scholarly journals Building a Successful Massive Open Online Course About Multiple Sclerosis: A Process Description

10.2196/16687 ◽  
2020 ◽  
Vol 22 (7) ◽  
pp. e16687 ◽  
Author(s):  
Suzi B Claflin ◽  
Rachael Gates ◽  
Maree Maher ◽  
Bruce V Taylor
Keyword(s):  
Multiple Sclerosis ◽  
User Satisfaction ◽  
Development Process ◽  
Stakeholder Involvement ◽  
Community Support ◽  
Online Course ◽  
Massive Open Online ◽  
Content Quality ◽  
Massive Open Online Course ◽  
The Creation

Background Over the course of a year, we developed and tested a 6-week massive open online course (MOOC) on multiple sclerosis (MS) in consultation with the MS community. The course targeted the MS community and interested laypeople and was titled Understanding MS. The primary purpose of the course was to improve MS knowledge, health literacy, and resilience among participants. The final version of the MOOC made available for open enrollment was ranked first among all MOOCs released in 2019 (n>2400) based on participant reviews. Objective The aim of this study was to present a detailed description and assessment of the development process of the Understanding MS MOOC. Methods The development process included a course development focus group; the creation of more than 50 content videos and related text, quizzes, activities, and discussion prompts; the creation of original images and animations; a pilot study; and collaborations with people living with MS, MS nurses, allied health care practitioners, and neurologists and researchers from 4 universities. Results Overall, the process was efficient and effective. With a few small changes, we recommend this approach to those seeking to develop a similar course. This process led to the development of a highly reviewed MOOC with excellent user satisfaction. Conclusions We identified 5 key lessons from this process: (1) community support is essential, (2) stakeholder involvement improves content quality, (3) plan for research from the beginning, (4) coordination between the academic lead and project manager team ensures a consistent voice, and (5) a network of collaborators is a key resource.

scholarly journals Building a Successful Massive Open Online Course About Multiple Sclerosis: A Process Description (Preprint)

2019 ◽  
Author(s):  
Suzi B Claflin ◽  
Rachael Gates ◽  
Maree Maher ◽  
Bruce V Taylor
Keyword(s):  
Multiple Sclerosis ◽  
User Satisfaction ◽  
Development Process ◽  
Stakeholder Involvement ◽  
Community Support ◽  
Online Course ◽  
Massive Open Online ◽  
Content Quality ◽  
Massive Open Online Course ◽  
The Creation

BACKGROUND Over the course of a year, we developed and tested a 6-week massive open online course (MOOC) on multiple sclerosis (MS) in consultation with the MS community. The course targeted the MS community and interested laypeople and was titled <i>Understanding MS</i>. The primary purpose of the course was to improve MS knowledge, health literacy, and resilience among participants. The final version of the MOOC made available for open enrollment was ranked first among all MOOCs released in 2019 (n&gt;2400) based on participant reviews. OBJECTIVE The aim of this study was to present a detailed description and assessment of the development process of the <i>Understanding MS</i> MOOC. METHODS The development process included a course development focus group; the creation of more than 50 content videos and related text, quizzes, activities, and discussion prompts; the creation of original images and animations; a pilot study; and collaborations with people living with MS, MS nurses, allied health care practitioners, and neurologists and researchers from 4 universities. RESULTS Overall, the process was efficient and effective. With a few small changes, we recommend this approach to those seeking to develop a similar course. This process led to the development of a highly reviewed MOOC with excellent user satisfaction. CONCLUSIONS We identified 5 key lessons from this process: (1) community support is essential, (2) stakeholder involvement improves content quality, (3) plan for research from the beginning, (4) coordination between the academic lead and project manager team ensures a consistent voice, and (5) a network of collaborators is a key resource.

Evaluating course completion, appropriateness and burden in the Understanding Multiple Sclerosis massive open online course (Preprint)

2020 ◽  
Author(s):  
Suzi B. Claflin ◽  
Julie A. Campbell ◽  
Kathleen Doherty ◽  
Maree Farrow ◽  
Barnabas Bessing ◽  
...  
Keyword(s):  
Multiple Sclerosis ◽  
Course Completion ◽  
University Education ◽  
Online Course ◽  
Massive Open Online ◽  
Chi Square ◽  
Participant Engagement ◽  
Massive Open Online Course ◽  
Fit For Purpose ◽  
Participant Education

BACKGROUND Massive open online course (MOOC) research is an emerging field; to date, most research in this area has focused on participant engagement. OBJECTIVE Here, we evaluate both participant engagement and measures of satisfaction, appropriateness and burden for a MOOC entitled Understanding Multiple Sclerosis (MS) among a cohort of 3,518 international course participants. METHODS We assessed the association of key outcomes with participant education level, MS status, caregiver status, sex and age using summary statistics, t-tests and chi square tests. RESULTS Our key findings were: (1) the course was well received, with 97% of participants satisfied, with an appropriate pitch and low burden (a mean of 2.2 hours engagement per week); (2) people living with MS were less likely than those not living with MS to complete the course; (3) caregivers and participants without a university education were more likely to apply the material by course completion. CONCLUSIONS The Understanding MS MOOC is fit for purpose; it presents information in a way that is readily understood by course participants and is applicable in their lives.

scholarly journals Massive open online course for type 2 diabetes self-management: adapting education in the COVID-19 era

2020 ◽  
Vol 7 (1) ◽  
pp. 141-147
Author(s):  
Scott C Mackenzie ◽  
Kirsten M Cumming ◽  
David Garrell ◽  
Doogie Brodie ◽  
Lyn Wilson ◽  
...  
Keyword(s):  
Type 2 Diabetes ◽  
User Satisfaction ◽  
Health Knowledge ◽  
Management Education ◽  
Low Cost ◽  
Self Management ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course

IntroductionType 2 diabetes self-management education is an essential component of type 2 diabetes care that is traditionally delivered in a face-to-face setting. In response to the recent COVID-19 pandemic, innovative solutions are urgently needed, allowing provision of self-management education that can be delivered in compliance with social distancing policies. Innovations that are self-service and can deliver education efficiently at low cost are particularly appealing to healthcare providers and commissioners.MethodsWe aimed to evaluate user uptake, dropout, acceptability, satisfaction, perceived short-term knowledge gain and health benefits/behaviour changes in relation to a free massive open online course (MOOC) in diabetes self-management education, created and delivered during the COVID-19 pandemic. This course, focusing on addressing knowledge and self-management needs for people with type 2 diabetes, made use of online interactive content including expert and patient videos, quizzes, moderated discussion boards and live social media that encouraged personal reflection and goal setting. User expectations and experiences were explored via survey-based methods. Here, we present our experience of developing the course and describe users’ experiences.Results1991 users registered interest in the course over a 2-week period, with 976 users starting the course and 640 (65.6%) users completing the course in full. Users engaged well, finding the course educational, user-friendly and motivating, demonstrating high completion rates and user satisfaction. A statistically significant (p<0.001) increase in self-reported self-management ability and health knowledge was observed among participants with type 2 diabetes.DiscussionMOOCs in type 2 diabetes self-management education have great potential for delivering education efficiently at scale and low cost. Although engagement can be limited by digital literacy, benefits include flexible and remote access to up-to-date, evidence-based education delivered by a multidisciplinary team of healthcare professionals.

Valor dos massive open online course (MOOC) na educação para a cidadania

2018 ◽  
Vol 13 (2) ◽  
Author(s):  
Hermano Carmo ◽  
Teresa Maia e Carmo
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Tecnología Educativa

A sociedade contemporânea é marcada por três macrotendências que a identificam como uma sociedade singular na história humana: processo de mudança acelerada, desigualdade crescente e fibrilhação dos sistemas de poder. Tais tendências têm tido como efeitos um quadro de ameaças e oportunidades que tanto têm constituído gigantesco desafio aos sistemas educativos quanto configuram a urgência de ressocialização de todas as gerações vivas no sentido da construção de uma cidadania global. Nesse contexto, propõe-se um modelo que configura uma estratégia de educação para a cidadania, com dois eixos, quatro vertentes e dez áreas-chave. Seguidamente, descreve-se e discute-se a emergência quase explosiva dos Massive Open Online Courses (MOOC) a partir de instituições de ensino superior internacionalmente reconhecidas, no quadro do novo paradigma digital, sua diversidade e seu potencial ainda em aberto. Confrontando a nova abordagem educativa com o modelo de educação para a cidadania proposto, conclui-se constituir um meio robusto para o potenciar.Palavras-chave:Conjuntura. Macrotendências. Educação para a cidadania. MOOC. Tecnologia educativa. Paradigma digital.Link: http://revista.ibict.br/inclusao/article/view/4171/3642

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