Lessons in Online Course Design and Implementation

Abstract

Massive Open Online Courses (MOOCs) are deemed a “potentially important educational practice with significant impact on the future of online learning” (Siemens, 2015, as cited in Erikson et al., 2017, p. 133). The Centre for English Language Communication (CELC), at the National University of Singapore (NUS) has also rolled out several internal online courses to “harness good technology-enabled pedagogical practices for the enhancement of learning outcomes” (National University of Singapore, n.d.). This paper documents the team’s reflections on the design and implementation of the MOOC ELC002 “Effective Online Writing”. Analysing the six data points generated throughout the MOOC’s development process against the Funnel of Participation (Clow, 2013) framework, we found that learners enrolled in an ungraded online course primarily because of the content’s perceived usefulness, technological affordances, socio-psychological factors such as self-efficacy, and even logistical factors such as timing. Aligning the course with these motivations may help MOOC developers effectively promote the course (awareness) and pitch the content at the appropriate level (registration). Implementing learner-centric learning activities is recommended to engage and sustain learners throughout the course (activity), and ultimately acquire meaningful skills and knowledge (progress).