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Project-Based MOOC: Enhancing Knowledge Construction and Motivation to Learn
Abstract
This chapter describes a project-based massive open online course (MOOC) in nanotechnology and nanosensors that was offered in two languages: English and Arabic. A mixed methods research was conducted to examine the role of project-based learning in the process of knowledge construction and motivation to learn a MOOC. The study compared between three groups of science and engineering students: English MOOCers, Arabic MOOCers, and university students. Findings indicated positive attitudes about learning in a project-based MOOC, especially with relation to gaining work experience. Findings also indicated that in a project-based setting, MOOC participants were mostly driven by a desire to establish connections with peers, whereas university students were mostly motivated by their interest in the subject matter. Arabic MOOCers, who were less successful in solving ill-defined problems, narrowed the gap, and at the end of the course received similar grades in the final project.
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