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

PublishedJanuary 2015
JournalComputers & Education
Volume 80, Issue January 2015, Pages 77 - 83

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.

Keywords distributed learning environments · evaluation methodologies · Lifelong Learning ·  · pedagogical issues

ISSN3601315
RefereedYes
Rights© 2014 Elsevier Ltd. All rights reserved
DOI10.1016/j.compedu.2014.08.005
URLhttp://www.sciencedirect.com/science/article/pii/S036013151400178X
Other informationComputers & Education
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



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