期刊名称：European Journal of Open, Distance and E-Learning
电子版ISSN：1027-5207
出版年度：2019
卷号：22
期号：1
页码：14-35
DOI：10.2478/eurodl-2019-0002
出版社：Walter de Gruyter GmbH
摘要：This paper describes a design-based implementation research (DBIR) approach to the development and trialling of a new generation massive open online course (ngMOOC) situated in an instructional setting of undergraduate mathematics at a regional Australian university. This process is underscored by two important innovations: (a) a basis in a well-established human cognitive architecture in terms of cognitive load theory; and (b) point-of-contact feedback based in a well-tested online system dedicated to enhancing the learning process. Analysis of preliminary trials suggests that the DBIR approach to the ngMOOC construction and development supports theoretical standpoints that argue for an understanding of how design for optimal learning can utilise conditions, such as differing online or blended educational contexts, in order to be effective and scalable. The ngMOOC development described in this paper marks the adoption of a cognitive architecture in conjunction with feedback systems, offering the groundwork for use of adaptive systems that cater for learner expertise. This approach seems especially useful in constructing and developing online learning that is self-paced and curriculum-based..
关键词：massive open online course (MOOC) ; design;based implementation research (DBIR) ; online learning ; cognitive load theory ; point;of;contact feedback
