Skip to main content
SpringerLink
Log in

Educational Design for MOOCs: Design Considerations for Technology-Supported Learning at Large Scale

  • Chapter
  • First Online:
Open Education: from OERs to MOOCs

Part of the book series: Lecture Notes in Educational Technology ((LNET))

Abstract

Massive open online courses (MOOCs) are a recent trend in the field of online learning. Their potential distinctive educational innovation is attributed mainly to their “Massiveness” and “Openness” dimensions. These two characteristics introduce new educational design considerations for accommodating the challenging demands of “Massiveness” and “Openness.” This is particularly pressing, since commonly recognized “shortcomings” of MOOCs, such as high participant drop-out rates and low levels of participant engagement and motivation, have been associated to the educational design of MOOCs. Within this context, this chapter discusses issues related with the educational design of MOOCs with emphasis to cultural and motivational issues, presents an analysis of existing educational design frameworks and/or guidelines for MOOCs and, finally, proposes an ADDIE-based educational design considerations framework (EDCF) for MOOCs, which incorporate the “Massiveness” and “Openness” requirements.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 109.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 139.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 139.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Alario-Hoyos, C., Pérez-Sanagustín, M., Cormier, D., & Kloos, C. D. (2014). Proposal for a conceptual framework for educators to describe and design MOOCs. Journal of Universal Computer Science, 20(1), 6–23.

    Google Scholar 

  • Alraimi, K. M., Zo, H., & Ciganek, A. P. (2015). Understanding the MOOCs continuance: The role of openness and reputation. Computers & Education, 80, 28–38.

    Article  Google Scholar 

  • Anderson, T. (2013). Promise and/or peril: MOOCs and open and distance education. Retrieved from http://tinyurl.com/h28kmhn

  • Anderson, A., Huttenlocher, D., Kleinberg, J., & Leskovec, J. (2014). Engaging with massive online courses. Proceedings of the 23rd international conference on World Wide Web (pp. 687–698). Seoul: ACM.

    Google Scholar 

  • Anderson, T., & McGreal, R. (2012). Disruptive pedagogies and technologies in universities. Educational Technology & Society, 15(4), 380–389.

    Google Scholar 

  • Balfour, S. P. (2013). Assessing writing in MOOCs: Automated essay scoring and calibrated peer review. Research & Practice in Assessment, 8(1), 40–48.

    Google Scholar 

  • Banks, J. A. (1993). Multicultural education: Historical development, dimensions, and practice. Review of Research in Education, 19, 3–49.

    Google Scholar 

  • Bentley, J., Tinney, M. V., & Chia, B. (2005). Intercultural internet-based learning: Know your audience and what they value. Educational Technology Research and Development, 53(2), 117–126.

    Article  Google Scholar 

  • Blom, J., Verma, H., Li, N., Skevi, A., & Dillenbourg, P. (2013). MOOCs are more social than you believe. eLearning Papers, 33.

    Google Scholar 

  • Branch, R. M. (2010). Instructional design: The ADDIE approach. US: Springer.

    Book  Google Scholar 

  • Chang, R. I., Hung, Y. H., & Lin, C. F. (2015). Survey of learning experiences and influence of learning style preferences on user intentions regarding MOOCs. British Journal of Educational Technology, 46(3), 528–541.

    Article  Google Scholar 

  • Cheong, C., Cheong, F., & Filippou, J. (2013). Quick quiz: A Gamified approach for enhancing learning. In Proceedings of the 17th Pacific Asia Conference on Information Systems (p. 206).

    Google Scholar 

  • Choi, D., & Kim, J. (2004). Why people continue to play online games: In search of critical design factors to increase customer loyalty to online contents. CyberPsychology & behavior, 7(1), 11–24.

    Article  Google Scholar 

  • Clark, D. (2013). MOOCs: Taxonomy of 8 types of MOOC. Retrieved from http://tinyurl.com/kgxvlr5

  • Coffrin, C., Corrin, L., de Barba, P., & Kennedy, G. (2014). Visualizing patterns of student engagement and performance in MOOCS. Proceedings of the 4th International Conference on Learning Analytics And Knowledge (pp. 83–92). Indianapolis: ACM.

    Chapter  Google Scholar 

  • Cooper, S., & Sahami, M. (2013). Reflections on Stanford’s MOOCs. Communications of the ACM, 56(2), 28–30.

    Article  Google Scholar 

  • Conole, G. (2013). MOOCs as disruptive technologies: Strategies for enhancing the learner experience and quality of MOOCs. Revista de Educación a Distancia, 39, 1–17.

    Google Scholar 

  • Conole, G. (2014). A new classification schema for MOOCs. International Journal for Innovation and Quality in Learning, 2(3), 65–77.

    Google Scholar 

  • Daniel, J. (2012). Making sense of MOOCs: Musings in a maze of myth, paradox and possibility. Journal of Interactive Media in Education, 2012(3), 1–20.

    Article  Google Scholar 

  • Daradoumis, T., Bassi, R., Xhafa, F., & Caballé, S. (2013). A review on massive e-learning (MOOC) design, delivery and assessment. In Eighth IEEE International Conference on P2P, Parallel, Grid, Cloud and Internet Computing (pp. 208–213). Compiegne: IEEE.

    Google Scholar 

  • Darr, C. W. (2012). Measuring student engagement: The development of a scale for formative use. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 149–172). New York: Springer.

    Google Scholar 

  • de Freitas, S., & Griffiths, M. (2009). Massively multiplayer online role-play games for learning. In R. E. Ferdig (Ed.), Handbook of Research on Effective Electronic Gaming in Education (pp. 51–66). IGI Global.

    Google Scholar 

  • de Freitas, S., Morgan, J., & Gibson, D. (2015). Will MOOCs transform learning and teaching in higher education? Engagement and course retention in online learning provision. British Journal of Educational Technology, 46(3), 455–471.

    Article  Google Scholar 

  • DeBoer, J., Ho, A. D., Stump, G. S., & Breslow, L. (2014). Changing “course” reconceptualizing educational variables for massive open online courses. Educational Researcher, 43(2), 74–84.

    Article  Google Scholar 

  • Denny, P. (2013). The effect of virtual achievements on student engagement. Proceedings of the SIGCHI conference on human factors in computing systems (pp. 763–772). Paris: ACM.

    Chapter  Google Scholar 

  • Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Educational Technology & Society, 18(3), 75–88.

    Google Scholar 

  • Dickey, M. D. (2007). Game design and learning: A conjectural analysis of how massively multiple online role-playing games (MMORPGs) foster intrinsic motivation. Educational Technology Research and Development, 55(3), 253–273.

    Article  Google Scholar 

  • Domínguez, A., Saenz-de-Navarrete, J., De-Marcos, L., Fernández-Sanz, L., Pagés, C., & Martínez-Herráiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380–392.

    Article  Google Scholar 

  • Ebben, M., & Murphy, J. S. (2014). Unpacking MOOC scholarly discourse: A review of nascent MOOC scholarship. Learning, Media and Technology, 39(8), 328–345.

    Article  Google Scholar 

  • Edmundson, A. (2007). The cultural adaptation process (CAP) model: Designing e-learning for another culture. In A. Edmundson (Ed.), Globalized e-learning cultural challenges (pp. 267–290). Hershey, PA: Idea Group Inc.

    Chapter  Google Scholar 

  • Erhel, S., & Jamet, E. (2013). Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Computers & Education, 67, 156–167.

    Article  Google Scholar 

  • Ferguson, R., & Clow, D. (2015). Examining engagement: Analysing learner subpopulations in massive open online courses (MOOCs). Proceedings of the Fifth International Conference on Learning Analytics And Knowledge (pp. 51–58). NY: ACM.

    Google Scholar 

  • Ferguson, R., & Sharples, M. (2014). Innovative pedagogy at massive scale: Teaching and learning in MOOCs. In C. Rensing, S. de Freitas, T. Ley & P. J. Munoz-Merino (Eds.), Open Learning and Teaching in Educational Communities (pp. 98–111). International Publishing: Springer.

    Google Scholar 

  • Gené, O.B., Núñez, M.M., & Blanco, Á.F. (2014). Gamification in MOOC: challenges, opportunities and proposals for advancing MOOC model. In Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 215–220).

    Google Scholar 

  • Guàrdia, L., Maina, M., & Sangrà, A. (2013). MOOC design principles. A pedagogical approach from the learner’s perspective. Journal eLearning Papers, 33.

    Google Scholar 

  • Grünewald, F., Meinel, C., Totschnig, M., & Willems, C. (2013). Designing ΜΟΟCs for the support of multiple learning styles. In D. Hernández-Leo, T. Ley, R. Klamma & A. Harrer (Eds). Scaling up learning for sustained impact (pp. 371–382). Berlin Heidelberg: Springer.

    Google Scholar 

  • Hayes, N., & Introna, L. D. (2005). Cultural values, plagiarism, and fairness: When plagiarism gets in the way of learning. Ethics and Behavior, 15(3), 213–231.

    Article  Google Scholar 

  • Hew, K. F. (2015). Promoting engagement in online courses: What strategies can we learn from three highly rated MOOCS. British Journal of Educational Technology (ahead-of-print).

    Google Scholar 

  • Hew, K. F., & Cheung, W. S. (2014). Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Review, 12, 45–58.

    Article  Google Scholar 

  • Higbee, J. L., Schultz, J. L., & Goff, E. (2010). Pedagogy of inclusion: Integrated multicultural instructional design. Journal of college Reading and Learning, 41(1), 49–66.

    Article  Google Scholar 

  • Ho, A. D., Chuang, I., Reich, J., Coleman, C., Whitehill, J., Northcutt, C., & Williams, J. J., et al. (2015). HarvardX and MITx: Two years of open online courses. Retrieved from http://tinyurl.com/q36c8up

  • Hofstede, G. (1986). Cultural differences in teaching and learning. International journal of Intercultural Relations, 10, 301–320.

    Article  Google Scholar 

  • Hsu, S. H., Wen, M. H., & Wu, M. C. (2009). Exploring user experiences as predictors of MMORPG addiction. Computers & Education, 53(3), 990–999.

    Article  Google Scholar 

  • Hung, K. H., Kinzer, C., & Chen, C. L. A. (2009). Motivational factors in educational MMORPGs: Some implications for education. In Z. Pan, A. D. Cheok, W. Müller, & M. Chang (Eds.), Transactions on Edutainment III (pp. 93–104). Berlin Heidelberg: Springer.

    Chapter  Google Scholar 

  • Jordan, K. (2014). Initial trends in enrolment and completion of massive open online courses. The International Review of Research in Open and Distributed Learning, 15(1), 1–28.

    Google Scholar 

  • Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. San Francisco, CA: Wiley.

    Google Scholar 

  • Kauffman, Y., & Kauffman, D. (2015). MOOCs design and development: Using active learning pedagogy and instructional design model in MITx courses on the edX platform. EdMedia: World Conference on Educational Media and Technology (pp. 22–27). AACE: Quebec.

    Google Scholar 

  • Kay, J., Reimann, P., Diebold, E., & Kummerfeld, B. (2013). MOOCs: So many learners, so much potential. IEEE Intelligent Systems, 3, 70–77.

    Article  Google Scholar 

  • Kizilcec, R. F., Piech, C., & Schneider, E. (2013). Deconstructing disengagement: analyzing learner subpopulations in massive open online courses. Proceedings of the third international conference on learning analytics and knowledge (pp. 170–179). Leuven: ACM.

    Chapter  Google Scholar 

  • Knox, J. (2014). Digital culture clash: “Massive” education in the e-learning and digital cultures MOOC. Distance Education, 35(2), 164–177.

    Article  Google Scholar 

  • Kong, J. S. L., & Kwok, R. C. W. (2009). MMOG game-based collaborative learning: An exploratory study and its research potential. In Proceedings of Pacific Asia conference on information systems (PACIS).

    Google Scholar 

  • Kop, R. (2011). The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course. International Review of Research in Open and Distance Learning, 12(3), 1–38.

    Google Scholar 

  • Koutropoulos, A., & Zaharias, P. (2015). Down the rabbit hole: An initial typology of issues around the development of MOOCs. Current Issues in Emerging eLearning, 2(1), 1–32.

    Google Scholar 

  • Klobas, J. E. (2014). Measuring the success of scaleable open online courses. Performance Measurement and Metrics, 15(3), 145–162.

    Article  Google Scholar 

  • Lackner, E., Kopp, M., Ebner, M. (2014). How to MOOC?—A pedagogical guideline for practitioners. In Proceedings of the 10th International Scientific Conference “eLearning and Software for Education”. Bucharest.

    Google Scholar 

  • Lin, Y. L., & Lin, H. W. (2011). A study on the goal value for massively multiplayer online role-playing games players. Computers in Human Behavior, 27(6), 2153–2160.

    Article  Google Scholar 

  • Lisk, T. C., Kaplancali, U. T., & Riggio, R. E. (2012). Leadership in multiplayer online gaming environments. Simulation & Gaming, 43(1), 133–149.

    Article  Google Scholar 

  • Literat, I. (2015). Implications of massive open online courses for higher education: Mitigating or reifying educational inequities?. Higher Education Research & Development, (ahead-of-print), 1–14.

    Google Scholar 

  • Liu, X., Liu, S., Lee, S.-H., & Magjuka, R. J. (2010). Cultural differences in online learning: International student perceptions. Educational Technology & Society, 13(3), 177–188.

    Google Scholar 

  • Liyanagunawardena, T. R., Adams, A. A., & Williams, S. A. (2013a). MOOCs: A systematic study of the published literature 2008-2012. The International Review of Research in Open and Distributed Learning, 14(3), 202–227.

    Google Scholar 

  • Liyanagunawardena, T., Williams, S., & Adams, A. (2013b). The impact and reach of MOOCs: A developing countries’ perspective. eLearning Papers, 33.

    Google Scholar 

  • Luo, H., Robinson, A. C., & Park, J. Y. (2014). Peer grading in a MOOC: Reliability, validity, and perceived effects. Online Learning, 18(2), 1–14.

    Google Scholar 

  • Macleod, H., Haywood, J., Woodgate, A., & Alkhatnai, M. (2015). Emerging patterns in MOOCs: Learners, course designs and directions. TechTrends, 59(1), 56–63.

    Article  Google Scholar 

  • Maitland, C. F., & Bauer, J. M. (2001). National level culture and global diffusion: The case of the internet. In C. Ess & F. Sudweeks (Eds.), Culture, technology, communication: Towards an intercultural global village (pp. 87–120). NY: State University of New York Press.

    Google Scholar 

  • Margaryan, A., Bianco, M., & Littlejohn, A. (2015). Instructional quality of massive open online courses (MOOCs). Computers & Education, 80, 77–83.

    Article  Google Scholar 

  • Marrone, M., Mantai, L. & Luzia, K. (2013). MOOCs—What’s cultural inclusion got to do with it?. In H. Carter, M. Gosper & J. Hedberg (Eds.), Proceedings ascilite 2013 (pp. 541–545). Sydney: Ascilite.

    Google Scholar 

  • Mercado, S., Parboteeah, K. P., & Zhao, Y. (2004). On-line course design and delivery: Cross-national considerations. Strategic Change, 13(4), 183–192.

    Article  Google Scholar 

  • Muñoz-Merino, P. J., Valiente, J. A. R., & Kloos, C. D. (2013). Inferring higher level learning information from low level data for the Khan Academy platform. In Proceedings of the third international conference on learning analytics and knowledge (pp. 112–116).

    Google Scholar 

  • Nkuyubwatsi, B. (2014). Cultural translation in massive open online courses (MOOCs). eLearning Papers, 37.

    Google Scholar 

  • OECD (2007). Giving knowledge for free: The Emergence of open educational resources. Retrieved from http://tinyurl.com/o655c53

  • Parrish, P., & Linder-Van Berschot, J. A. (2010). Cultural dimensions of learning: Addressing the challenges of multicultural instruction. International Review of Research in Open and Distributed Learning, 11(2), 1–10.

    Google Scholar 

  • Peterson, M. (2010). Massively multiplayer online role-playing games as arenas for second language learning. Computer Assisted Language Learning, 23(5), 429–439.

    Article  Google Scholar 

  • Pundak, D., Sabag, N., & Trotskovsky, E. (2014). Accreditation of MOOCs. European Journal of Open, Distance and E-Learning, 17(2), 117–129.

    Article  Google Scholar 

  • Purser, E., Towndrow, A., & Aranguiz, A. (2013). Realising the potential of peer-to-peer learning: Taming a MOOC with social media. eLearning Papers, 33.

    Google Scholar 

  • Rai, L., & Chunrao, D. (2016). Influencing factors of success and failure in MOOC and general analysis of learner behavior. International Journal of Information and Education Technology, 6(4), 262–268.

    Article  Google Scholar 

  • Read, T., & Rodrigo, C. (2014). Toward a quality model for UNED MOOCs. eLearning Papers, 37.

    Google Scholar 

  • Reeder, K., Macfadyen, L. P., Chase, M., & Roche, J. (2004). Falling through the (cultural) gaps? Intercultural communication challenges in cyberspace. In F. Sudweeks & C. Ess (Eds.), Proceedings of the Fourth International Conference on Cultural Attitudes towards Technology and Communication (CATaC) (pp. 123–134). Karlstad.

    Google Scholar 

  • Richter, T. (2011). Adaptability as a special demand on open educational resources: The cultural context of e-learning. European Journal of Open, Distance and E-Learning, 2.

    Google Scholar 

  • Rodriguez, O. (2012). MOOCs and the AI-Stanford like courses: Two successful and distinct course formats for massive open online courses. European Journal of Open, Distance and E-Learning, 1–13.

    Google Scholar 

  • Rodriguez, O. (2013). The concept of openness behind c and x-MOOCs (Massive Open Online Courses). Open Praxis, 5(1), 67–73.

    Article  Google Scholar 

  • Rogers, P. C., Graham, C. R., & Mayes, C. T. (2007). Cultural competence and instructional design: Exploration research into the delivery of online instruction cross-culturally. Educational Technology Research and Development, 55(2), 197–217.

    Article  Google Scholar 

  • Rosewell, J., & Jansen, D. (2014). The OpenupEd quality label: Benchmarks for MOOCs. The International Journal for Innovation and Quality in Learning, 2(3), 88–100.

    Google Scholar 

  • Rubens, W., Kalz, M., & Koper, R. (2014). Improving the learning design of massive open online courses. The Turkish Online Journal of Educational Technology, 13(4), 71–80.

    Google Scholar 

  • Powell, G. (1997). On being a culturally sensitive instructional designer and educator. Educational Technology, 37(2), 6–14.

    Google Scholar 

  • Siemens, G. (2013). Massive open online courses: Innovation in education. In R. McGreal, W. Kinuthia, S. Marshall & T. McNamara (Eds.), Open Educational Resources: Innovation, Research and Practice (p. 5–15), Athabasca University.

    Google Scholar 

  • Spoelstra, H., Van Rosmalen, P., & Sloep, P. B. (2014). Toward project-based learning and team formation in open learning environments. Journal of Universal Computer Science, 20(1), 57–76.

    Google Scholar 

  • Stewart, B. (2013). Massiveness + openness = new literacies of participation. MERLOT Journal of Online Learning and Teaching, 9(2), 228–238.

    Google Scholar 

  • Suen, H. K. (2014). Peer assessment for massive open online courses (MOOCs). The International Review of Research in Open and Distributed Learning, 15(3).

    Google Scholar 

  • Suh, S., Kim, S. W., & Kim, N. J. (2010). Effectiveness of MMORPG-based instruction in elementary English education in Korea. Journal of Computer Assisted learning, 26(5), 370–378.

    Article  Google Scholar 

  • Suznjevic, M., & Matijasevic, M. (2010). Why MMORPG players do what they do: Relating motivations to action categories. International Journal of Advanced Media and Communication, 4(4), 405–424.

    Article  Google Scholar 

  • Tan, C. T. (2013). MOOCs vs MMOGs. Proceedings of the International Conference on Managing the Asian Century (pp. 89–99). Singapore: Springer.

    Chapter  Google Scholar 

  • Tapanes, M. A., Smith, G. G., & White, J. A. (2009). Cultural diversity in online learning: A study of the perceived effects of dissonance in levels of individualism/collectivism and tolerance of ambiguity. The Internet and Higher Education, 12(1), 26–34.

    Article  Google Scholar 

  • Terras, M. M., & Ramsay, J. (2015). Massive open online courses (MOOCs): Insights and challenges from a psychological perspective. British Journal of Educational Technology, 46(3), 472–487.

    Article  Google Scholar 

  • Thomas, M., Mitchell, M., & Joseph, R. (2002). A cultural embrace. TechTrends, 46(2), 40–45.

    Google Scholar 

  • Tuomi, I. (2006). Open Educational Resources: What they are and why do they matter. Retrieved from http://tinyurl.com/yqmebd

  • Tuomi, I. (2013). Open educational resources and the transformation of education. European Journal of Education, 48(1), 58–78.

    Article  Google Scholar 

  • Yang, D., Sinha, T., Adamson, D., & Rosé, C.P. (2013). Turn on, tune in, drop out: Anticipating student dropouts in massive open online courses. In Proceedings of NIPS Data-Driven Education Workshop. Nevada

    Google Scholar 

  • Yee, N. (2006). Motivations for play in online games. CyberPsychology & Behavior, 9(6), 772–775.

    Article  Google Scholar 

  • Young, P. A. (2008). The culture based model: Constructing a model of culture. Educational Technology & Society, 11(2), 107–118.

    Google Scholar 

  • Yousef, A. M. F., Chatti, M. A., Schroeder, U., Wosnitza, M., & Jakobs, H. (2014a). MOOCs—A review of the state-of-the-art. Proceedings of the International Conference on Computer Supported Education Conference (pp. 9–20). Barcelona: ACM.

    Google Scholar 

  • Yousef, A. M. F., Chatti, M. A., Schroeder, U., & Wosnitza, M. (2014b). What drives a successful MOOC? An empirical examination of criteria to assure design quality of MOOCs. Proceedings of the 14th IEEE International Conference On Advanced Learning Technologies (ICALT) (pp. 44–48). Athens: IEEE.

    Google Scholar 

  • Yuan, L. & Powell, S., (2013). MOOCs and Open Education: Implications for Higher Education. Retrieved from http://tinyurl.com/c38jo8t

  • Van Hentenryck, P., & Coffrin, C. (2014). Teaching creative problem solving in a MOOC. Proceedings of the 45th ACM technical symposium on Computer science education (pp. 677–682). NY: ACM.

    Chapter  Google Scholar 

  • Veletsianos, G., Collier, A., & Schneider, E. (2015). Digging deeper into learners’ experiences in MOOCs: Participation in social networks outside of MOOCs, notetaking, and contexts surrounding content consumption. British Journal of Educational Technology, 46(3), 570–587.

    Article  Google Scholar 

  • Voulgari, I., Komis, V., & Sampson, D.G. (2014). Player Motivations in Massively Multiplayer Online Games. In (ICALT). In Proceedings of the 14th International Conference on Advanced Learning Technologies (pp. 238–239), Athens: IEEE.

    Google Scholar 

  • Voulgari, I., & Sampson, D.G. (2014). Massive open online courses (MOOCS) and massively multiplayer online games (MMOGs): Synergies and lessons to be learned. In D .G. Sampson, D. Ifenthaler, J. M. Spector, & Isaias, P. (Eds.) Digital Systems for Open Access to Formal and Informal Learning (pp. 41–56). Springer International Publishing

    Google Scholar 

  • Williams, D., Yee, N., & Caplan, S. E. (2008). Who plays, how much, and why? Debunking the stereotypical gamer profile. Journal of Computer-Mediated Communication, 13(4), 993–1018.

    Article  Google Scholar 

  • Wu, M. L., Richards, K., & Saw, G. K. (2014). Examining a massive multiplayer online role-playing game as a digital game-based learning platform. Computers in the Schools, 31(1–2), 65–83.

    Article  Google Scholar 

  • Zheng, S., Rosson, M. B., Shih, P. C., & Carroll, J. M. (2015). Understanding student motivation, behaviors, and perceptions in MOOCs. Proceedings of the 18th ACM Computer-Supported Cooperative Work and Social Computing (pp. 1882–1895). Vancouver: ACM.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Information Technologies Institute, Centre for Research and Technology—Hellas, Thessaloniki, Greece

    Stylianos Sergis & Demetrios G. Sampson

  2. School of Education, Curtin University, Bentley Campus, Building 501, Level 3, Kent Street, Perth, WA6102, Australia

    Demetrios G. Sampson & Lina Pelliccione

  3. Department of Digital Systems, University of Piraeus, 150 Androutsou Str, Piraeus, Greece

    Stylianos Sergis

Authors
  1. Stylianos Sergis
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Demetrios G. Sampson
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Lina Pelliccione
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Demetrios G. Sampson .

Editor information

Editors and Affiliations

  1. Director of ICT Department, The Arab League Educational Cultural and Scientific Organization, Tunis, Tunisia

    Mohamed Jemni

  2. Athabasca University, Edmonton, Alberta, Canada

    Kinshuk

  3. The Arab League Educational Cultural and Scientific Organization, Tunis, Tunisia

    Mohamed Koutheair Khribi

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer-Verlag Berlin Heidelberg

About this chapter

Cite this chapter

Sergis, S., Sampson, D.G., Pelliccione, L. (2017). Educational Design for MOOCs: Design Considerations for Technology-Supported Learning at Large Scale. In: Jemni, M., Kinshuk, Khribi, M. (eds) Open Education: from OERs to MOOCs. Lecture Notes in Educational Technology. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-52925-6_3

Download citation

  • DOI: https://doi.org/10.1007/978-3-662-52925-6_3

  • Published:

  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-662-52923-2

  • Online ISBN: 978-3-662-52925-6

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation