?

A study was conducted to better understand how massive open online courses (MOOC) instructors adapt their courses to enhance or personalize MOOC design and delivery. This study explored the activities, tools, and resources that instructors of MOOCs used to improve the personalization of their MOOCs. Following email interviews with 22 MOOC and open education leaders, regarding MOOC personalization, a questionnaire was developed and completed by 152 MOOC instructors from around the world. While more than 8 in 10 respondents claimed heavy involved in designing their MOOCs, only one-third placed extensive effort on meeting unique learner needs during the actual design of that course and even fewer were concerned with personalization during the delivery of it. An array of instructional practices, technology tools, and content resources were leveraged by instructors to personalize MOOC-based learning environments. Aligning with previous research, the chief resources and tools employed in their MOOCs were discussion forums, video lectures, supplemental readings, and practice quizzes. Additionally, self-monitoring and peer-based methods of learner feedback were more common than instructor monitoring and/or feedback. Some respondents mentioned the use of flexible deadlines, proposed alternatives to course assignments, and introduced multimedia elements, mobile applications, and guest speakers among the ways in which they personalized their massive courses. A majority of the respondents reported modest or high interest in learning new techniques to personalize their next MOOC offering.

Keywords: massive open online courses (MOOCs), personalization, instructional design, open course, instructors

Interested in learning more? Check out the forthcoming publication.

Bonk, C. J., Zhu, M., Kim, M., Xu, S., Sabir, N., & Sari, A. (in press). Pushing toward a more personalized MOOC: Exploring instructor selected activities, resources, and technologies for MOOC design and implementation. The International Review of Research on Open and Distributed Learning (IRRODL).

Abstract adapted from article

 

1st Semester of Teaching Pre-Service Teachers [check]

Out of a total 22 students, last semester I had 18 respond to the final course evaluation, overall not a bad participation rate (82%).  Here is a short summary of their responses: I would rate the quality of this course (W200) as outstanding (3.7/5) and this instructor as outstanding (4.0/5).  My instructor provided a learning structure that helped me to mentally organize new knowledge and skills (3.9/5) and I had opportunities in this course to explore how I could personally use what I have learned (4.3/5). Then, in this course (W200), my instructor expected me to do authentic tasks (4.3/5).

When students were asked about what worked well in the course and what aspects of the instructor’s teaching approach should not be changed, students responded: 1) “Najia is an absolute gem of a teacher. She is patient and available to her students. On more than one occasion, I sent her an email and she responded within half an hour. While a very demanding teacher she was never unreasonable in what she asked us to do. Her critiques of class preps are very thoughtful and well articulated. So lucky to have had her as a teacher. Whatever she is being paid is not enough. Would not change a thing about her teaching style.”; 2) “I really appreciated the feedback on my projects and how efficient the grading was done. I was also always able to get my questions answered in a short period of time through email which I also enjoyed.”; 3) “I liked that we were introduced to a variety of useful tech resources that we can use later.”; 4) “All of the assignments and projects were very relevant for the future classroom and I learned so much. I love Canvas, it is a very simple and organized tool for grades.”; and 5) in improvements, “When Najia changed the way things were due to a more consistent schedule it helped to ease the confusion and timeliness of the projects.” Based all the responses I believe that I have to clearly communicate my expectations to my students and provide them with structure in time, grading, and classroom management.

When students were asked what I could do to improve the course or my teaching effectiveness, they responded with: 1) “Add something other than lecturing and Powerpoint”; 2) “I enjoyed this instructor and how they taught.”; 3) “Keep having things due at a consistent time. Also, allow more time to ask questions or do things in class. This would help and cut down a lot of stress tremendously.”; and 4) “Space projects out more so that students can get caught up and are able to breathe in this class.” Again the theme of structuring assignments and allow students time to work on projects in class is vital to success.  In the future I plan to improve this aspect of my class by allowing more space/time for students to complete lab style work in class.

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