Lessons learned from the Dying2Learn MOOC: Pedagogy, platforms and partnerships

Deb Rawlings, Lauren Miller-Lewis, David Collien, Jennifer Tieman, Deborah Parker, Christine Sanderson

    Research output: Contribution to journalArticlepeer-review

    9 Citations (Scopus)

    Abstract

    (1) Background: Massive Open Online Courses (MOOCs) are becoming more commonplace in the delivery of free online education and a Dying2Learn MOOC was offered by a team at Palliative and Supportive Services, Flinders University, South Australia;

    (2) Methods: Working with the OpenLearning platform developer, a research study and MOOC evaluation were embedded in the course, and content was delivered in innovative ways without compromising pedagogical approaches;

    (3) Results: This MOOC provided the facilitators with the opportunity to view education as an intervention, with testing undertaken, including measuring attitudinal change. Research, clinical and community partnerships were developed or reaffirmed and the value of ongoing partnerships with developers in creating platforms and tools that can expand the options for online learning is highlighted. Opportunities for future health professional and consumer education were also explored;

    (4) Conclusion: MOOCs can provide innovative opportunities to redesign educational approaches, which can be achieved by working with new technologies and with platform developers, while still adhering to pedagogical principles.

    Original languageEnglish
    Article number67
    Number of pages10
    JournalEducation Sciences
    Volume7
    Issue number3
    DOIs
    Publication statusPublished - 29 Jun 2017

    Bibliographical note

    © 2017 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

    Keywords

    • cMOOC
    • Online learning
    • Pedagogy

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