A case study on narrative structures in instructional MOOC designs

Elke Höfler, Claudia Zimmermann, Martin Ebner

Research output: Contribution to journalArticle

Abstract

Purpose:
The purpose of this paper is to share the lessons learned in implementing specific design patterns within the “Dr Internet” massive open online course (MOOC).
Design/methodology/approach
MOOCs are boasting considerable participant numbers, but also suffer from declining participant activity and low completion rates. Learning analytics results from earlier xMOOCs indicate that this might be alleviated by certain instructional design patterns – critical aspects include shorter course duration, narrative structures with suspense peaks, and a course schedule that is diversified and stimulating. To evaluate their impact on retention, the authors have tried to implement these patterns in the design of the “Dr Internet” MOOC.

Findings:
Statistical results from the first run of the case study MOOC do not indicate any strong influences of these design patterns on the retention rate.
Research limitations/implications
With inconclusive statistical results from this case study, more research with higher participant numbers is needed to gain insight on the effectiveness of these design patterns in MOOCs. When interpreting retention outcomes, other influencing factors (course content, pacing, timing, etc.) need to be taken into account.
Originality/value
This publication reports about a case study MOOC and gives practical hints for further research.
LanguageEnglish
Pages48-62
JournalJournal of Research in Innovative Teaching & Learning
Volume10
Issue number1
StatusPublished - 28 Mar 2017

Fields of Expertise

  • Information, Communication & Computing

Cite this

A case study on narrative structures in instructional MOOC designs. / Höfler, Elke; Zimmermann, Claudia; Ebner, Martin.

In: Journal of Research in Innovative Teaching & Learning, Vol. 10, No. 1, 28.03.2017, p. 48-62.

Research output: Contribution to journalArticle

@article{a0fd419453554a3a918a47c6c891ed44,
title = "A case study on narrative structures in instructional MOOC designs",
abstract = "Purpose:The purpose of this paper is to share the lessons learned in implementing specific design patterns within the “Dr Internet” massive open online course (MOOC).Design/methodology/approachMOOCs are boasting considerable participant numbers, but also suffer from declining participant activity and low completion rates. Learning analytics results from earlier xMOOCs indicate that this might be alleviated by certain instructional design patterns – critical aspects include shorter course duration, narrative structures with suspense peaks, and a course schedule that is diversified and stimulating. To evaluate their impact on retention, the authors have tried to implement these patterns in the design of the “Dr Internet” MOOC.Findings:Statistical results from the first run of the case study MOOC do not indicate any strong influences of these design patterns on the retention rate.Research limitations/implicationsWith inconclusive statistical results from this case study, more research with higher participant numbers is needed to gain insight on the effectiveness of these design patterns in MOOCs. When interpreting retention outcomes, other influencing factors (course content, pacing, timing, etc.) need to be taken into account.Originality/valueThis publication reports about a case study MOOC and gives practical hints for further research.",
author = "Elke H{\"o}fler and Claudia Zimmermann and Martin Ebner",
year = "2017",
month = "3",
day = "28",
language = "English",
volume = "10",
pages = "48--62",
journal = "Journal of Research in Innovative Teaching & Learning",
issn = "2397-7604",
publisher = "Emerald Group Publishing Ltd.",
number = "1",

}

TY - JOUR

T1 - A case study on narrative structures in instructional MOOC designs

AU - Höfler,Elke

AU - Zimmermann,Claudia

AU - Ebner,Martin

PY - 2017/3/28

Y1 - 2017/3/28

N2 - Purpose:The purpose of this paper is to share the lessons learned in implementing specific design patterns within the “Dr Internet” massive open online course (MOOC).Design/methodology/approachMOOCs are boasting considerable participant numbers, but also suffer from declining participant activity and low completion rates. Learning analytics results from earlier xMOOCs indicate that this might be alleviated by certain instructional design patterns – critical aspects include shorter course duration, narrative structures with suspense peaks, and a course schedule that is diversified and stimulating. To evaluate their impact on retention, the authors have tried to implement these patterns in the design of the “Dr Internet” MOOC.Findings:Statistical results from the first run of the case study MOOC do not indicate any strong influences of these design patterns on the retention rate.Research limitations/implicationsWith inconclusive statistical results from this case study, more research with higher participant numbers is needed to gain insight on the effectiveness of these design patterns in MOOCs. When interpreting retention outcomes, other influencing factors (course content, pacing, timing, etc.) need to be taken into account.Originality/valueThis publication reports about a case study MOOC and gives practical hints for further research.

AB - Purpose:The purpose of this paper is to share the lessons learned in implementing specific design patterns within the “Dr Internet” massive open online course (MOOC).Design/methodology/approachMOOCs are boasting considerable participant numbers, but also suffer from declining participant activity and low completion rates. Learning analytics results from earlier xMOOCs indicate that this might be alleviated by certain instructional design patterns – critical aspects include shorter course duration, narrative structures with suspense peaks, and a course schedule that is diversified and stimulating. To evaluate their impact on retention, the authors have tried to implement these patterns in the design of the “Dr Internet” MOOC.Findings:Statistical results from the first run of the case study MOOC do not indicate any strong influences of these design patterns on the retention rate.Research limitations/implicationsWith inconclusive statistical results from this case study, more research with higher participant numbers is needed to gain insight on the effectiveness of these design patterns in MOOCs. When interpreting retention outcomes, other influencing factors (course content, pacing, timing, etc.) need to be taken into account.Originality/valueThis publication reports about a case study MOOC and gives practical hints for further research.

M3 - Article

VL - 10

SP - 48

EP - 62

JO - Journal of Research in Innovative Teaching & Learning

T2 - Journal of Research in Innovative Teaching & Learning

JF - Journal of Research in Innovative Teaching & Learning

SN - 2397-7604

IS - 1

ER -