Abstract
Massive Open Online Courses (MOOCs) can meet education needs from diverse social, cultural, and access backgrounds and require a minimal cost of resources from learners. To successfully scaffold large and distributed populations to learn effectively in these MOOCs, the design needs to optimize self-directed learning. In this paper, the researchers investigated the design variables for MOOCs' learning environment that allowed learning choices made by learners. With this study, the researchers developed a 21-item questionnaire based on a review of the literature and their MOOC design and implementation practices, Massive Online Open Course Learning Environment Design Questionnaire (MOOC-LED). The researchers used the quantitative survey study and developed an initial examination of the MOOC-LED factor structure, validity, and internal reliability. The analyses were based on the anonymous data of 162 participants’ perception of learning in MOOCs. The scholarly significance of the 21-item MOOC-LED questionnaire is discussed with its limitations, implications, and future directions.
Recommended Citation
Wang, T., Liu, J. C., & Li, T. (2019). Design Variables for Self-Directed Learning in MOOC Environment. Journal of Educational Technology Development and Exchange (JETDE), 12(1). https://doi.org/10.18785/jetde.1201.04
Included in
Instructional Media Design Commons, Online and Distance Education Commons, Other Education Commons
