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Instructional quality of Massive Open Online Courses (MOOCs)

Margaryan, Anoush; Bianco, Manuela and Littlejohn, Allison (2015). Instructional quality of Massive Open Online Courses (MOOCs). Computers & Education, 80 pp. 77–83.

DOI (Digital Object Identifier) Link: https://doi.org/10.1016/j.compedu.2014.08.005
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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.

Item Type: Journal Item
Copyright Holders: 2014 Elsevier Ltd.
ISSN: 0360-1315
Keywords: Massive Online Open Courses; distributed learning environments; evaluation methodologies; lifelong learning; pedagogical issues
Academic Unit/School: Learning Teaching and Innovation (LTI) > Institute of Educational Technology (IET)
Learning Teaching and Innovation (LTI)
Item ID: 46374
Depositing User: Allison Littlejohn
Date Deposited: 20 May 2016 08:44
Last Modified: 10 Apr 2017 10:01
URI: http://oro.open.ac.uk/id/eprint/46374
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