Instructional quality of Massive Open Online Courses (MOOCs)

Anoush Margaryan, Manuela Bianco, Allison Littlejohn

    Research output: Contribution to journal › Article

    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 languageEnglish
    Pages (from-to)77-83
    Number of pages6
    JournalComputers and Education : an international journal
    Volume80
    Early online date26 Aug 2014
    DOIs
    Publication statusPublished - Jan 2015

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    Keywords

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

    Cite this

    Margaryan, Anoush ; Bianco, Manuela ; Littlejohn, Allison. / Instructional quality of Massive Open Online Courses (MOOCs). In: Computers and Education : an international journal . 2015 ; Vol. 80. pp. 77-83.
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    Margaryan, A, Bianco, M & Littlejohn, A 2015, 'Instructional quality of Massive Open Online Courses (MOOCs)', Computers and Education : an international journal , vol. 80, pp. 77-83. https://doi.org/10.1016/j.compedu.2014.08.005

    Instructional quality of Massive Open Online Courses (MOOCs). / Margaryan, Anoush; Bianco, Manuela; Littlejohn, Allison.

    In: Computers and Education : an international journal , Vol. 80, 01.2015, p. 77-83.

    Research output: Contribution to journal › Article

    TY - JOUR

    T1 - Instructional quality of Massive Open Online Courses (MOOCs)

    AU - Margaryan, Anoush

    AU - Bianco, Manuela

    AU - Littlejohn, Allison

    PY - 2015/1

    Y1 - 2015/1

    N2 - 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.

    AB - 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.

    KW - Massive Online Open Courses

    KW - distributed learning environments

    KW - evaluation methodologies

    KW - lifelong learning

    KW - pedagogical issues

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    DO - 10.1016/j.compedu.2014.08.005

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    JO - Computers and Education : an international journal

    JF - Computers and Education : an international journal

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    Margaryan A, Bianco M, Littlejohn A. Instructional quality of Massive Open Online Courses (MOOCs). Computers and Education : an international journal . 2015 Jan;80:77-83. https://doi.org/10.1016/j.compedu.2014.08.005

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