Uncovering motivation and self-regulated learning skills in integrated medical MOOC learning: a mixed methods research protocol.

INTRODUCTION: Massive Open Online Courses (MOOCs) are informal learning environments. Since a few years, MOOCs are being reused and integrated in formal medical education. However, what constitutes optimal integration is still unclear. In this mixed methods study protocol we describe how we will investigate three MOOC integration designs using the same MOOC. THIS STUDY HOLDS MULTIPLE OBJECTIVES: (1) Describe motivation profiles in medical students that learn in integrated MOOCs, and discern if motivation profiles are associated with specific MOOC integration designs; (2) investigate how psychological needs of medical students are satisfied or frustrated in different MOOC integration designs; (3) investigate the relationship between autonomous motivation to learn in an integrated MOOC and use of self-regulated learning skills in that MOOC; (4) uncover processes that are involved in goal acceptance or rejection of medical students in integrated medical MOOC designs with assigned learning goals; and (5) identify obstacles medical students encounter when learning with assigned learning goals in integrated medical MOOCs. METHODS AND ANALYSIS: Objectives 1 and 2 will be pursued with a cross-sectional study design, objective 3 with an observational cohort study design and objectives 4 and 5 with a qualitative interview study design. All medical students in one of three MOOC integration designs at Leiden University Medical Center (LUMC) will be invited to participate. Primary endpoints for objectives 1 and 2 are motivation profiles, and variety in need satisfaction and frustration. For objective 3 the primary endpoints are autonomous motivation and self-regulated online learning. For objectives 4 and 5 primary endpoints are process themes regarding goal acceptance or rejection, and perceived obstacles when working with assigned online learning goals. ETHICS AND DISSEMINATION: This study has been approved by the Educational Research Review Board of the LUMC. Planned dissemination of findings include three presentations at (inter)national conferences and three research articles.

Instructional design quality in medical Massive Open Online Courses for integration into campus education.

Purpose: Medical Massive Open Online Courses (MOOCs) are of interest for campus education. With growing interest in integrating medical MOOCs, their quality must be ensured. This however, has not been studied. We investigated if medical MOOCs meet the instructional design principles: problem-centeredness, activation, demonstration, application, integration, collective knowledge, collaboration, differentiation, authentic resources, feedback, and goal-setting.Methods: An overview of medical MOOCs and inclusion criteria were developed. Out of 410 MOOCs, 33 were selected. A data collection tool was compiled and calibrated. Investigators enrolled in selected MOOCs and coded presence of instructional design principles after examination of all course pages.Results: Application, authentic resources, problem-centeredness, and goal-setting were found to be present in many of the courses. Activation, collective knowledge, differentiation, and demonstration were present in less than half of the courses. Finally, integration, collaboration, and expert feedback were present in less than 15% of the courses.Conclusions: Medical MOOCs meet these principles in varying degree. Certain principles might be scarcely present due to a problematic fit with the MOOC concept or a need for further development in online settings. Assessment of instructional design quality is desired before integrating so that MOOC quality can be considered in relation to the quality of existing campus education.

A teacher perspective on Scrum methodology in secondary chemistry education.

Scrum methodology is a novel framework for teaching intended to scaffold students' learning process when they work on complex, real-world tasks. It is originally a project management framework frequently used in business and industry to manage projects. Scrum methodology is increasingly used in educational contexts. Yet, it is also a rather complex framework and more insight in how teachers understand and implement Scrum methodology is needed. Twelve teachers attended a professional development program and simultaneously implemented Scrum methodology in their chemistry lessons. Teachers' didactical expertise and pedagogical expertise appeared to play a key role during the implementation process, whereas teachers' subject matter expertise, and other factors such as teaching context, teaching experience and personal biography seemed to be less important. Didactical and pedagogical expertise enhances teaching with Scrum: it supports the implementation as well as increases its effectiveness, independently of teaching context, experience and personal biography. This would mean Scrum methodology offers possibilities for teachers to enhance and enrich their teaching practice.

Teaching modes and social-epistemological dimensions in medical Massive Open Online Courses: Lessons for integration in campus education.

Purpose: Medical Massive Open Online Courses (MOOCs) have been integrated into formal campus teaching by several universities. However, teaching attributes of medical MOOCs have not been systematically investigated. Additionally, guidelines are needed to inform integration practices. This study systematically investigated the available teaching modes and social-epistemological dimensions of medical MOOCs. Methods: An overview of MOOCs on a medical topic was compiled and inclusion criteria were developed. A data collection tool was composed and calibrated. For data collection, out of 410 MOOCs 33 were selected based on these criteria. Investigators enrolled in selected MOOCs and analyzed teaching modes after examination of all course pages. Teaching modes were categorized in social-epistemological dimensions according to the Teaching Approach Framework. Results: Twenty-nine different teaching modes were found, showing wide distributions. Analysis of social-epistemological dimensions showed medical MOOCs focus on constructivist and individual teaching modes as opposed to objectivist and group modes. Conclusions: Medical MOOCs do not have a universal teaching mode profile. They contain a rich variety of teaching modes for integration in campus education of which videos, discussion boards, and multiple choice questions are used regularly. Constructivist teaching modes are readily available in medical MOOCs and can support educational innovation of formal campus teaching when integrated.