Design review of MOOCs: application of e-learning design principles

The purpose of this study is to explore the pedagogical design of massive open online courses (MOOCs) using evidence-based e-learning principles. MOOCs have become an important part of discourse in higher education. However, there has been shared concern on the quality of MOOCs as learning systems f...

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Bibliographic Details
Published in:Journal of computing in higher education 2020-12, Vol.32 (3), p.455-475
Main Authors: Oh, Eunjung Grace, Chang, Yunjeong, Park, Seung Won
Format: Article
Language:English
Subjects:
Computer Science Education
Difficulty Level
Distance learning
Education
Educational Quality
Educational Technology
Electronic Learning
Guidelines
Higher Education
Instructional Design
Learning and Instruction
Online Courses
Online instruction
Pedagogy
Principles
Quality of education
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Summary:The purpose of this study is to explore the pedagogical design of massive open online courses (MOOCs) using evidence-based e-learning principles. MOOCs have become an important part of discourse in higher education. However, there has been shared concern on the quality of MOOCs as learning systems for engaging learners as well as fulfilling their needs. The researchers conducted a design review of 40 computer science MOOCs from two major MOOC providers. The findings indicate a relatively low application of the principles in general, with the exception of those related to the organization and presentation of content. MOOC platforms and the difficulty level of MOOCs used the application of e-learning principles and guidelines differently. Implications for future research and design of MOOCs are discussed.
ISSN:1042-1726
1867-1233
DOI:10.1007/s12528-019-09243-w