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, Tai; Liu, Juhong Christie; and Li, Tonggui
(2019)
"Design Variables for Self-Directed Learning in MOOC Environment,"
Journal of Educational Technology Development and Exchange (JETDE): Vol. 12
:
Iss.
1
, Article 6.
DOI: 10.18785/jetde.1201.04
Available at:
https://aquila.usm.edu/jetde/vol12/iss1/6
Included in
Instructional Media Design Commons, Online and Distance Education Commons, Other Education Commons
