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The Personalized and Inclusive MOOC: Using Learning Characteristics and Quality Principles in Instructional Design

Author

Listed:
  • Martín Bustamante-León

    (Escuela Superior Politécnica del Litoral, ESPOL, Facultad de Ciencias Sociales y Humanísticas, Campus Gustavo Galindo Km. 30.5 Vía Perimetral, P.O. Box 09-01-5863, Guayaquil 090902, Ecuador)

  • Paúl Herrera

    (Facultad de Ciencias de la Vida, Escuela Superior Politécnica del Litoral, P.O. Box 09-01-5863, Guayaquil 090902, Ecuador)

  • Luis Domínguez-Granda

    (Department of Sustainable Water Management, Escuela Superior Politécnica del Litoral, P.O. Box 09-01-5863, Guayaquil 090902, Ecuador)

  • Tammy Schellens

    (Department of Educational Sciences, Ghent University, 9000 Ghent, Belgium)

  • Peter L. M. Goethals

    (Department of Animal Sciences and Aquatic Ecology, Faculty of Bioscience Engineering, Ghent University, 9000 Ghent, Belgium)

  • Otilia Alejandro

    (Facultad de Ingeniería en Electricidad y Computación, Escuela Superior Politécnica del Litoral, P.O. Box 09-01-5863, Guayaquil 090902, Ecuador)

  • Martin Valcke

    (Department of Educational Sciences, Ghent University, 9000 Ghent, Belgium)

Abstract

In Ecuador, 30% of the population does not consume drinking water of good quality. One of the causes is related to the deficiency in the technical skills of water operators because some have not had access to elementary, high school or higher education due to factors of extreme vulnerability. The Massive Open Online Courses (MOOCs), having an inclusive and accessible typology with attention to people at risk of social exclusion are an option to strengthen the skills of operators. Therefore, the goal of this study is to create an instructional design in MOOCs that responds to the characteristics and learning needs of a sample of 286 operators of the drinking water system. The instructional design is based on the information systems success model of DeLone and McLean and the quality principles of Merrill, Margaryan, Locke, Latham and Seijts. The results present an instructional design including quality content with objectives and learning strategies that respond to the learning characteristics of the operators as well as activities and resources with a cognitive, emotional, and behavioral didactic approach oriented at changing attitudes to learning. Finally, we can conclude that the developed instructional design promotes a more inclusive, equitable and quality education.

Suggested Citation

  • Martín Bustamante-León & Paúl Herrera & Luis Domínguez-Granda & Tammy Schellens & Peter L. M. Goethals & Otilia Alejandro & Martin Valcke, 2022. "The Personalized and Inclusive MOOC: Using Learning Characteristics and Quality Principles in Instructional Design," Sustainability, MDPI, vol. 14(22), pages 1-17, November.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:22:p:15121-:d:973220
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    References listed on IDEAS

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    1. José A. Ruipérez-Valiente & Sergio Martin & Justin Reich & Manuel Castro, 2020. "The UnMOOCing Process: Extending the Impact of MOOC Educational Resources as OERs," Sustainability, MDPI, vol. 12(18), pages 1-17, September.
    2. Maria CONACHE & Ramona DIMA & Andreea MUTU, 2016. "A Comparative Analysis of MOOC (Massive Open Online Course) Platforms," Informatica Economica, Academy of Economic Studies - Bucharest, Romania, vol. 20(2), pages 4-14.
    3. Zoran Marosan & Ninoslava Savic & Aleksandra Klasnja-Milicevic & Mirjana Ivanovic & Boban Vesin, 2022. "Students’ Perceptions of ILS as a Learning-Style-Identification Tool in E-Learning Environments," Sustainability, MDPI, vol. 14(8), pages 1-18, April.
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    Cited by:

    1. Wei Zheng & Shiting Wen & Bin Lian & Ya Nie, 2023. "Research on a Sustainable Teaching Model Based on the OBE Concept and the TSEM Framework," Sustainability, MDPI, vol. 15(7), pages 1-21, March.

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