Designing a MOOC to foster critical thinking and its application in business education
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Claudia Zimmerman
University of Graz Academy for New Media and Knowledge Transfer Graz, Austria Gernot Dreisiebner University of Graz Department of Business Education and Development Graz, Austria Elke Höfler University of Graz Academy for New Media and Knowledge Transfer Graz, Austria Corresponding Author: Claudia Zimmerman, [email protected] |
Abstract
This paper provides a didactical model for Massive Open Online Courses (MOOCs) to support the acquisition of 21st century skills such as critical thinking. For this purpose, the didactic triangle as a model of teaching and learning is extended to allow for the consideration of experts, resources, literacy and an all-encompassing learning space when designing digital learning settings. The “Dr. Internet” MOOC is presented as a case study for the proposed didactic model. Preliminary results from the evaluation of this MOOC indicated that the setting had met with reasonable acceptance from the participants. Based on these findings, we argue for a more extensive introduction of digital learning settings with an output-oriented approach to foster the acquisition of skills rather than simply knowledge.
Keywords: critical thinking, MOOC, 21st century skills, Dr. Internet, case study, digital learning, output-oriented, skills acquisition
This paper provides a didactical model for Massive Open Online Courses (MOOCs) to support the acquisition of 21st century skills such as critical thinking. For this purpose, the didactic triangle as a model of teaching and learning is extended to allow for the consideration of experts, resources, literacy and an all-encompassing learning space when designing digital learning settings. The “Dr. Internet” MOOC is presented as a case study for the proposed didactic model. Preliminary results from the evaluation of this MOOC indicated that the setting had met with reasonable acceptance from the participants. Based on these findings, we argue for a more extensive introduction of digital learning settings with an output-oriented approach to foster the acquisition of skills rather than simply knowledge.
Keywords: critical thinking, MOOC, 21st century skills, Dr. Internet, case study, digital learning, output-oriented, skills acquisition
Preferred Citation:
Zimmerman, C., Dreisiebner, G., and Höfler, E. (2017). Designing a MOOC to foster critical thinking and its application in business education. International Journal for Business Education, 157, 30 - 45.
Zimmerman, C., Dreisiebner, G., and Höfler, E. (2017). Designing a MOOC to foster critical thinking and its application in business education. International Journal for Business Education, 157, 30 - 45.
