Theory of change models deepen online learning evaluation |
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| Affiliation: | 1. Northwestern University, Evanston, IL, USA;2. Boston University, Boston, MA, USA;1. Edson College of Nursing and Health Innovation, Arizona State University, 500 N 3rd Street, Phoenix, AZ, 85004, USA;2. RAND Health Care, RAND Corporation, 776 Main Street, Santa Monica, CA, 90401-3208, USA;3. Center for Health Promotion and Disease Prevention, Edson College of Nursing and Health Innovation, Arizona State University, 500 N 3rd Street, Phoenix, AZ, 85004, USA;4. College of Nursing, University of South Florida, 12901 Bruce B. Downs Blvd, Tampa, FL, 33612, USA;5. Morsani College of Medicine and College of Nursing, University of South Florida, 12901 Bruce B. Downs Blvd, Tampa, FL, 33612, USA;1. Western Michigan University, 1903 W. Michigan Avenue, Kalamazoo MI 49008, USA;2. 1038 Bayberry Drive, Arnold MD 21012, USA;3. Oregon Social Learning Center, 10 Shelton McMurphey Blvd, Eugene, OR 97401, USA;4. Chadwick Center for Children and Families, 3020 Children''s Way-Mailcode 5131, San Diego CA 92123, USA;5. Development Services Group Inc., 7315 Wisconsin Avenue, 800 East Bethesda, MD 20814–3210, USA;1. MEASURE Evaluation, Carolina Population Center, University of North Carolina, Chapel Hill, United States;2. Department of Epidemiology, Gillings School of Global Public Health, University of North Carolina, Chapel Hill, United States;3. Department of Maternal and Child Health, Gillings School of Global Public Health, University of North Carolina, Chapel Hill, United States;4. Public Health Leadership Program, Gillings School of Global Public Health, University of North Carolina, Chapel Hill, United States;5. Carolina Health Informatics Program, University of North Carolina, Chapel Hill, United States;1. George Institute for Global Health, New Delhi, India;2. Tata Trusts, Mumbai, India;3. Iswar Sankalpa, Kolkata, West Bengal, India;4. University of New South Wales, Sydney, Australia |
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| Abstract: | Massive Open Online Courses (MOOCs) have gained traction as resources for professional development. This article presents the method that we used to evaluate a professional development MOOC for postdoctoral trainees that was created by a university consortium in the US. Most approaches to evaluating MOOCs focus on analysis of participation, outcomes from course assignments, self-reported learning outcomes, course completion and user pathways through the online content or clickstream data. Few published evaluations describe in detail how learning happens within online courses and the anticipated medium and longer term cognitive and behavioral outcomes on participants. This work aims to guide those who are designing, implementing and evaluating MOOCs through applying theories of change to focus evaluation on the process of learning. This approach can be used as a complement to traditional approaches for evaluating MOOCs. We described how we worked with the MOOC team building the content to develop a theory of change for each module (or lesson) within the MOOC and used the theory of change to guide evaluation of short and medium term participant cognitive, affective and attitudinal, and behavioral outcomes. Finally, we share lessons learned and suggestions for implementing theories of change in both the design and evaluation phases of MOOC development. |
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| Keywords: | Evaluation Theory of change Online learning Massive open online course Professional development Student outcomes |
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