Boundary Crossing and MOOC Design

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atmire.migration.oldid5246
dc.contributor.advisorParchoma, Gale
dc.contributor.authorBradshaw, Kathlyn
dc.contributor.committeememberLock, Jennifer
dc.date.accessioned2017-01-10T22:22:17Z
dc.date.available2017-01-10T22:22:17Z
dc.date.issued2017
dc.date.submitted2017en
dc.description.abstractThis case study examined instructional designers’ perceptions of opportunities for formal and informal learning in a MOOC (Massive Open Online Course) design. Cultural, historical, and technological influences interact within activity systems in which we teach and learn (Engeström, 2009a). Synthesis, analysis, and reflection upon findings resulted in answers to the central research question of how instructional designers perceive learners’ opportunities for boundary crossing between formal and informal learning within a specific MOOC design. Thus, this research study was conceptualized to inform a deeper understanding of design considerations that may be able to support both formal and informal learning opportunities in MOOCs. The research, a case study using mixed methods procedures, was conducted over three phases: a survey (Phase I), focus group interviews using a semi-structured protocol allowing the research to build on survey results (Phase II), and individual interviews to build on both the results of the survey and focus groups (Phase III). Findings identified key factors that influenced participants’ perceptions of opportunities for formal and informal learning, and boundary crossing within the MOOC design. The findings suggest participants perceived both formal and informal learning as activity systems. Designer-participant perceptions of the potential for boundary crossing between formal and informal activity systems identified tensions and contradictions in relation to the course structure and navigation, learning objectives (as known, unknown and unknowable), and designing for prescriptive and self-directed learning. Participants’ perceptions of opportunities for formal and informal learning, and boundary crossing within the MOOC design were influenced by prior formal instructional design experiences. The study surfaced implications for MOOC design that may support instructional design efforts for future MOOCs. A cultural, historical, and technological approach to design (Engeström, 2009a) may provide a framework to innovate, experiment, prototype, and analyze in order to augment e-learning -- particularly MOOC --success, create synergies between research and design activities, and intentionally factor informal learning integration into contemporary design and development.en_US
dc.identifier.citationBradshaw, K. (2017). Boundary Crossing and MOOC Design (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/25156en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/25156
dc.identifier.urihttp://hdl.handle.net/11023/3555
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectEducation--Technology
dc.subject.otherMOOC
dc.subject.otherActivity Theory
dc.subject.otherBoundary Crossing
dc.titleBoundary Crossing and MOOC Design
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Education (EdD)
ucalgary.item.requestcopytrue
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