Developing a Comprehensive Mixed Methods Evaluation to Address Contextual Complexities of a MOOC
Canadian Journal of Program Evaluation
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.
Musoke, Pamela, Antigoni Papadimitriou, Peggy A. Shannon-Baker, Chihiro Tajima.
"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.
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Georgia Southern University faculty member, Peggy Shannon-Baker co-authored Developing a Comprehensive Mixed Methods Evaluation to Address Contextual Complexities of a MOOC.