Theory of change models deepen online learning evaluation.
Theory of change models deepen online learning evaluation.
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DOI：
10.1016/j.evalprogplan.2021.101945
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发表时间：
2021-10
影响因子：
1.6
通讯作者：
Goldberg BB
中科院分区：
文献类型：
--
作者：
Chesniak OM;Drane D;Young C;Hokanson SC;Goldberg BB
大规模开放在线课程（MOOC）作为专业发展的资源而受到关注。本文介绍了我们用来评估美国大学联盟创建的博士后专业发展 MOOC 的方法。大多数评估 MOOC 的方法都侧重于分析参与情况、课程作业结果、自我报告的学习成果、课程完成情况以及通过在线内容或点击流数据的用户路径。很少有已发表的评估详细描述在线课程中的学习如何发生以及参与者预期的中长期认知和行为结果。这项工作旨在指导那些正在设计、实施和评估 MOOC 的人们，应用变革理论将评估重点放在学习过程上。这种方法可以作为评估 MOOC 的传统方法的补充。我们描述了我们如何与 MOOC 团队合作构建内容，为 MOOC 内的每个模块（或课程）制定变革理论，并使用变革理论来指导短期和中期参与者认知、情感和态度以及行为结果的评估。最后，我们分享了在 MOOC 开发的设计和评估阶段实施变革理论的经验教训和建议。
Massive Open Online Courses (MOOCs) have gained traction as resources for professional development. This article presents the method that we used to evaluate a professional development MOOC for postdoctoral trainees that was created by a university consortium in the US. Most approaches to evaluating MOOCs focus on analysis of participation, outcomes from course assignments, self-reported learning outcomes, course completion and user pathways through the online content or clickstream data. Few published evaluations describe in detail how learning happens within online courses and the anticipated medium and longer term cognitive and behavioral outcomes on participants. This work aims to guide those who are designing, implementing and evaluating MOOCs through applying theories of change to focus evaluation on the process of learning. This approach can be used as a complement to traditional approaches for evaluating MOOCs. We described how we worked with the MOOC team building the content to develop a theory of change for each module (or lesson) within the MOOC and used the theory of change to guide evaluation of short and medium term participant cognitive, affective and attitudinal, and behavioral outcomes. Finally, we share lessons learned and suggestions for implementing theories of change in both the design and evaluation phases of MOOC development.
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