Abstracts
Abstract
MOOCs popularly support the diverse learning needs of participants across the globe. However, literature suggests well-known scepticism regarding MOOC pedagogy which questions the effectiveness of the educational experience offered by it. One way to ensure the quality of MOOCs is through systematic evaluation of its pedagogy with the goal to improve over time. Most existing MOOCs’ quality evaluation methods do not account for the increasing significance of learner-centric pedagogy towards providing a richer learning experience. This paper presents a MOOC evaluation framework (MEF), designed with a strong pedagogical basis underpinned by theory and MOOC design practices, which evaluates the integration of learner-centric pedagogy in MOOCs. Using mixed-methods research, the internal validation was conducted through expert reviews (N = 2), and external validation (N = 13) was conducted in the field to test model usability and usefulness. The framework was classified as “good” (SUS: 78.46) in terms of usability. A high perception of usefulness (84%–92%) was observed for the framework as a formative evaluation tool for assessing the integration of learner-centric pedagogy and bringing a positive change in MOOC design. Different participants acknowledged new learning from varied dimensions of the framework. Participants also recognized that the scores obtained using the MEF truly reflected the efforts taken to incorporate learner-centric design strategies in the evaluated dimensions. The framework focuses on learner-centric evaluation of MOOC design with a goal to facilitate improved pedagogy.
Keywords:
- massive open online course,
- pedagogical quality of MOOCs,
- instructional design,
- quality evaluation methods,
- formative evaluation of MOOC pedagogy
Download the article in PDF to read it.
Download
Appendices
Bibliography
- Aloizou, V., Villagrá Sobrino, S. L., Martínez Monés, A., Asensio-Pérez, J. I., & García-Sastre, S. (2019) Quality assurance methods assessing instructional design in MOOCs that implement active learning pedagogies: An evaluative case study. In M. Calise, C. Delgado Kloos, C. Mongenet, J. Reich, J. A. Ruipérez-Valiente, G. Shimshon, T. Staubitz, & M. Wirsing (Eds.), EMOOCs 2019 work in progress papers of research, experience and business tracks (pp. 14–19). Sun SITE CEUR. http://ceur-ws.org/Vol-2356/research_short3.pdf
- Alturkistani, A., Lam, C., Foley, K., Stenfors, T., Blum, E. R., Van Velthoven, M. H., & Meinert, E. (2020). Massive open online course evaluation methods: Systematic review. Journal of Medical Internet Research, 22(4), Article e13851. https://doi.org/10.2196/13851
- Bangor, A., Kortum, P. T., & Miller, J. T. (2008). An empirical evaluation of the system usability scale. International Journal of Human-Computer Interaction, 24(6), 574–594. https://doi.org/10.1080/10447310802205776
- Biggs, J. (1999). What the student does: Teaching for enhanced learning. Higher Education Research & Development, 18(1), 57–75. https://doi.org/10.1080/0729436990180105
- Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. National Academy Press. http://www.csun.edu/~SB4310/How%20People%20Learn.pdf
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
- Brooke, J. (1996). SUS: A “quick and dirty” usability scale. In P. W. Jordan, B. Thomas, I. L. McClelland, & B. Weerdmeester (Eds.), Usability evaluation in industry (chapter 21). Taylor & Francis. https://www.taylorfrancis.com/chapters/edit/10.1201/9781498710411-35/sus-quick-dirty-usability-scale-john-brooke
- Burd, E. L., Smith, S. P., & Reisman, S. (2015). Exploring business models for MOOCs in higher education. Innovative Higher Education, 40(1), 37–49. https://doi.org/10.1007/s10755-014-9297-0
- Chickering, A. W., & Gamson, Z. F. (1987, March). Seven principles for good practice in undergraduate education. AAHE Bulletin, 3–7. https://eric.ed.gov/?id=ed282491
- Chukwuemeka, E. J., Yoila, A. O., & Iscioglu, E. (2015). Instructional design quality: An evaluation of Open Education Europa Networks’ open courses using the first principles of instruction. International Journal of Science and Research, 4(11), 878–884. https://www.ijsr.net/get_abstract.php?paper_id=NOV151323
- Clark, R. C., & Mayer, R. E. (Eds.). (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. John Wiley & Sons. https://doi.org/10.1002/9781119239086
- Conole, G. G. (2013). MOOCs as disruptive technologies: Strategies for enhancing the learner experience and quality of MOOCs. Revista de Educación a Distancia (RED), 39. https://revistas.um.es/red/article/view/234221
- Creelman, A., Ehlers, U., & Ossiannilsson, E. (2014). Perspectives on MOOC quality: An account of the EFQUEL MOOC Quality Project. INNOQUAL-International Journal for Innovation and Quality in Learning, 2(3), 78–87. https://www.lunduniversity.lu.se/lup/publication/225285a4-84b4-49d4-9f64-59ec16b15a83
- Deng, R., Benckendorff, P., & Gannaway, D. (2020). Learner engagement in MOOCs: Scale development and validation. British Journal of Educational Technology, 51(1), 245–262. https://doi.org/10.1111/bjet.12810
- Egloffstein, M., & Ifenthaler, D. (2017). Employee perspectives on MOOCs for workplace learning. TechTrends, 61(1), 65–70. https://doi.org/10.1007/s11528-016-0127-3
- Fidalgo-Blanco, Á., Sein-Echaluce, M. L., & García-Peñalvo, F. J. (2015). Methodological approach and technological framework to break the current limitations of the MOOC model. Journal of Universal Computer Science, 21(5), 712–734. https://repositorio.grial.eu/bitstream/grial/426/1/jucs_21_05_0712_0734_blanco.pdf
- Geri, N., Winer, A., & Zaks, B. (2017). Challenging the six-minute myth of online video lectures: Can interactivity expand the attention span of learners? Online Journal of Applied Knowledge Management (OJAKM), 5(1), 101–111. https://doi.org/10.36965/OJAKM.2017.5(1)101-111
- Hew, K. F. (2018). Unpacking the strategies of ten highly rated MOOCs: Implications for engaging students in large online courses. Teachers College Record, 120(1), 1–40. https://doi.org/10.1177/016146811812000107
- Jansen, D., Rosewell, J., & Kear, K. (2017). Quality frameworks for MOOCs. In M. Jemni, Kinshuk, & M. Khribi (Eds.), Open education: From OERs to MOOCs (pp. 261–281). Springer. https://doi.org/10.1007/978-3-662-52925-6_14
- Kizilcec, R. F., Reich, J., Yeomans, M., Dann, C., Brunskill, E., Lopez, G., Turkay, S., Williams, J. J., & Tingley, D. (2020). Scaling up behavioral science interventions in online education. Proceedings of the National Academy of Sciences, 117(26), 14900–14905. https://doi.org/10.1073/pnas.1921417117
- Konrad, A. (2017, December 20). Coursera fights to keep the promise of MOOCs alive with corporate customer push. Forbes. https://www.forbes.com/sites/alexkonrad/2017/12/20/coursera-goes-corporate-to-keep-alive-promise-of-moocs/?sh=1c5e03b2543c
- Lee, G., Keum, S., Kim, M., Choi, Y., & Rha, I. (2016). A study on the development of a MOOC design model. Educational Technology International, 17(1), 1–37. https://koreascience.kr/article/JAKO201612359835226.pdf
- Lowenthal, P. R., & Hodges, C. B. (2015). In search of quality: Using quality matters to analyze the quality of massive, open, online courses (MOOCs). The International Review of Research in Open and Distributed Learning, 16(5), 83–101. https://doi.org/10.19173/irrodl.v16i5.2348
- Margaryan, A., Bianco, M., & Littlejohn, A. (2015). Instructional quality of massive open online courses (MOOCs). Computers & Education, 80, 77–83. https://doi.org/10.1016/j.compedu.2014.08.005
- Mayer, R. E. (2019). Thirty years of research on online learning. Applied Cognitive Psychology, 33(2), 152–159. https://doi.org/10.1002/acp.3482
- Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43–59. https://doi.org/10.1007/BF02505024
- Oh, E. G., Chang, Y., & Park, S. W. (2020). Design review of MOOCs: Application of e-learning design principles. Journal of Computing in Higher Education, 32(3), 455–475. https://doi.org/10.1007/s12528-019-09243-w
- Ossiannilsson, E., Williams, K., Camilleri, A. F., & Brown, M. (2015). Quality models in online and open education around the globe. State of the art and recommendations. International Council for Open and Distance Education. https://doi.org/10.25656/01:10879
- Paas, F., & Sweller, J. (2014). Implications of cognitive load theory for multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed.) (pp. 27–42). New York: Cambridge University Press. https://doi.org/10.1017/CBO9781139547369.004
- Pilli, O., & Admiraal, W. F. (2017). Students’ learning outcomes in Massive Open Online Courses (MOOCs): Some suggestions for course design. Journal of Higher Education, 7(1), 46–71. https://scholarlypublications.universiteitleiden.nl/access/item%3A2903812/view
- Read, T., & Rodrigo, C. (2014). Towards a quality model for UNED MOOCs. Proceedings of the European MOOC Stakeholder Summit, 282-287. https://www.oerknowledgecloud.org/record686
- Richey, R. C. (2006). Validating instructional design and development models. In J. M. Spector, C. Ohrazda, A. Van Schaack, & D. A. Wiley (Eds.), Innovations in instructional technology (pp. 171–185). Routledge. https://doi.org/10.4324/9781410613684
- Rosewell, J., & Jansen, D. (2014). The OpenupEd quality label: Benchmarks for MOOCs. INNOQUAL: The International Journal for Innovation and Quality in Learning, 2(3), 88–100. http://oro.open.ac.uk/41173/
- Rubio, D. M., Berg-Weger, M., Tebb, S. S., Lee, E. S., & Rauch, S. (2003). Objectifying content validity: Conducting a content validity study in social work research. Social Work Research, 27(2), 94–104. https://doi.org/10.1093/swr/27.2.94
- Shah, V., Murthy, S., Warriem, J., Sahasrabudhe, S., Banerjee, G., & Iyer, S. (2022). Learner-centric MOOC model: A pedagogical design model towards active learner participation and higher completion rates. Educational Technology Research and Development, 70(1), 263-288. https://link.springer.com/article/10.1007/s11423-022-10081-4
- Scriven, M. (1967). The methodology of evaluation. In R. W. Tyler, R. M. Gagne, & M. Scriven (Eds.), Perspectives of curriculum evaluation (pp. 39–83). Rand McNally. https://www.scirp.org/(S(czeh2tfqw2orz553k1w0r45))/reference/referencespapers.aspx?referenceid=3081112
- Shattuck, K. (2015). Research inputs and outputs of Quality Matters: Update to 2012 and 2014 versions of What We’re Learning from QM-Focused Research. Quality Matters. https://ascnet.osu.edu/storage/meeting_documents/1384/FINAL-9_18_15%20update-QM%20Research.pdf
- Sim, J., & Wright, C. C. (2005). The kappa statistic in reliability studies: Use, interpretation, and sample size requirements. Physical Therapy, 85(3), 257–268. https://doi.org/10.1093/ptj/85.3.257
- Stracke, C. M., & Trisolini, G. (2021). A systematic literature review on the quality of MOOCs. Sustainability, 13(11), Article 5817. https://doi.org/10.3390/su13115817
- Stracke, C. M. (2019). Quality frameworks and learning design for open education. The International Review of Research in Open and Distributed Learning, 20(2). https://doi.org/10.19173/irrodl.v20i2.4213
- Stracke, C. M., Tan, E., Texeira, A. M., do Carmo Pinto, M., Vassiliadis, B., Kameas, A., Sgouropoulou, C., & Vidal, G. (2018). Quality reference framework (QRF) for the quality of massive open online courses (MOOCs): Developed by MOOQ in close collaboration with all interested parties worldwide. MOOQ. https://research.ou.nl/en/publications/quality-reference-framework-qrf-for-the-quality-of-massive-open-o
- Sweller, J., Ayres, P., Kalyuga, S. (2011). Measuring cognitive load. Cognitive load theory, 71-85. https://link.springer.com/chapter/10.1007/978-1-4419-8126-4_6
- Tessmer, M. (1993). Planning and conducting formative evaluations. Routledge. https://doi.org/10.4324/9780203061978
- Toven-Lindsey, B., Rhoads, R. A., & Lozano, J. B. (2015). Virtually unlimited classrooms: Pedagogical practices in massive open online courses. The Internet and Higher Education, 24, 1–12. https://doi.org/10.1016/j.iheduc.2014.07.001
- Watson, W. R., Watson, S. L., & Janakiraman, S. (2017). Instructional quality of massive open online courses: A review of attitudinal change MOOCs. International Journal of Learning Technology, 12(3), 219–240. https://doi.org/10.1504/IJLT.2017.088406
- Vygotsky, L. S. (1978). Mind in society: Development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press. https://www.hup.harvard.edu/catalog.php?isbn=9780674576292
- Yilmaz, A. B., Ünal, M., & Çakir, H. (2017). Evaluating MOOCs according to instructional design principles. Journal of Learning and Teaching in Digital Age, 2(2), 26–35. https://dergipark.org.tr/en/pub/joltida/issue/55467/760086
- Yousef, A. M. F., Chatti, M. A., Schroeder, U., & Wosnitza, M. (2014, July). What drives a successful MOOC? An empirical examination of criteria to assure design quality of MOOCs. In 2014 IEEE 14th International Conference on Advanced Learning Technologies (pp. 44–48). IEEE. https://doi.org/10.1109/ICALT.2014.23