Problem-Based Learning in a MOOC - Exploring an Innovative Instructional Design at a Large Scale

Daniëlle M. L. Verstegen, Annemarie Spruijt, Diana Dolmans, Jeroen van Merriënboer

Abstract

This paper describes a MOOC about PBL which is designed –as far as possible in the setting of a MOOC- in line with modern learning principles that are also at the basis of PBL: constructive, contextual, collaborative and self-directed learning: Problem-Based Learning: Principles and design. Students at the centre! The course is centred around a set of authentic ‘problems’ organized in three different tracks (tutoring, designing, and implementing PBL) targeted at different types of participants. Small group work is essential in this MOOC. Students can either form teams themselves or be assigned to a team automatically. Each team has team space with chat facilities, file exchange, and facilities to schedule online meetings. However, teams can decide themselves how they want to collaborate and communicate, synchronously or asynchronously. A pilot study brought forward strong and weak points, which were used to further improve the design. This paper describes the pilot study, the changes made in the design and some first impressions of the first run of the MOOC. Preliminary conclusions are that MOOCs require careful instructional design. Stimulating online small group learning in a MOOC, i.e. following PBL learning principles to an extent but without tutors for each team, is possible, but not easy.

References

  1. Ahn, J., Butler, B.S., Alam, A. & Webster, S.A. 2013. Learner participation and engagement in open online courses: insights from the Peer 2 Peer University. MERLOT Journal of Online Learning and Teaching, vol. 9, no. 2. Available from http://jolt. merlot.org/vol9no2/ahn_0613.htm.
  2. Barrows, H.S. 2002. Is it truly possible to have such a thing as dPBL? Distance Education, vol. 23, no. 1, pp. 119-122.
  3. Barrows, H. S. & Tamblyn, R. M. 1980. Problem-based learning: an approach to medical education. Springer: New York.
  4. Bussemaker, J. 2013. Open en online hoger onderwijs (Brief aan de Tweede Kamer der Staten-Generaal, Referentie 581269) [Open and online higher education (Letter to the parliament, Reference 581269)]. Ministerie van Onderwijs, Cultuur en Wetenschap: Den Haag, The Netherlands (In Dutch).
  5. Devlin, D. 2013. MOOCs and the Myths of Dropout Rates and Certification. Available from: http://www. huffingtonpost.com/dr-keith-devlin/moocs-and-the-my ths-of-dr_b_2785808.html (3-2-2013).
  6. Dolmans, D.H.J.M., de Grave , W. , Wolfhagen, I.H.A.P. & van der Vleuten, C.P.M. 2005. Problem-based learning: future challenges for educational practice and research. Medical Education, vol. 39, pp. 732 - 41.
  7. Hollands, F.M, & Tirthali, D. 2014. MOOCs: Expectations and reality. Full report. Columbia University, Teachers College, Center for Benefit-Cost Studies of Education: New York.
  8. Holton, D. 2012. What's the “problem” with MOOCs. Available from http://edtechdev.wordpress.com/2012/ 05/04/whats-the-problem-with-moocs/ (4-5-2012).
  9. Mackness, J., Waite, M., Roberts, G., & Lovegrove, E. 2013. Learning in small, task-oriented connectivist MOOC: Pedagogical issues and implications for higher education. The International Review of Research in Open and Distance Learning, vol. 14, no. 4. Available from http://www.irrodl.org/index.php/ irrodl/article/view/1455/2531.
  10. McAndrews, P. & Scanlon, E. 2013. Open Learning at a Distance: Lessons for Struggling MOOCs, Science, vol. 342, pp. 1450-1451.
  11. Morrison, D. 2013. The Ultimate Student Guide to xMOOCs and cMOOCs. Available from http:// moocnewsandreviews.com/ultimate-guide-to-xmoocsand-cmoocso/ (22-4-2013).
  12. Moust, J., Bouhuijs, P. & Schmidt, H. 2014. Introduction to Problem-Based Learning: A Guide for Students. Noordhoff Uitgevers B.V.: Groningen, The Netherlands.
  13. Waldrom, M.M. 2013. Campus 2.0: Massive open online courses are transforming higher education - and providing fodder for scientific research. Nature, vol. 495, pp.160-165.
  14. Yuan, L. & Powell, S. 2013. MOOCs and Open Education: Implications for Higher Education (A white paper). University of Bolton: CETIS: Bolton, UK. Available from http://publications.cetis.ac.uk/
  15. Worldwide Universities Network. 2013. Annual Report 2012-2013: Tackling Global Challenges through International Collaboration. Available from: http://www.wun.ac.uk/about.
Download


Paper Citation


in Harvard Style

Verstegen D., Spruijt A., Dolmans D. and van Merriënboer J. (2016). Problem-Based Learning in a MOOC - Exploring an Innovative Instructional Design at a Large Scale . In Proceedings of the 8th International Conference on Computer Supported Education - Volume 2: CSEDU, ISBN 978-989-758-179-3, pages 369-377. DOI: 10.5220/0005757003690377


in Bibtex Style

@conference{csedu16,
author={Daniëlle M. L. Verstegen and Annemarie Spruijt and Diana Dolmans and Jeroen van Merriënboer},
title={Problem-Based Learning in a MOOC - Exploring an Innovative Instructional Design at a Large Scale},
booktitle={Proceedings of the 8th International Conference on Computer Supported Education - Volume 2: CSEDU,},
year={2016},
pages={369-377},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0005757003690377},
isbn={978-989-758-179-3},
}


in EndNote Style

TY - CONF
JO - Proceedings of the 8th International Conference on Computer Supported Education - Volume 2: CSEDU,
TI - Problem-Based Learning in a MOOC - Exploring an Innovative Instructional Design at a Large Scale
SN - 978-989-758-179-3
AU - Verstegen D.
AU - Spruijt A.
AU - Dolmans D.
AU - van Merriënboer J.
PY - 2016
SP - 369
EP - 377
DO - 10.5220/0005757003690377