The Innovation-Decision Process of MOOC Instructors is a model that I initially developed when writing the phd thesis proposal for ENTER2016 (version 1), and was modified as version 2, when submitting a research paper to IRRODL (accepted in August 2017).
In the version 2 of this model, I wrote in the connected research paper:
“One imperative aspect investigated by this study was the actual implementation process of producing a MOOC as an instructor. “Implementation occurs when an individual puts an innovation into use. Until the implementation stage, the innovation-decision process has been a strictly mental exercise of thinking and deciding.” (Rogers, 2003, p. 179) In the current study, the implementation process included all actions by instructors after the decision to offer a MOOC. In the conversations, six stages plus one cross-phase element were identified: prepare, design, develop, launch, deliver, evaluate, plus support and train (Figure 1).”
Version 1
This flow chart was developed when I was writing a conference paper. A brief reading of Diffusion of Innovations by Everett M. Rogers was a very much a benefit for inspiration.
I divided the implementation part of MOOC into three phases:
- Pre-MOOC Prepare, to prepare before launching online
- During-MOOC Operate, to operate online during the active period of the MOOC
- Post-MOOC Evaluate, to evaluate the MOOC (effectiveness, learnability, engagement, ROI, etc) after the MOOC is over or not active (e.g., archived online for self-paced learning)
It has been well known that developing and running a MOOC is not a piece of cake. For example, during an interview with a lead instructor of a wine related topic MOOC, she told me for such 6-week long MOOC, her team spent over 600 hours. It is never easy from beginning if you want to build up a satisfying success in the field of MOOC.
But before all these actions, both with pain and joy, instructors have other stories to tell:
- Knowledge:Their previous skills/experience with online education, their motivations of offering MOOC to the public
- Persuasion: Their understanding of MOOC as an innovation – characteristics, advantage, disadvantage
- Decision: Their decision process of participating in MOOC teaching – bottomup or topdown.
Then after all those actions, both with pain and joy, instructors have follow-up feelings to share:
- Confirmation: are they willing to produce more MOOCs, how do they feel about MOOCs and being MOOC instructors now, why to continue or discontinue, etc.
Again, this is an idea that welcomes for your comments and suggestions. You can help to modify it by answering questions:
- Do you think there are more elements to be considered and added?
- What do you think of the existing elements in the framework?
- If you use this framework to describe or evaluate your own MOOC experience as an instructor (if you were one), what problem do you perceive?
- What suggestions will you give to modify this framework?
You can directly drop your opinions by posting below, or you can send me an email at jingjinglinhku@linjingjing.
The original work can be found in my doctoral thesis: Exploring the experiences of instructors teaching massive open online courses in tourism and hospitality : a mixed methods approach