SDM-MOOC: Artifact-Based Social Learning for 21st Century Skills

Qoriah Rahma Wati; sholeh hidayat hidayat

doi:10.58258/jime.v1i2.9994

SDM-MOOC: Artifact-Based Social Learning for 21st Century Skills

Qoriah Rahma Wati, sholeh hidayat hidayat

Abstract

This study develops the Social-Distributed Micro-MOOC (SDM-MOOC), a digital learning approach that emphasizes social interaction, the use of thinking artifacts, and guided reflection to deepen learners’ conceptual understanding. The model was designed through theoretical review, needs analysis, and an initial pilot involving participants familiar with digital learning platforms. Data were collected from digital artifacts, collaborative conversations, and reflective notes, and were analyzed using qualitative content analysis techniques.The findings indicate that the SDM-MOOC framework is capable of fostering a learning ecosystem that makes thinking processes visible, sustains meaningful dialogue, and enables learners to reorganize their understanding through structured reflection. Participants demonstrated cognitive growth through a sequence of activities including stimulus engagement, artifact creation, collaborative discussion, and reflection. These results highlight that even simple digital platforms can serve as effective spaces for collaboration and knowledge construction when supported by appropriate pedagogical design.This study provides both conceptual and practical foundations for implementing socially oriented microlearning. The SDM-MOOC model holds potential for use across diverse educational settings and opens avenues for further research exploring artifact quality, discussion dynamics, and the relationship between distributed learning processes and learners’ conceptual development

Keywords

SDM-MOOC thinking artefacts digital learning distributed learning online collaboration

Full Text:

PDF

References

Alqahtani, M. (2023). WhatsApp-based microlearning and collaborative dialogue in higher education. Journal of Computer Assisted Learning, 39(5), 1500–1516. https://doi.org/10.1111/jcal.12763

Bates, T. (2022). Online learning and distance education in higher education: New directions for MOOC integration. Routledge.

Bouhnik, D., & Deshen, M. (2014). WhatsApp goes to school: Mobile instant messaging between teachers and students. Journal of Educational Technology & Society, 17(4), 217–226.

Carvalho, L., & Yeoman, P. (2021). Learning design and the learning sciences: Conceptualizing the “learning environment.” British Journal of Educational Technology, 52(1), 162–178. https://doi.org/10.1111/bjet.13030

Chen, B. (2023). Representational practices in collaborative learning: A knowledge-building perspective. International Journal of Computer-Supported Collaborative Learning, 18(1), 1–25. https://doi.org/10.1007/s11412-022-09387-z

Chi, M. T. H., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219–243. https://doi.org/10.1080/00461520.2014.965823

Cress, U., & Kimmerle, J. (2023). Knowledge building with digital artefacts: Understanding cognitive and social processes. Computers & Education, 194, 104713. https://doi.org/10.1016/j.compedu.2023.104713

Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115. https://doi.org/10.1111/j.1365-2648.2007.04569.x

Gasaymeh, A. (2022). Students’ perceptions of WhatsApp for collaborative learning in higher education. Education and Information Technologies, 27, 2751–2770. https://doi.org/10.1007/s10639-021-10777-1

Hew, K. F., & Lo, C. K. (2020). What predicts student success in MOOCs? A review of empirical literature. Educational Research Review, 29, 100–115. https://doi.org/10.1016/j.edurev.2019.100302

Kapur, M. (2022). Productive failure in learning cycles: Reconceptualizing the role of struggle. Educational Psychologist, 57(2), 73–92. https://doi.org/10.1080/00461520.2022.2035849

Kim, N., & Rummel, N. (2024). Distributed cognition in collaborative digital learning environments. Learning, Culture and Social Interaction, 42, 100–125. https://doi.org/10.1016/j.lcsi.2024.100756

Kimmerle, J., & Cress, U. (2021). Knowledge building and artefacts in online collaborative learning. Computers & Education, 170, 104222. https://doi.org/10.1016/j.compedu.2021.104222

Krippendorff, K. (2019). Content analysis: An introduction to its methodology (4th ed.). Sage.

Mayer, R. E. (2021). Multimedia learning (3rd ed.). Cambridge University Press.

Rodgers, C. (2020). The art of reflective teaching. Teachers College Press.

Safrudin, & Wijaya, E. (2024). Innovative learning strategies (Differentiated learning perspective on Merdeka Curriculum). Jurnal Ilmiah Mandala Education, 10(1).

Schön, D. A. (2017). The reflective practitioner. Basic Books.

Wibowo, S. A., Nursalam, H., & Muhajir, M. (2022). Pengembangan media pembelajaran interaktif pada pembelajaran IPS kelas IV tema 9 berbasis aplikasi Articulate Storyline 3. Jurnal Ilmiah Mandala Education, 8(3). https://doi.org/10.58258/jime.v8i3.3643

Zhang, J., Scardamalia, M., & Chen, B. (2023). Knowledge-building communities in digital learning ecosystems. Computers in Human Behavior, 139, 107563. https://doi.org/10.1016/j.chb.2022.107563

Zhang, L., Kim, Y., & Rummel, N. (2022). External representations and cognitive growth in distributed learning settings. Journal of the Learning Sciences, 31(4), 623–647. https://doi.org/10.1080/10508406.2022.2073871

DOI: http://dx.doi.org/10.58258/jime.v1i2.9994