Developing a Comprehensive Mixed Methods Evaluation to Address Contextual Complexities of a MOOC
Document Type
Article
Publication Date
3-28-2022
Publication Title
Canadian Journal of Program Evaluation
Abstract
Massive open online courses (MOOCs) are gaining popularity, yet they are rarely evaluated using mixed methods that consider the complexity of participants’ demographics, geographic spread, and MOOC design and curricula. In this article, we critically refl ect on evaluating the Mixed Methods International Research Association (MMIRA) MOOC. A literature review on MOOCs and how they are evaluated is presented along with a logic model. Aft er a description of the MMIRA MOOC and the multi-phase mixed methods evaluation design, the logic model is used to refl ect on conducting a mixed methods evaluation. We conclude with the challenges experienced when evaluating amidst a MOOC’s complexities.
Recommended Citation
Musoke, Pamela, Antigoni Papadimitriou, Peggy A. Shannon-Baker, Chihiro Tajima.
2022.
"Developing a Comprehensive Mixed Methods Evaluation to Address Contextual Complexities of a MOOC."
Canadian Journal of Program Evaluation, 36 (3): 316-335: University of Toronto Press.
https://digitalcommons.georgiasouthern.edu/curriculum-facpubs/326
Copyright
The Canadian Evaluation Society (CES) owns the copyright to all material published in the Journal. Authors are informed of this policy prior to submission of the final copy for publication. Requests for permission to reprint, post or distribute copies of articles (electronic or hardcopy) come to the Editor-in-chief, who has the authority to decide on behalf of CES.
Comments
Georgia Southern University faculty member, Peggy Shannon-Baker co-authored Developing a Comprehensive Mixed Methods Evaluation to Address Contextual Complexities of a MOOC.