Margaryan, Anoush ORCID: https://orcid.org/0000-0002-1740-8104 (2014) Instructional quality of massive open online courses (MOOCs). Computers and Education, 80. pp. 77-83. ISSN 0360-1315

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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:	Article
Identifier:	10.1016/j.compedu.2014.08.005
Subjects:	Education > Teaching and learning > Technology-enhanced learning
Depositing User:	Anoush Margaryan
Date Deposited:	19 Jun 2018 18:35
Last Modified:	06 Feb 2024 15:58
URI:	https://repository.uwl.ac.uk/id/eprint/5200

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