Conceptualising a visual representation model for MOOC-based blended learning designs

Albó, Laia; Hernández Leo, Davinia

doi:http://dx.doi.org/10.14742/ajet.5178

Conceptualising a visual representation model for MOOC-based blended learning designs

Llicència

Citació

Albó L, Hernández-Leo D. Conceptualising a visual representation model for MOOC-based blended learning designs. Australasian Journal of Educational Technology. 2020;36(4):1-26. DOI: 10.14742/ajet.5178

Resum

This article reports on a study about how massive open online course (MOOC)-based blended learning designs can be visually represented to facilitate their comprehension and sharing. We carried out an iterative co-creation process with different stakeholders to conceptualise a visual learning design representation model within the context of blending MOOCs with face-to-face courses. The data analysed was derived from questionnaires and the generated representations. Results indicate that the representation enabled educators to easily visualise the overall structure of the learning designs and the relationships between the different design elements, providing a context for fostering reflection and decision-making during the planning of MOOC-based blended learning designs.