Our publication about “A case study on narrative structures in instructional MOOC designs” has been published in the Journal of Research in Innovative Teaching & Learning.
The purpose of this paper is to share the lessons learned in implementing specific design patterns within the “Dr Internet” massive open online course (MOOC).
MOOCs are boasting considerable participant numbers, but also suffer from declining participant activity and low completion rates. Learning analytics results from earlier xMOOCs indicate that this might be alleviated by certain instructional design patterns – critical aspects include shorter course duration, narrative structures with suspense peaks, and a course schedule that is diversified and stimulating. To evaluate their impact on retention, the authors have tried to implement these patterns in the design of the “Dr Internet” MOOC.
Statistical results from the first run of the case study MOOC do not indicate any strong influences of these design patterns on the retention rate.
With inconclusive statistical results from this case study, more research with higher participant numbers is needed to gain insight on the effectiveness of these design patterns in MOOCs. When interpreting retention outcomes, other influencing factors (course content, pacing, timing, etc.) need to be taken into account.
This publication reports about a case study MOOC and gives practical hints for further research.
[Link to final publication @ Journal Homepage]
[Link to final publication @ ResearchGate]
Reference: Elke Höfler, Claudia Zimmermann, Martin Ebner, (2017) “A case study on narrative structures in instructional MOOC designs”, Journal of Research in Innovative Teaching & Learning, Vol. 10 Iss: 1, pp.48 – 62