| Summary: | Contemporary online learning systems are increasingly common elements of post-secondary, workplace, and lifelong education. These systems typically employ the transmission model of education to teach students, an approach ill-suited for fostering deeper learning. This paper presents our latest findings related to ongoing research developing a generalizable framework for supporting deeper learning in online learning systems. In this work, we focus on the self-debriefing component of our framework and its impact on deeper learning in online learning systems. To pursue this line of inquiry, we conducted an exploratory study evaluating the Chimeria:Grayscale MOOC, an online learning system that implements our framework. Our results suggest that self-debriefing is crucial for effectively supporting students' reflections.
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