Instructional quality of Massive Open Online Courses (MOOCs)

Anoush Margaryan*, Manuela Bianco, Allison Littlejohn

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    455 Citations (Scopus)


    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 languageEnglish
    Pages (from-to)77-83
    Number of pages7
    JournalComputers and Education
    Early online date26 Aug 2014
    Publication statusPublished - Jan 2015


    • Massive Online Open Courses
    • distributed learning environments
    • evaluation methodologies
    • lifelong learning
    • pedagogical issues


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