Conceptualising a visual representation model for MOOCbased blended learning designs

This article reports on a study about how massive open online course (MOOC)-based blended learning designs can be visually represented to facilitate their comprehension and sharing. We carried out an iterative co-creation process with different stakeholders to conceptualise a visual learning design representation model within the context of blending MOOCs with face-to-face courses. The data analysed was derived from questionnaires and the generated representations. Results indicate that the representation enabled educators to easily visualise the overall structure of the learning designs and the relationships between the different design elements, providing a context for fostering reflection and decision-making during the planning of MOOC-based blended learning designs. Implications for practice or policy: Course designers can use the proposed visual representation model for planning their MOOC-based blended learning designs and as a reflection and decision-making support tool during the design process. Educators may benefit from sharing their MOOC-based designs representations and access the designs of others as they could learn from the successful and unsuccessful educational practices within their communities.