Rebecca M. Quintana

Associate Director, Learning Experience Design and Adjunct Lecturer

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Characterizing MOOC pedagogies: Exploring tools and methods for learning designers and researchers


Journal article


R. M. Quintana, Y. Tan
Online Learning Journal, vol. 23(4), 2019, pp. 62-84

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Cite

APA   Click to copy
Quintana, R. M., & Tan, Y. (2019). Characterizing MOOC pedagogies: Exploring tools and methods for learning designers and researchers. Online Learning Journal, 23(4), 62–84.


Chicago/Turabian   Click to copy
Quintana, R. M., and Y. Tan. “Characterizing MOOC Pedagogies: Exploring Tools and Methods for Learning Designers and Researchers.” Online Learning Journal 23, no. 4 (2019): 62–84.


MLA   Click to copy
Quintana, R. M., and Y. Tan. “Characterizing MOOC Pedagogies: Exploring Tools and Methods for Learning Designers and Researchers.” Online Learning Journal, vol. 23, no. 4, 2019, pp. 62–84.


BibTeX   Click to copy

@article{quintana2019a,
  title = {Characterizing MOOC pedagogies: Exploring tools and methods for learning designers and researchers},
  year = {2019},
  issue = {4},
  journal = {Online Learning Journal},
  pages = {62-84},
  volume = {23},
  author = {Quintana, R. M. and Tan, Y.}
}

We explore new tools and methods for learning designers and researchers to characterize pedagogical approaches that are applied to the design of MOOCs. This paper makes three main contributions to literature on MOOC design and evaluation: (1) an Expanded Assessing MOOC Pedagogies instrument for use by learning designers and researchers within their own contexts, (2) a demonstration of how nearest neighbor cluster analysis can be used to identify pedagogically similar MOOCs, and (3) a preliminary analysis of the clusters to account for features and factors that contribute to pedagogical similarity of MOOCs within clusters. This work advances research in the development of MOOC typologies, to allow learning designers and researchers to ask nuanced questions about pedagogical aspects of MOOC design.

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