Factors leading to effective teaching of MOOCs

Wong, Billy

doi:10.1108/aaouj-07-2016-0023

Cited by 40 publications

(33 citation statements)

References 28 publications

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“…Apart from that, majority of the users strongly agreed that the MOOC gave them messages to correct their mistake and let them recover quickly and easily. This is in line with the criteria of a good MOOC stated by prior studies in giving immediate feedback to users [10]. Furthermore, positive results were also achieved on students" satisfaction with the notes and the video lecture being useful to them, the organization of the content as well as the effectiveness of the MOOC in helping them learn the topic.…”

Section: A Mooc Usability Evaluation Resultssupporting

confidence: 87%

“…Among the criteria discussed by past studies for a successful MOOC are users must be engaged with the course and their intention and background need to be understood [9]. In addition, a MOOC needs to motivate users and encourage social networking, collaboration and peer supported learning among learners [10], [11]. A course outline with clearly defined objectives should also be provided including suitable content and assessment that satisfy learner"s needs [12].…”

Section: B Successful Mooc Criteriamentioning

confidence: 99%

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Development and Evaluation of Massive Open Online Course (MOOC) as a Supplementary Learning Tool: An Initial Study

Azami¹,

Ibrahim²

2019

IJACSA

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The popularity of Massive Open Online Courses (MOOCs) is prevalent among researchers and practitioners as a new paradigm of open education resource. Since the development of this technology may entail enormous investment, it is critical for institutions to clearly plan the process in designing, developing and evaluating MOOCs that fulfill the needs of target users while keeping the investment to a minimum. Evaluation plays a vital role in assuring that the developed product meets user's satisfaction. This study presents the process of developing a MOOC as a supplementary learning tool for students in a higher education and its usability evaluation which are rarely discussed in detail in prior literatures. Evaluation was done through a questionnaire and the items were adapted from Computer System Usability Questionnaire (CSUQ). The MOOC development process in this research which was based on the ADDIE (Analysis, Design, Development, Implementation and Evaluation) model and the MOOC usability evaluation results enrich existing literatures on MOOC. Overall, findings showed that users were satisfied with the developed MOOC with most of the items gained high mean score above 4.00. When respondents were asked to comment on the strength of the MOOC, the most prominent one turned out to be the MOOC's ability to make students' learning easier.

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Section: A Mooc Usability Evaluation Resultssupporting

confidence: 87%

Section: B Successful Mooc Criteriamentioning

confidence: 99%

Development and Evaluation of Massive Open Online Course (MOOC) as a Supplementary Learning Tool: An Initial Study

Azami¹,

Ibrahim²

2019

IJACSA

View full text Add to dashboard Cite

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“…This led to the issue of usability which sometimes being worsened by the poor textual and graphical design including the dynamic elements [13]. In dealing with diverse learners, most content providers deserted neat and strategic preparation before development, making MOOC teaching to become one-way approach [14]. This is proven as most of the current MOOC content lack fundamental initial requirements such as the topic's relevance and objective clarity.…”

Section: A Problem Statementmentioning

confidence: 99%

“…Content preparedness and conceptuality as not all pedagogies are fit to be adopted in MOOC. MOOC's effective teaching starts with a comprehensive understanding of the MOOC environment before engaging in course design [14]. This is similar to the conceptualizing stage at the 7C's model [2] by adding the elements of content originality and accuracy before it is developed.…”

Section: Understanding the Quality Of Mooc Web Contentmentioning

confidence: 99%

Quality Model for Massive Open Online Course (MOOC) Web Content

Rahman¹,

Zulzalil²,

Ishak³

et al. 2020

Int. J. Adv. Sci. Eng. Inf. Technol.

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With the philosophy of providing open education to all, Massive Open Online Course (MOOC), which introduced in 2006, has been through its first decade. Despite its popularity and worldwide acceptance, MOOC faces a few criticisms about the weaknesses of its content such as lack of clarity, unstructured, poor design and lack of fundamental initial requirements. This caused by the paucity of understanding among content providers about the facet of qualities contributes to the content. There are some previous efforts to improve the quality of MOOCs, but none focused on the content from the content providers or experts' view. As a result, most of the vital internal quality factors are neglected. Besides, the operational definition for the MOOC content quality factors is still missing or not well-defined. Therefore, this research proposes a quality model for MOOC web content as a content provider's reference to develop quality MOOC content. In order to achieve that, three basic elements were implemented which is the content's provider perspective, MOOC content quality dimensions and MOOC content quality factors. Development of MOOC content quality dimension is based on 7C's model and PDCA for continuity, while the determination of factors involves the process like a revision of the possible factors from literature, factors combination and categorization. This proposed hierarchical model tends to make MOOC's learning more optimistic and beneficial to the learners through the development of high-quality content.

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“…However, given that content constitutes a core component of MOOCs, it would be beneficial to investigate how it is questioned and analysed. Some literature reviews examined the learning process in MOOCs such as Lee, Watson, and Watson (2019) who conducted a systematic review of empirical research on self-regulated learning strategies in MOOCs or Wong (2016), who examined the literature covering the characteristics of teaching in MOOCs, the profile of participants, the instructional design of course materials, and/or the course assessment methods. However, the literature concerned with MOOC content needs to be explored in order not only to reveal the various content areas covered by empirical studies, but also to better understand the research issues about content and determine the gaps in the research so as to address them in the future.…”

Section: Introductionmentioning

confidence: 99%

Research on MOOCs in Major Referred Journals

Babori

Zaid

Fassi

2019

IRRODL

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Over the last decade, several studies have focused on massive open online courses (MOOCs). The synthesis presented here concentrates on these studies and aims to examine the place held by content in these studies, especially those produced between 2012 and 2018: sixty-five peer reviewed papers are identified through five major educational technology research journals. The analysis revealed that these research articles covered a wide diversity of content. Content was mainly defined in terms of objectives of MOOCs, prerequisites required for participation in the MOOC, types of learning scenarios, and, though rarely, through the strategies used to convey content. In addition, empirical studies adopted a variety of conceptual frameworks which focused mainly on learning strategies without relating to the content in question. Finally, content was seldom considered as a research object. These results can provide MOOC researchers and instructors with insights for the study and design of MOOCs by taking into account the specificity of their content.

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Factors leading to effective teaching of MOOCs

Cited by 40 publications

References 28 publications

Development and Evaluation of Massive Open Online Course (MOOC) as a Supplementary Learning Tool: An Initial Study

Development and Evaluation of Massive Open Online Course (MOOC) as a Supplementary Learning Tool: An Initial Study

Quality Model for Massive Open Online Course (MOOC) Web Content

Research on MOOCs in Major Referred Journals

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