Design of a Dual-Pathway MOOC to Improve Student Transition From Second to Third Level Education

While MOOCs have in the main been designed as stand-alone, self-directed on-line courses some institutions have been experimenting with MOOC wrapping where a formal course incorporates existing MOOC(s) in a blended model that... [ view full abstract ]

While MOOCs have in the main been designed as stand-alone, self-directed on-line courses some institutions have been experimenting with MOOC wrapping where a formal course incorporates existing MOOC(s) in a blended model that combines elements of face-to-face and online learning (1).

This paper reports on a pedagogical intervention and the collaboration of seven institutions to design and develop a dual-pathway MOOC to support students in the transition from secondary to Higher Education in Ireland. The importance of aiding students transition into higher education has been highlighted by Cook & Leckey (2) who found that undergraduates are likely to arrive at university with learning strategies suitable to secondary school but far less effective in third level learning environments. They conclude transition to be the ‘greatest hurdle’ in higher education.

Given the demographic profile of the target audience, 16 to 20 years old, 50% female 50% male, with a lack of MOOC and self-directed learning experience the steering committee concluded on the need to design two discrete pathways within the MOOC. A self-directed pathway where the participant navigates the content, assessments and fora alone (intended for first year undergraduate students) and a teacher-facilitated pathway where participants are supported and directed through elements of the MOOC by a school teacher in the classroom using a blended approach to learning. MOOC participants are also supported by an e-moderator whose role is to stimulate and support discussion.

In order to test the hypothesis of this design approach and the efficacy of the dual-pathways a series of pilot MOOCs were delivered to a number of school and college student cohorts between December 2015 and May 2016. The presentation will report on the findings from surveys and interviews with MOOC participants, school teachers and the e-moderator.

The MOOC is designed to run as a 6 week long course for self-directed learners and a 12 week course for teacher-facilitated learners with both cohorts covering the following areas:

1.Orientation
2.Learning to learn (at third level)
3.Critical and Creative thinking
4.Digital Literacies and communication skills
5.Responsible Citizenship
6.Synthesis & Reflection

References:
1. Bruff, D. O., Fisher, D. H., McEwen, K. E., Smith, B. E., 2013. Wrapping a MOOC: Student Perceptions of an Experiment in Blended Learning. In Journal of Online Learning & Teaching, No 9(2). Available at: https://my.vanderbilt.edu/douglasfisher/files/2013/06/JOLTPaperFinal6-9-2013.pdf
2. Cook, A. and Leckey, J. (1999) Do expectations meet reality? A survey of changes in first-year student opinion, Journal of Further and Higher Education, 23, pp. 157-71.