Cultivating Active Learning and Learner-Centered Pedagogical Practices on MOOCs

Abstract

Massive open online courses (MOOCs) have innovated the field of education. These courses are delivered online, attracting students from around the world in a single course. We argue that the design of these courses should leverage student-centered pedagogies that encourage fostering critical and analytical skills, two important twenty-first-century learning characteristics. The goal is not only to deliver a content-driven course but also to promote active learning through three types of learner-centered interaction: learner-content, learner-instructor, and learner-learner. Applying concepts and information entail guiding the learners and increasing their responsibility for their own learning. An example of learner-instructor interaction is feedback given by the discussion led by the instructor. Assigned collaborative activities such as small-group projects and group problem-solving assignments could enhance the learner-to-learner interaction.