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

Martín Bustamante-León (), Paúl Herrera, Luis Domínguez-Granda, Tammy Schellens, Peter L. M. Goethals, Otilia Alejandro and Martin Valcke
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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

Sustainability, 2022, vol. 14, issue 22, 1-17

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.

Keywords: instructional design; quality MOOC; attitudinal learning; learner’s characteristics (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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