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.
Recommended Citation
Zimmermann, Claudia; Dreisiebner, Ph.D., Gernot; and Höfler, Elke
(2017)
"Designing a MOOC to foster critical thinking and its application in business education,"
International Journal for Business Education: Vol. 157:
No.
1, Article 4.
DOI: https://doi.org/10.30707/IJBE157.1.1648132890.935577
Available at:
https://ir.library.illinoisstate.edu/ijbe/vol157/iss1/4