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Article: Towards a model of engaging online students: Lessons from MOOCs and four policy documents

TitleTowards a model of engaging online students: Lessons from MOOCs and four policy documents
Authors
Issue Date2015
PublisherInternational Association of Computer Science and Information Technology Press (IACSIT Press). The Journal's web site is located at http://www.ijiet.org/
Citation
International Journal of Information and Education technology, 2015, v. 5 n. 6, p. 425-431 How to Cite?
AbstractAbstract—The paper describes a model of engaging students in fully online or blended learning environments. To do this, I first discuss the notion of student engagement and how it relates to the Self-Determination Theory of motivation. Next, I reviewed a number of online learning policy guidelines from four professional councils around the world in order to elicit specific guidelines related to the design of online learning courses, and student engagement. Following that, I analyzed two most highly-rated MOOCs. I analyzed the structural features of the two MOOCs and the comments of both participants who completed the courses, and who partially completed or dropped out. Altogether, comments from 839 participants were examined. Finally, using these empirical data and the policy guidelines from the four professional organizations, I outline a rudimentary model of engaging students in online learning courses, based on six major instructional design elements. Index Terms—Online learning, blended learning, massive open online learning, MOOCs, e-learning, instructional design, engagement, motivation, self-determination theory.
Persistent Identifierhttp://hdl.handle.net/10722/211981
ISSN

 

DC FieldValueLanguage
dc.contributor.authorHew, KFT-
dc.date.accessioned2015-07-21T02:18:44Z-
dc.date.available2015-07-21T02:18:44Z-
dc.date.issued2015-
dc.identifier.citationInternational Journal of Information and Education technology, 2015, v. 5 n. 6, p. 425-431-
dc.identifier.issn2010-3689-
dc.identifier.urihttp://hdl.handle.net/10722/211981-
dc.description.abstractAbstract—The paper describes a model of engaging students in fully online or blended learning environments. To do this, I first discuss the notion of student engagement and how it relates to the Self-Determination Theory of motivation. Next, I reviewed a number of online learning policy guidelines from four professional councils around the world in order to elicit specific guidelines related to the design of online learning courses, and student engagement. Following that, I analyzed two most highly-rated MOOCs. I analyzed the structural features of the two MOOCs and the comments of both participants who completed the courses, and who partially completed or dropped out. Altogether, comments from 839 participants were examined. Finally, using these empirical data and the policy guidelines from the four professional organizations, I outline a rudimentary model of engaging students in online learning courses, based on six major instructional design elements. Index Terms—Online learning, blended learning, massive open online learning, MOOCs, e-learning, instructional design, engagement, motivation, self-determination theory.-
dc.languageeng-
dc.publisherInternational Association of Computer Science and Information Technology Press (IACSIT Press). The Journal's web site is located at http://www.ijiet.org/-
dc.relation.ispartofInternational Journal of Information and Education technology-
dc.titleTowards a model of engaging online students: Lessons from MOOCs and four policy documents-
dc.typeArticle-
dc.identifier.emailHew, KFT: kfhew@hku.hk-
dc.identifier.authorityHew, KFT=rp01873-
dc.description.naturelink_to_OA_fulltext-
dc.identifier.doi10.7763/IJIET.2015.V5.543-
dc.identifier.hkuros244490-
dc.identifier.volume5-
dc.identifier.issue6-
dc.identifier.spage425-
dc.identifier.epage431-
dc.publisher.placeSingapore-

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