Conceptualising a visual representation model for MOOC-based blended learning designs
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- dc.contributor.author Albó, Laia
- dc.contributor.author Hernández Leo, Davinia
- dc.date.accessioned 2020-01-09T09:36:39Z
- dc.date.available 2020-01-09T09:36:39Z
- dc.date.issued 2020
- dc.description.abstract 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.
- dc.description.sponsorship The authors would like to thank all the participants of the workshops. This work has been partially funded by “la Caixa Foundation” (CoT project, 100010434) and FEDER, the National Research Agency of the Spanish Ministry of Science, Innovations and Universities MDM-2015-0502, TIN2014-53199-C3-3-R, TIN2017-85179-C3-3-R. Davinia Hernández-Leo (one of the authors) is a Serra Húnter Fellow.
- dc.format.mimetype application/pdf
- dc.identifier.citation 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
- dc.identifier.doi http://dx.doi.org/10.14742/ajet.5178
- dc.identifier.issn 1449-3098
- dc.identifier.uri http://hdl.handle.net/10230/43247
- dc.language.iso eng
- dc.publisher Australasian Society for Computers in Learning in Tertiary Education
- dc.relation.ispartof Australasian Journal of Educational Technology. 2020;36(4):1-26.
- dc.relation.projectID info:eu-repo/grantAgreement/ES/1PE/TIN2014-53199-C3-3-R
- dc.relation.projectID info:eu-repo/grantAgreement/ES/2PE/TIN2017-85179-C3-3-R
- dc.rights © 2020 Authors. Articles published in the Australasian Journal of Educational Technology (AJET) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant AJET right of first publication under CC BY-NC-ND 4.0. Users have the right to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal, and to use them for any other lawful purpose.
- dc.rights.accessRights info:eu-repo/semantics/openAccess
- dc.rights.uri https://creativecommons.org/licenses/by-nc-nd/4.0/
- dc.subject.keyword Learning design
- dc.subject.keyword Blended learning
- dc.subject.keyword Hybrid MOOCs
- dc.subject.keyword Visual representation
- dc.title Conceptualising a visual representation model for MOOC-based blended learning designs
- dc.type info:eu-repo/semantics/article
- dc.type.version info:eu-repo/semantics/publishedVersion