OUTCOMES: Identify potential administrative roadblocks to delivering a MOOC as a credit course * Recognize challenges specific to designing for learning at scale * Discuss strategies for the sustainability of MOOCs
Scaffolding Problem-Centered Collaborative Inquiry in a Large Online Class
Yan Shen, Instructional Designer, NC State University
We redesigned a problem-centered collaborative inquiry project for a large online class by integrating technology scaffolds and peer interactions to enhance students' critical thinking when identifying gender-related challenges and proposing interventions. A Google Sites template was designed to scaffold thinking and collaboration. A discussion forum was used for guided peer review of challenges and interventions. According to a class survey and project assignments, students demonstrated higher-order thinking skills as they followed the technology-based scaffolds to identify gender-related challenges, brainstorm interventions, and justify decisions. They also considered and incorporated alternative ideas from peers to refine their challenges and interventions.
OUTCOMES: Recognize characteristics of a problem-centered inquiry project * Name three sources of scaffolding in an online learning environment * Describe scaffolding strategies supported by Google Sites and peer interactions
