Investigation of learner perspectives into a rhizomatic learning based MOOC (rMOOC) and determination of design principles

According to rhizomatic learning model, learning is considered as a non-linear process, just like the rhizome plant. It resists hierarchical structures and refuses existence of specific beginnings and ends. For this model, learning multiplies in the horizontal plane, is tangled, and has multiple structures. There are nodes and new knowledges, ideas or learning experiences emerge from each node. In rhizomatic learning processes, each learner is considered as a nomad, who learns by traveling, seeing, experiencing, making choices, and making right or wrong decisions, so the rhizomatic learning practices aim to provide personalized learning experiences for each particular learner. In this sense, it can be said that rhizomatic thinking can serve well to the Massive Open Online Courses (MOOCs) since they also aim to provide personalized learning experiences for learners and flexibility for higher education institutions. Considering this, the motive of the present study was to design a MOOC based on the rhizomatic learning model, to explore learners' perceived learning, satisfaction as well as participation in the designed course, and at the end to determine some design principles accordingly. In the design process of this MOOC, Reeves's (2006) design-based research model was adopted. The data were collected basically through four instruments: perceived learning questionnaire (PLQ), satisfaction questionnaire (SQ), non-attendance inquiry questionnaire (NAIQ), and semi-structured interviews. The quantitative and qualitative results have revealed some important findings: a) the participants were satisfied with the designed course in terms of the interaction, course structure, instructor and learner roles, course materials, online course platform, and Twitter discussions, b) they thought they have learnt in this designed MOOC to develop a different perspective rather than technical information on the intended subject, and c) they would recommend this course to the others. On the other hand, it was seen that the participants of this course were not content with low participation in the Twitter discussions, so they proposed a more controlled course structure. In the light of these research findings, the design principles of a rhizomatic learning- based MOOC were determined.