| Popis: |
This systematic review on massive open online courses (MOOCs) in higher education examinedthe research on the assessment of learning outcomes based on 65 peer-reviewed articles publishedbetween 2017 and 2019. This study aims to investigate the learning outcomes, related instruments,and assessment characteristics of these instruments in MOOCs. Learning outcomes thatwere examined in the studies that were reviewed concerned cognitive, behavioral, and affectivelearning outcomes. Twenty-five types of assessment approaches were employed to examine theseoutcomes and to identify the assessment characteristics. The results indicate that a considerationof the assessment of learning outcomes at the beginning of course design could support theformulation of explicit assessment goals and, in this way, instruct learners to work towardlearning outcomes. A combination of knowledge tests and skill tasks can be used to examinecognitive outcomes in a particular MOOC. Outcome-oriented feedback rubrics are beneficial tosupport learner essay performance and interpretations of the utilization of rubrics could betterguide providers to give peer feedback. A variety of behavioral and affective outcomes reflectmultiple aspects of participant learning in MOOCs, which might contribute to better understandingby teachers and the provision of learning support. Furthermore, assessment tasksthroughout the course may differ in difficulty and complexity, which could align with differentlevels of learner motivation. The findings provide a holistic picture of learning outcomes andrelated assessment instruments in current MOOCs. Curriculum designers and teachers couldbenefit from this study to consider appropriate learning outcome variables and instruments toapply in their MOOC practices. Future research might investigate the motivation of learners toparticipate in a MOOC and how this changes during a MOOC. This could help MOOC designersand teachers to align how learners are motivated, what they want to learn, and what they actuallydo learn. |
