Scaffolding a Culminating Assignment Within a Community and Task-based MOOC

We aim to understand the impact of scaffolds within a digital workbook facilitate self-directed learning for learners completing final project community and task-based MOOC. Optional reflection articulation prompts were embedded in tool support assignment development. Workbook use was prevalent, with 65% using it some extent. Our qualitative analysis revealed that responses associated substantial A) informally written loosely connected objectives (36%), or B) well-articulated (29%). Responses little no C) superficial uncontextualized (29%), D) consistent type “B” (6%). discuss implications instructors designers scaffolding complex projects MOOCs.