COMPARING LEARNER EXPERIENCES WITH QUEST- VS XMOOC- FORMAT MODULES IN AN ONLINE TWITTER COURSE FOR HEALTH PROFESSIONALS

Abstract

BACKGROUND: Over the past decade, massive open online courses (MOOCs) have been used by healthcare professionals to develop their knowledge and skills. They are an attractive learning option due to their openness, accessibility, and flexibility regarding time and space, but have notably low completion rates. “Fac.Dev” is a platform for faculty development by McMaster’s Office for CPD offering online courses through a Query-based, Ubiquitous Educator and Scholars Training (QUEST) model. QUEST modules use task-based activities and authentic assessment in their instructional design, in contrast to the traditional MCQ assessment methods in MOOCs. PURPOSE: This study aimed to compare learner engagement and experiences of health professionals enrolled in a one-month Twitter skills online course delivered on the Fac.Dev platform through QUEST-format modules versus xMOOC-format modules. METHOD: This study was conducted as a randomized controlled trial. 27 participants were randomized into either learning Twitter skills through a course with QUEST- formatted or xMOOC-formatted modules. Quantitative and qualitative methods were used to analyse the outcome measures, which included completion rates, barriers to completion, self-rated Twitter proficiency, self-perceived achievement of learning outcomes, likelihood of recommending to a peer, and suggestions for module improvement. RESULTS: Quantitative findings revealed that no significant difference in the completion rates of the course delivered through QUEST or xMOOC format. Lack of time was the primary barrier to course completion. Participants in both arms reported an improvement in their Twitter proficiency and were similarly likely to recommend the course to a peer. Thematic analysis of participant feedback revealed incorporating interactivity, increased use of video and media elements, and providing more time for completion would improve their experience. CONCLUSION: Participants’ feedback for improving the modules were consistent with best practices for digital learning for faculty recommended in literature, which can be implemented in future Fac.Dev course offerings to support and improve learner engagement.