Scaling engagement in MOOCs 4D

Redress for Bloom's 2- sigma challenge

Abstract

This short paper and presentation reviews a design implementation for scaled inquiry-based learning. A MOOC design resting on the community of inquiry (CoI) theoretical framework and the historical work of Bloom and Wahlberg was tested in a large, open, online course. Over multiple implementations, results indicate higher engagement and completion rates beyond what normally occurs in MOOCs. These results may be attributed to enhanced opportunities for engagement. Beyond a test of MOOC design, this design is in reference to the needs of education broadly. The iron triangle of education requires the adequate combination of cost-effectiveness or affordability, accessibility, and quality. Difficult to offer in combination, this is particularly challenging when learning opportunities are scaled to networks of learners. As one example of networked learning, this MOOC design offers suggestions for high engagement in technology-enabled learning for large groups of learners.