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A Usability Evaluation of a Blended MOOC Environment: An Experimental Case Study
International Review of Research in Open and Distance Learning
In the past few years, there has been an increasing interest in Massive Open Online Courses (MOOCs) as a new form of Technology-Enhanced Learning (TEL), in higher education and beyond. Recognizing the limitations of standalone MOOCs, blended MOOCs (bMOOCs) that aim at bringing in-class (i.e. face-to-face) interactions and online learning components together have emerged as an alternative MOOC model of teaching and learning in a higher education context. In this paper, we present the design, implementation, and evaluation details of a bMOOC course on “Teaching Methodologies” at Fayoum University, Egypt in cooperation with RWTH Aachen University, Germany, provided using the bMOOC platform L2P-bMOOC. In order to gauge the usability and effectiveness of the course, we employed an evaluation approach based on Conole’s 12 dimensions rubrics, ISONORM 9241/110-S as a general usability evaluation, and a custom effectiveness questionnaire reflecting the different MOOC stakeholder perspectives.
Reflections on Instructional Design Guidelines From the MOOCification of Distance Education
UXD and UCD Approaches for Accessible Education
There are some similarities in developing distance education online courses and Massive Open Online Courses (MOOCs) using the basis of eLearning instructional design. However, the task of converting an online course into a MOOC is not as simple as direct migration of eLearning materials and assessment resources into a MOOC platform. In online learning, learners should be continually influenced by information, social interaction, and learning experiences, providing them with the knowledge to come up with new ideas to develop within an engaging course. In this chapter, the process of MOOCification a distance education online course on “Design for All for an Inclusive and Accessible Society” is explained and contextualized. The re-factorization process has been based upon the quality model used for MOOCs at UNED Abierta and the instructional design based on Gagné's events of instruction. The eLearning activities were completely refactored, along with the content itself, the interac...
Online Learning, 2018
As massive open online courses (MOOCs) increase, the large scale and heterogeneity of MOOC participants bring myriad significant design challenges. This exploratory 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 (e.g., engaging learners, increasing learner interaction, and limited assessment methods), resource challenges (e.g., limitations associated with the affordances of the platform), and logistical challenges (e.g., 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 support personnel of the adopted platforms. Keywords: massive open online courses (MOOCs), instructional design, design considerations, design challenges, MOOC instructors
MOOC Learning Experience Design: Issues and Challenges
International journal on e-learning, 2015
This paper will present current work on various frameworks that are aimed at guiding the research, development, and evaluation efforts around Massive Open Online Courses (MOOCs). Initiatives and activities, including current work by the National Research Council (NRC) in the context of Learning and Performance Support Systems and MOOCs, will be presented along with outstanding challenges and issues to be addressed in the near future. Findings from case studies of Personal Learning Environments (PLEs) and MOOCs will be presented which suggest that learning experiences are impacted by much more than tools and technologies. There is the potential for an enormous palette of possibilities for creating effective, meaningful, and successful learning experiences, as well as many important issues and challenges to address. Recommendations coming of out of recent cMOOC surveys and forums will highlight participant focused and learner driven processes along with a changing notion of time and s...
Theories and Applications of Massive Online Open Courses (MOOCs): The Case for Hybrid Design
Initial studies of learning in massive open online courses (MOOCs) primarily focused on participation patterns and participant experiences. More recently, research has addressed learning theories and offered case studies of different pedagogical designs for MOOCs. Based on a meta-analysis and synthesis of the research literature, this study develops a conceptual model of prominent theories and applications of MOOCs. It proposes a continuum of MOOC learning design that consolidates previous theories into a tripartite scheme corresponding to primary types of MOOCs including content-based, community/tasked-based, and network-based applications. A series of MOOC hybrids are analyzed to demonstrate the value of this model while also clarifying appropriate applications and significant design challenges for MOOCs. Results indicate that hybrid design may support the greatest diversity of learners and scaffold engagement with networked and emergent learning contexts.
MOOC Design Principles. A Pedagogical Approach from the Learner's Perspective
The debate around Massive Open Online Courses (MOOCs) is much more focused on the social, institutional, technological and economical aspects than on the need for development of new pedagogical approaches that provide consistent guidance on how to design for this emergent educational scenario. A new understanding of knowledge production and learning challenges the core of learning design, demanding innovative and appropriate approaches to teaching and learning. We present a set of learning design principles drawn from the learner's perspective. They focus on empowering learners in networked environments for fostering critical thinking and collaboration, developing competence based outcomes, encouraging peer assistance and assessment through social appraisal, providing strategies and tools for self-regulation, and finally using a variety of media and ICTs to create and publish learning resources and outputs.
Evaluating MOOCs According to Instructional Design Principles
2017
The aim of this study was to evaluate the massive open online courses that gains popularity day by day in terms of the properties which learning environments should have. For this purpose, six courses, which were selected from a MOOCs platform called Udemy, were evaluated. The evaluation was carried out according to the online learning environment evaluation form, developed by the researchers. The evaluation form was created by reviewing the literature and taking expert opinions. The results of the study showed that all investigated courses met the overall criteria and paid courses had no advantage over free courses. In addition to many advantages of the courses, there were some limitations as inability to provide feedback on a regular basis by the instructor to students, to be accessible for physically disadvantaged persons, to provide opportunities for resource sharing among students, automatically provide personalized learning options to users and to provide the contact information of other students.
International Open & Distance Learning Conference (IODL19) , 2019
Massive Open Online Courses emerged in 2008 as a result of openness movement in education and drew a lot of attention by 2011 when MOOCs were adopted by higher education institutions and used as a mean to deliver knowledge and educational content. Though MOOCs have a recent history, much has been articulated and MOOCs are claimed to be a revolution in education while some others claimed that MOOCs are a hype that will eventually fade away. In this context, this research aims to investigate MOOC research by reviewing MOOC literature. The findings of the study suggest that MOOC interest tend to continue, and the evidence-based empirical MOOC research is increasing steadily. MOOC research area is dominated mostly by educational research; however, other research areas demonstrate that there is an interest from other research areas which is thought to be promising. Regional interest demonstrates that USA, Spain and UK are leading countries; and most interest stems from developed countries with Anglo-Saxon cultures. Likewise, the leading higher education institutions in MOOC research are located in Europe or USA. It is also promising that nearly half of the MOOC research is funded by stated agencies. The study concludes that MOOCs are evolving and, based on research findings, it is moving from Slope of Enlightenment to Plateau of Productivity in Gartner hype cycle.
2020
Massive Open Online Courses (MOOCs) became very popular during the last years leading to an increasing global debate about their quality. To address the quality issues, several research surveys and instruments were developed to analyse the current status of MOOCs and to examine the different perspectives of learning with MOOC from core MOOC stakeholders. Based on a literature review and analysis of existing quality approaches and indicators for MOOCs, the Global MOOC Quality Survey was designed and conducted (n=267). Final objective is the development of the Quality Reference Framework (QRF) with quality indicators and tools in close collaboration with all interested stakeholders worldwide. This paper presents first results from the Global MOOC Quality survey relating to the overall experiences with MOOCs and their offered four interaction types: learner-facilitator (LF), learner-resource (LR), learner-learner (LL) and group-group (GG). There was a very high significant relationship...