NONLINEAR LEARNING PATH: A SYSTEMATIC REVIEW

Year 2024, Volume: 25 Issue: 4, 143 - 161, 01.10.2024

Nur W. Rahayu , Agung Nugroho Adi Ridi Ferdiana , Sri Suning Kusumawardani

https://doi.org/10.17718/tojde.1349356

Abstract

Students benefit from a nonlinear learning path, also known as a nonsequential learning path, because it allows them to control the pace and sequence of their learning. However, the dynamics of a nonlinear learning path, particularly within an open learning environment like MOOCs, remain underexplored. The current study aims to map out various nonlinear learning paths and explore the potential for personalisation within these environments. Guided by the PRISMA 2020 Statement, we conducted a comprehensive review of 3,418 articles from three databases, focusing on 30 that were relevant to nonlinear learning paths in open learning environments. We discovered that a nonlinear learning path in MOOCs involves path selection, cyclical paths, or skipped paths, all influenced by the design of the MOOC learning materials. In classrooms utilizing an open learning environment, a nonlinear learning path is facilitated by activities such as face-to- face or online discussions, self-study materials, student-created content, project mentoring or coaching, peer feedback, and co-learning activities. Additionally, personalisation, tailored by educators or technology, is key to preventing students from becoming disoriented within these open learning environments. Our findings highlight the importance of promoting nonlinear learning paths in both classrooms and MOOCs, developing learning path recommender systems, and creating supportive MOOC learning materials. Future research should explore students’ perceptions of nonlinear learning paths within an open learning environment, particularly focusing on the integration and impact of MOOC learning materials.

Keywords

MOOC learning materials, MOOC personalisation, nonsequential learning path, open learning environment, personalized learning path

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