Quality of MOOCs: A review of literature on effectiveness and quality aspects

Gamage, Dilrukshi; Fernando, Shantha; Perera, Indika

doi:10.1109/umedia.2015.7297459

Cited by 49 publications

(44 citation statements)

References 9 publications

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“…For this initial proposal, and as both numerical and non-numerical data from a specific MOOC were viewed as symbolic representations of the studied phenomenon requiring interpretation, a qualitative interpretivist approach was conducted (Twining, Heller, Nussbaum, & Tsai, 2017). This approach allowed identifying and empirically validating a set of factors that may affect the enrolment, continuance, and learning of MOOC participants, an unusual but needed approach in MOOC research (Gamage et al, 2015). The framework proposed in this study, as will be discussed further, should be refined in future work.…”

Section: Methodsmentioning

confidence: 99%

“…The context of this MOOC, the data collection and analysis techniques, as well as the limitations of this study are described in the 'Methodology' section. The analysis allowed us to test and refine the framework, which is of particular importance since we face a scarcity of empirical research on the MOOC phenomenon (Kady & Vadeboncoeur, 2013), particularly considering the participants' perspectives (Gamage, Fernando, & Perera, 2015). The results of this analysis are presented and discussed in the presentation and discussion of the results' section.…”

Section: Statement Of Problem Purpose and Manuscript's Organizationmentioning

confidence: 99%

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MOOC Success Factors: Proposal of an Analysis Framework

Azevedo

Marques

2017

JITE:IIP

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Aim/PurposeFrom an idea of lifelong-learning-for-all to a phenomenon affecting higher education, Massive Open Online Courses (MOOCs) can be the next step to a truly universal education. Indeed, MOOC enrolment rates can be astoundingly high; still, their completion rates are frequently disappointingly low. Nevertheless, as courses, the participants' enrolment and learning within the MOOCs must be considered when assessing their success. In this paper, the authors' aim is to reflect on what makes a MOOC successful to propose an analysis framework of MOOC success factors. Background A literature review was conducted to identify reported MOOC success factors and to propose an analysis framework. Methodology This literature-based framework was tested against data of a specific MOOC and refined, within a qualitative interpretivist methodology. The data were collected from the 'As alterações climáticas nos média escolares -Clima@EduMedia' course, which was developed by the project Clima@EduMedia and was submitted to content analysis. This MOOC aimed to support science and school media teachers in the use of media to teach climate change. Contribution By proposing a MOOC success factors framework the authors are attempting to contribute to fill in a literature gap regarding what concerns criteria to consider a specific MOOC successful. Findings This work major finding is a literature-based and empirically refined MOOC success factors analysis framework. Recommendations for PractitionersThe proposed framework is also a set of best practices relevant to MOOC developers, particularly when targeting teachers as potential participants. Recommendation for ResearchersThis work's relevance is also based on its contribution to increasing empirical research on MOOCs. MOOC Success Factors 234 Impact on SocietyBy providing a proposal of a framework on success factors for MOOCs, the authors hope to contribute to the quality of MOOCs. Future ResearchFuture work should refine further the proposed framework, by testing it against data collected in other MOOCs.

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Section: Methodsmentioning

confidence: 99%

Section: Statement Of Problem Purpose and Manuscript's Organizationmentioning

confidence: 99%

MOOC Success Factors: Proposal of an Analysis Framework

Azevedo

Marques

2017

JITE:IIP

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“…This development and the proliferation of MOOCs are some of the most interesting but controversial trends in higher education right now ( Johnson et al, 2014). Early research shows that MOOCs are indeed contributing to online learning, though more empirical research is needed (Gamage et al, 2015;Glance et al, 2013).…”

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confidence: 99%

A comprehensive rubric for instructional design in e-learning

Debattista

2018

IJILT

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Purpose-The recognition of practice in online instruction is still subject to interpretation and different approaches as a result of the rapid changes in technology and its effect on society. The purpose of this paper is to address these differences through a synthesis that can be easily accessed and consulted by educators in the field of e-learning. Design/methodology/approach-This paper reviews different examples of rubrics and instruments in higher education to propose a more comprehensive rubric that constitutes a synthesis of how some institutions in HE approach best practice in this field. Findings-The proposed comprehensive rubric emanating from the synthesis of different approaches supports the development, remixing, sharing and integration of online modules and courses by providing a single reference point with as wide a range as possible of potential pedagogical tools, facilities and approaches to e-learning. Research limitations/implications-It is not within the scope of this paper to review quality assurance processes and administrative components, but to propose a rubric for course design and self-review of faculty and higher education institutions for a better alignment with what is regarded as current standard best practice. Practical implications-Instructional designers in e-learning have a new comprehensive rubric that can consult at design stage. Originality/value-Different approaches towards what is called "good practice" are brought together and analysed to provide a synthesis and a single source that can be consulted by practitioners in the field of e-learning. Keywords E-learning instructional design, E-learning peer review, E-learning quality standards, E-learning self-review Paper type Research paper Literature review: slightly different paths for e-learning By the year 2002, the fusion between in-class instruction and online instruction was already being recognised as a major new trend; old practices were being transferred online, and different institutions had rather different understandings of the concept of e-learning (Frydenberg, 2002; Graham et al., 2013; Young, 2002). As late as 2011, Guri-Rosenblit and Gros (2011) concluded there were "noticeable gaps" in e-learning research and definition of terminology. One of the reasons for this lack of coherence is: The technological environment within which modern education operates is becoming increasingly complex, offering new possibilities but also giving rise to challenges. We have seen a continual evolution of technologies and how they are used since the introduction of the Internet (Conole and Alevizou, 2010, p. 9). De Freitas and Conole (2010) observed the trend of more global, more networked and more mobile technology infrastructure and these are emerging in online pedagogy. Indeed, McLoughlin and Lee (2010) argued that this new landscape: Calls for the active involvement of students in defining their learning goals and choosing both ICT tools and strategies for learning; it also requires recognition that user and learner generated co...

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“…El curso en línea debe ser claro en su diseño e interactivo entre estudiante y tutor (Swan, 2001); facilitar el aprendizaje, promoviendo una motivación constante (Song et al, 2004), con lecciones en las que se compartan los conocimientos más actuales y flexibles (Petrides, 2002); ser cooperativa, pedagógica, útil (Gamage, Fernando, & Perera, 2015) y, sobre todo, divertida para el estudiante, e incluso para el docente. Vale la pena hacer un esfuerzo para que los participantes aprendan de una manera entretenida (Gill & Rengel, 2013;Mamo et al, 2011), interactuando con otras personas de diversa formación.…”

Section: -469unclassified

Aprendizaje introductorio sobre la ciencia del suelo a través de un curso MOOC

Jiménez

Ortíz

Maldonado

et al. 2018

CTA

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El propósito de esta investigación es describir los recursos utilizados en el diseño de un curso MOOC introductorio de las Ciencias del Suelo y, evaluar el efecto de los recursos obligatorios en el rendimiento de los estudiantes. El curso fue estructurado para seis semanas, aquí se incluyó diferentes recursos educativos, con actividades calificadas y opcionales. Los datos recolectados fueron de 1020 estudiantes de diferentes carreras o disciplinas, de los cuales se realizó el respectivo análisis descriptivo del rendimiento; además se realizó una evaluación cualitativa y cuantitativa del curso. Los resultados indican que las estrategias utilizadas influyen en el rendimiento de los estudiantes y la evaluación indica que la interacción estudiante – docente es clave para el éxito del MOOC. Estos resultados de esta investigación permitirán mejorar o implementar nuevas estrategias para el aprendizaje del recurso suelo a través de cursos online.

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Quality of MOOCs: A review of literature on effectiveness and quality aspects

Cited by 49 publications

References 9 publications

MOOC Success Factors: Proposal of an Analysis Framework

MOOC Success Factors: Proposal of an Analysis Framework

A comprehensive rubric for instructional design in e-learning

Aprendizaje introductorio sobre la ciencia del suelo a través de un curso MOOC

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