Designing a New Generation MOOC for Undergraduate Mathematics

Abstract

This paper outlines the development using a design-based implementation research (DBIR) approach of a new generation massive open online course (ngMOOC) using two innovations: (a) a basis in the human cognitive architecture outlined in cognitive load theory; and (b) point-of-contact feedback that investigates student learning as a process. This preliminary analysis suggests that the DBIR approach supports theoretical standpoints arguing 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 outlined offers the groundwork for use of adaptive systems that cater for learner expertise and the DBIR approach offers a framework that seems especially useful in constructing and developing online learning that is both self-paced and curriculum based.