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dc.contributor.authorHaugsbakken, Halvdan
dc.date.accessioned2021-03-18T09:37:27Z
dc.date.available2021-03-18T09:37:27Z
dc.date.created2020-05-02T13:14:09Z
dc.date.issued2020
dc.identifier.issn1027-5207
dc.identifier.urihttps://hdl.handle.net/11250/2734093
dc.description.abstractCreating a Massive Online Open Course (MOOC) based on analysis from research requires the adaptation of MOOC pedagogies. For example, course designers need to follow certain design principles and adapt learning content to the pedagogies and constraints of a MOOC platform. That said, this paper outlines five different learning design principles that create active learning in a MOOC. These emerged when adapting knowledge from a research case study. To exemplify the adaptation, this paper examines how research from a sociological, qualitative classroom study about a teacher who used digital technologies in foreign-language training at a Norwegian high school was adapted for a MOOC that ran on FutureLearn.en_US
dc.language.isoengen_US
dc.publisherSciendoen_US
dc.relation.urihttps://www.eurodl.org/?p=current&sp=full&article=833
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.no*
dc.titleFive Learning Design Principles to Create Active Learning for Engaging With Research in a MOOCen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.source.volume23en_US
dc.source.journalEuropean Journal of Open, Distance and E-Learningen_US
dc.source.issue1en_US
dc.identifier.doi10.2478/eurodl-2020-0003
dc.identifier.cristin1809073
cristin.ispublishedtrue
cristin.fulltextpostprint
cristin.qualitycode1


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Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
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