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Instructors’ experience of designing MOOCs in higher education: Considerations and challenges
Zhu, Meina · Bonk, Curtis · Sari, Annisa

PublishedDecember 2018
JournalOnline Learning
Volume 22, Pages 203-241
CountryUnited States, North America

ABSTRACT
As massive open online courses (MOOCs) increase, the large scale and heterogeneity of MOOC participants bring myriad significant design challenges. This mixed methods study explores 143 MOOC instructors’ considerations and challenges in designing MOOCs; 12 of whom were interviewed and had their courses analyzed. The survey, interview, and course review data revealed a variety of considerations and challenges in MOOC design in terms of pedagogy, resources, and logistics. Pedagogical considerations included learning objectives, assessment methods, course length, course content, flexibility, and collaborative learning support. Resource considerations included the affordance of MOOC platforms, support from the host institution and the platform, and the available intellectual and hardware resources. Logistical considerations included the amount of time instructors spent designing the MOOC. The obstacles included pedagogical challenges (engaging students, increasing student interaction, and limited assessment methods), resource challenge (i.e., limitations associated with the affordances of the platform), and logistical challenge (time limitations for designing and developing MOOCs). To address these challenges, the instructors often relied on reviewing other MOOCs. They also sought help from colleagues, their universities, and supporters of the platforms.

Keywords design challenges · MOOC instructors · ons

ISSN2472-5730
RefereedYes
RightsOpen Access Policy This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
DOI10.24059/olj.v22i4.1495
URLhttps://olj.onlinelearningconsortium.org/index.php/olj/article/view/1495
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



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