Using ADDIE and Systems Thinking as the Framework for Developing a MOOC: A Case Study

Autor/inn/en	Croxton, Rebecca A.; Chow, Anthony S.
Titel	Using ADDIE and Systems Thinking as the Framework for Developing a MOOC: A Case Study
Quelle	In: Quarterly Review of Distance Education, 16 (2015) 4, S.83-96 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-3518
Schlagwörter	Case Studies; Online Courses; Systems Approach; Instructional Systems; Instructional Design; Curriculum Design; Curriculum Development; Performance Factors; Design Preferences; Interviews; Curriculum Implementation; Course Evaluation; Correlation; Models; College Programs; Participant Satisfaction + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Online course; Online-Kurs; Systemischer Ansatz; Unterrichtsorganisation; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Leistungsindikator; Design requirements; Gestaltungsmittel; Interviewing; Interviewtechnik; Korrelation; Analogiemodell; Studienprogramm
Abstract	This article presents a case study of how systems thinking and the instructional systems design ADDIE (analysis, design, development, implementation, and assessment) model were used to design and develop one of the first MOOCs at a mid-sized university in the southeastern United States. Contemporary issues surrounding MOOCs at both the macro university level and the micro instructor level are explored. In a time in which MOOCs and systemic change are being called for in higher education, the use of the ADDIE model was found to be an effective model in helping identify course goals, resources, and developing a user-centered, self-paced, asynchronous, and self-sustaining MOOC. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01