Abstract
We present an analysis of instructional design quality of 76 randomly selected Massive Open Online Courses (MOOCs). The quality of MOOCs was determined from first principles of instruction, using a course survey instrument. Two types of MOOCs (xMOOCs and cMOOCs) were analysed and their instructional design quality was assessed and compared. We found that the majority of MOOCs scored poorly on most instructional design principles. However, most MOOCs scored highly on organisation and presentation of course material. The results indicate that although most MOOCs are well-packaged, their instructional design quality is low. We outline implications for practice and ideas for future research.
| Original language | English |
|---|---|
| Pages (from-to) | 77-83 |
| Number of pages | 6 |
| Journal | Computers and Education |
| Volume | 80 |
| Early online date | 26 Aug 2014 |
| DOIs | |
| Publication status | Published - Jan 2015 |
Keywords
- Massive Online Open Courses
- distributed learning environments
- evaluation methodologies
- lifelong learning
- pedagogical issues
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Cite this
Margaryan, A., Bianco, M., & Littlejohn, A. (2015). Instructional quality of Massive Open Online Courses (MOOCs). Computers and Education , 80, 77-83. https://doi.org/10.1016/j.compedu.2014.08.005