Learners in the dual-layer DALMOOC experienced uncertainty and discomfort transitioning from instructor-driven to self-regulated learning, and found the distributed structure confusing¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Early results from DALMOOC indicate learners experienced uncertainty and discomfort moving to self-regulated learning, and edX-layer learners found the distributed structure confusing at times. → Carolyn Penstein Rosé & Oliver Ferschke 2016

Evidence¶

Carolyn Penstein Rosé & Oliver Ferschke 2016¶

Carolyn Penstein Rosé & Oliver Ferschke. (2016). Technology Support for Discussion Based Learning: From Computer Supported Collaborative Learning to the Future of Massive Open Online Courses. Int J Artif Intell Educ. https://doi.org/10.1007/s40593-016-0107-y

q2 · i? · design · r2

Early observational results from the Fall 2014 dual-layer MOOC (DALMOOC) on edX with the ProSolo layer, run as part of a design-based research process. Learners "experience some uncertainty and discomfort in transitioning from instructor-driven to self-regulated learning" and the authors conclude better scaffolding is needed.

"Early results from DALMOOC indicate that learners experience some uncertainty and discomfort in transitioning from instructor-driven to self-regulated learning. Learners within the edX course found the distributed structure of DALMOOC confusing at times. Better scaffolding and support is needed to assist learners in transitioning between structured instruction and open engagement in social systems"

Discussion¶

Learner Variables¶

• Achievement Emotions — outcome: instruction changes it

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