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Designing a Rubric to Measure Elements of Transformative Learning in Online Learning: A Case Study of a FutureLearn MOOC

Research output: Contribution to journalJournal article

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  • Nicola Beer
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<mark>Journal publication date</mark>9/09/2019
<mark>Journal</mark>Journal of Interactive Media in Education
Issue number1
Volume2019
Number of pages2
Pages (from-to)7-8
Publication statusPublished
Original languageEnglish

Abstract

This study evaluates a two-week MOOC delivered on FutureLearn as part of an MSc in Nursing accredited by Coventry University to establish whether learners are demonstrating transformative learning. Evaluation is in the form of a rubric which is designed using Mezirow’s theory of Transformative Learning as a theoretical framework, alongside the activity types used to inform design of FutureLearn courses.

The literature review finds that there is a gap in the research in evaluating for-credit MOOCs against the intended educational aims of the accrediting institution. The rubric created for this research attempts to fill that gap, by providing a means to evaluate both student learning and learning design.

The rubric identifies that the learners on this course are demonstrating elements of transformative learning at the lower levels of Mezirow’s seven stages of critical reflection. Although the rubric was designed with the aim of evaluating MOOCs, it can be applied to any online learning experience that includes student engagement, either written or spoken. The paper makes recommendations for future developments and further research.