Integrating Design Thinking and Problem-Based Learning in MOOCs

Abstract

This article presents our findings concerning a MOOC named ’Introduction to R programming language’, in which we applied design thinking combined with problem-based learning to enhance student engagement and improve the learning experience. The course was delivered to 575students from Brazil between February 28 and March 18, 2022. Our goal was to analyse the design and implementation of this program quantitatively and qualitatively. We followed a design-based research approach and collected quantitative and qualitative data through questionnaires. The quantitative data were analysed using descriptive statistics, while the qualitative data were processed using the five-phased language processing method (Yin, 2015). The main findings are as follows: 1) The use of personas enhanced the design and delivery of a course aligned with students' interests. 2) The problem-based learning approach supported students’ engagement and enhanced their learning experience.3) Demonstrating empathy, thoughtfulness, and providing swift feedback served as motivators for the students. These findings suggest that the synergistic application of DT and PBL creates a pathway towards alignment between course design and learner needs while also helping to support student motivation, engagement, and perseverance in online learning environments. While this approach demands a significant investment of time and effort from instructors, the educational benefits for learners are substantial and promising for future MOOC development.