Theory and Analysis of a MOOC

            In 1975, Charles Wedemeyer presented a paper at the ICCE Conference entitled Implications of Open Learning for Independent Study (1975).  He outlined the benefits of open learning and predicted its future growth with the advancement of technology.  Before the existence of the internet or mobile learning devices, Wedemeyer saw how technology could influence lifelong learning by providing access to education to all people.  The current trend of Massive Open Online Courses (MOOCs) has brought Wedemeyer’s ideas to life and has given more learners access to quality courses that meet their individual needs.  However, for MOOCs to reach their full potential, they must be built using sound instructional design principles.   Below is an analysis of a MOOC from Open2Study™ (Mordaunt & Clitheroe, n.d.).  I will analyze the use of sound instructional design principles and how Wedemeyer’s ideals have been realized in this modern education trend. 

            The course I chose to analyze is entitled Financial Literacy.  Like most MOOC learners, I chose a subject that I was personally interested in and felt would be valuable.  You can see that the course was carefully pre-planned and addressed the learner, content, and learning environment.  After signing into the course, learners are encouraged to post an introduction that tells a little about who they are and why they are taking the class.  By looking through these introductions, the course facilitator could easily identify the background and experiences of the learners in the course and facilitate the learning experience accordingly.  The course outline provides clear objectives and shows that the information has been divided into four smaller modules that include videos, simulation activities, discussions, and assessments.  Although the course designer made an effort to incorporate learner interaction and engagement through the use of the simulations and discussions, they are not mandatory to successfully complete the course.  Wedemeyer stresses the importance of providing as much freedom to the learner as possible and limiting the restrictions to the learning experience.  By providing choices, it puts more control in the learner’s hands and allows them to participate in the decision making (Wedemeyer, 1975).  This however could limit the amount of learning that takes place if learners choose not to participate in the optional learning activities. 

            Simonson, Smaldino, Albright, and Zvacek outline the fundamentals of teaching online (Teaching and learning at a distance: Foundations of distance education, 2012).  The financial class I analyzed aligned to a majority of the ideas that were suggested by the authors.  First, the walk through helps to orient students to the course and their online classroom.  This helps learners to prepare themselves to engage in the class with limited concern of how the class functions.  Next, the material was adapted to be presented in an online environment.  As opposed to dumping the material in print form, time was taken to create short informative videos.  Although some assessments are multiple choice, simulations are included to ensure that learners can see how the information is applicable to real life situations.  Third, a course description and outline of objectives are available so that students can determine if the course fits their personal needs.  Also, the course designers have effectively applied adult learning principles to the course.  Although the class is open over the course of a four week time period, learners have the flexibility of determining how and when they complete the activities and assessments over the four week period.  A calendar is provide where students can outline how they want to complete the requirements for the course.  This again addresses the flexibility that Wedemeyer sought for open learning.  The course also adequately integrates the power of the Web by imbedding a Twitter widget that also includes a dedicated class hashtag.  The use of discussion forums and the ability to link the course to both FaceeBook™ and Google+™ accounts gives the learner the ability to share their achievements as well as invite others to the learning experience.  Finally, the Open2Study™ learning environment incorporates many ways to interact with both the material and other learners.  Course facilitators post weekly discussion questions for learners to share ideas and answer questions that others might pose.  Because each course is assigned a designated hashtag, it is possible to see what other learners are posting on Twitter™ and other social networking sites.  Finally, the simulations and real life problems allow learners to put their learning into action and learn from doing.

            Free access to quality education should not be limited to K12 learning.  Wedemeyer’s belief that all people should have the freedom to better themselves through education is becoming a reality as technology coupled with sound design practices provide us with open learning experiences.  The designers of the course at Open2Study are helping to make Wedemeyer’s beliefs of open learning a reality. 

References

Mordaunt, P., & Clitheroe, P. (n.d.). Financial LIteracy. Retrieved October 3, 2014, from Open2Study: https://www.open2study.com/courses/financial-literacy

Simonson, M., Smaldino, S., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education. Boston : Pearson .

Wedemeyer, C. (1975, May 15). Retrieved October 2, 2014, from http://files.eric.ed.gov/fulltext/ED112766.pdf