Tools and Signs in Massive Open Online Courses: Implications for Learning and Design

Abstract

Understanding learning as a psychological process has been downplayed in the design of massive open online courses (MOOCs). This study draws on the cultural-historical perspectives of Vygotsky and Galperin to offer the design principles for MOOCs to enhance the learning and development of learners. The study argues that the suggested design principles emphasize the interplay between digital tools and the design of MOOCs to facilitate learners' move from interacting with digital tools to developing their conceptual grasp and understanding of how to engage in online learning. During this process, digital tools acquire psychological significance to become signs, while the digital environment (MOOC) becomes a tool for studying the essence of online learning and positions learners as conscious agents who possess the capacity to learn.