The Innovation-Decision Process of MOOC Instructors is a model that I initially developed when writing the phd thesis proposal for ENTER2016 (version 1), and was modified as version 2, when submitting a research paper to IRRODL (accepted in August 2017).
In the version 2 of this model, I wrote in the connected research paper:
“One imperative aspect investigated by this study was the actual implementation process of producing a MOOC as an instructor. “Implementation occurs when an individual puts an innovation into use. Until the implementation stage, the innovation-decision process has been a strictly mental exercise of thinking and deciding.” (Rogers, 2003, p. 179) In the current study, the implementation process included all actions by instructors after the decision to offer a MOOC. In the conversations, six stages plus one cross-phase element were identified: prepare, design, develop, launch, deliver, evaluate, plus support and train (Figure 1).”
Version 1
This flow chart was developed when I was writing a conference paper. A brief reading of Diffusion of Innovations by Everett M. Rogers was a very much a benefit for inspiration.
I divided the implementation part of MOOC into three phases:
It has been well known that developing and running a MOOC is not a piece of cake. For example, during an interview with a lead instructor of a wine related topic MOOC, she told me for such 6-week long MOOC, her team spent over 600 hours. It is never easy from beginning if you want to build up a satisfying success in the field of MOOC.
But before all these actions, both with pain and joy, instructors have other stories to tell: