MOOCs for Research: The Case of the Indiana University Plagiarism Tutorials and Tests
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MOOCs for Research: The Case of the Indiana University Plagiarism Tutorials and Tests Theodore Frick1 • Cesur Dagli1
Published online: 18 June 2016 Springer Science+Business Media Dordrecht 2016
Abstract We illustrate a very recent research study that demonstrates the value of Massive Open Online Courses (MOOCs) as vehicles for research. We describe the development of the Indiana University Plagiarism Tutorials and Tests (IPTAT). Our new design has been guided by First Principles of Instruction: authentic problems, activation, demonstration, application, and integration. We further discuss our data collection mechanisms and early usage of this new mini-MOOC. In the first study, we investigated a built-in assessment feature for students to evaluate instructional quality and user experience. To do this, we adapted scales from the Teaching and Learning Quality instrument. As a follow-up study, we plan to further investigate patterns of usage of the IPTAT by students through creation of individual temporal maps. We plan to use Analysis of Patterns in Time, a method that provides learning analytics. Keywords Educational research MOOCs Mini-MOOCs Online instruction Online assessment E-learning Student learning achievement Teaching and learning quality Temporal maps Analysis of patterns in time Plagiarism Learning analytics
1 Introduction In Restructuring Education Through Technology, Frick (1991) predicted that computers and the Internet would empower teachers and students in ways that could only be imagined at that time. Unknown to Frick, Tim Berners-Lee was at about the same time developing the HTML protocol for scientists to share their work via computers running server
& Theodore Frick [email protected] 1
Department of Instructional Systems Technology, School of Education, Indiana University, Bloomington, IN, USA
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T. Frick, C. Dagli
processes that would fetch and send documents across the Internet to other computers which had requested those files (Berners-Lee 1990). We now know this hyperlinked, document-sharing system as the World Wide Web. The Web has transformed ways in which we can communicate—and educate. This transformation is reminiscent of Gutenberg’s invention of the printing press and its widespread impact during and after the Renaissance in Western Europe over 500 years ago. Massive Open Online Courses (MOOCs) have emerged as educational vehicles that can empower teaching and learning worldwide. In 2002, the first author and several graduate students developed a Web-based tutorial and test intended primarily for use by students in the Instructional Systems Technology program at Indiana University. Since this instruction and assessment was delivered via the Web, many others soon found it. Over the past 14 years, millions of visitors worldwide have benefitted from this online instruction and assessment. In actuality, this instruction was indeed a MOOC, or what Spector (2014) has recently referred to as a mini-MOOC— though not conceived as such when the plagiarism tutor
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