Design review of MOOCs: application of e-learning design principles

Oh, Eunjung; Chang, Yunjeong; Park, Seung Won

doi:10.1007/s12528-019-09243-w

Cited by 57 publications

(45 citation statements)

References 37 publications

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“…To confirm this research studies addressed in the pedagogic quality MOOCs and the design showed that they do not tackle lateral issues, nor focus on the acknowledgment of micro-learning practices since these tools only focus on course finalization not on the strengthening of acquired knowledge, and certainly, they lack of learning feedback and lengthy content has caused a high level of MOOC course drop outs [28], [21].…”

Section: Resultsmentioning

confidence: 69%

“…At this pace, MOOC--Massive Open Online Course-which tremendously help traditional learning through efficient didactic methodology [34]; MOOC contains forums, chats, calendars and didactic resources to surf the world wide web [27]; vital for higher education although its quality and pedagogic design is somehow worrying because there is still systematization and error factors modification as well as content, timing and log out functions correction [28], [25], [1], [14].…”

Section: Introductionmentioning

confidence: 99%

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Nano-MOOC: Public Finance Techno-Pedagogy-Learning Resource at Universidad Técnica del Norte

Ibadango-Galeano¹,

Guevara-Vega²,

Granda³

2021

ujer

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Section: Resultsmentioning

confidence: 69%

Section: Introductionmentioning

confidence: 99%

Nano-MOOC: Public Finance Techno-Pedagogy-Learning Resource at Universidad Técnica del Norte

Ibadango-Galeano¹,

Guevara-Vega²,

Granda³

2021

ujer

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“…In a discussion on MOOC design principles, Guàrdia, Maina and Sangrà (2013: 4) argued that a "deep pedagogical debate [was] still missing", while other factors such as strategic, institutional, economic, social, and technological issues were dominating the discussion. Eight years later, although some progress has been made in relation to the organisation and presentation of materials (Oh, Chang & Park, 2020), Guàrdia et al's concern is still very much current, probably linked to the difficulties of personalisation with large numbers of learners (Beaven, Hauck, Comas-Quinn, Lewis & de los Arcos, 2014). In the area of LMOOCs, the very nature of language learning poses a serious problem, given that a high degree of collaboration, personalisation, and feedback is needed.…”

Section: State Of the Art: Lmoocs And Speakingmentioning

confidence: 99%

Designing speaking interaction in LMOOCs: An eTandem approach

Appel¹,

Pujolă²

2021

ReCALL

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Promoting speaking interaction remains a challenge for language massive open online courses (LMOOCs), both from a pedagogical and technological standpoint. This paper describes the design process of the tandemMOOC, which exploits the massive, open and online features of MOOCs in order to offer language learners online speaking interaction practice with native speakers of their target language. The course is based on eTandem language learning principles and equips learners with the necessary competences to be able to cope with online second language (L2) speaking opportunities. Following a design-based research approach, this paper presents an analysis and discussion of seven components of the design: learning environment, facilitation dynamics, dyad configuration, task types, task topics, feedback provision, and gamification components. The analysis of the implementation of these elements results in a set of key features for the integration of L2 speaking interaction activities in LMOOCs.

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“…A well-structured and appealing e-learning course design with visual information facilitates students learning through online classes (Oh et al, 2019). The course design interface showcases the course content.…”

Section: H2 There Is a Positive Relationship Between Course Content Amentioning

confidence: 99%

Factors Affecting the Quality of E-Learning During the COVID-19 Pandemic from the Perspective of Higher Education Students

et al. 2020

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Aim/Purpose: The objective of the research was to study the relationship of seven independent factors: administrative support, course content, course design, instructor characteristics, learner characteristics, social support, and technical support on quality of e-learning in higher education during the COVID-19 pandemic. Further, the study analyzes the moderating effect(s) of gender and level of the course on the quality of e-learning in higher education during the COVID-19 pandemic. objective of the research was to study the relationship of seven independent factors: administrative support, course content, course design, instructor characteristics, learner characteristics, social support, and technical support on quality of e-learning in higher education during COVID-19 pandemic. Background: The COVID-19 pandemic situation has impacted the entire education system, especially universities, and brought a new phase in education “e-learning.” The learning supported with electronic technology like online classes and portals to access the courses outside the classroom is known as e-learning. This study aimed to point out the variables influencing the quality of e-learning, such as administrative support, course content, course design, instructor characteristics, learner characteristics, social support, and technological support. Methodology: An inferential statistics cross-sectional study was conducted of the students of higher education institutions in India and the Kingdom of Saudi Arabia with a self-administered questionnaire to learn the students’ perception of e-learning. All levels of undergraduate and postgraduate students took part in the study with a sample size of 784. Ultimately, this study used a Structural Equation Modelling (SEM) approach to find the positive relationship between the quality of e-learning and the seven independent variables and two moderating variables in the higher education sector. Contribution: The study aims to explore the quality of e-learning in higher education from the students’ perspective. The study was analyzed based on the student’s data collected from the higher educational institutions of India and Saudi Arabia. The study will support the top management and administrators of higher educational institutions in decision making. Findings: The findings revealed that there is a positive relationship between the set of variables and the quality of e-learning in the higher education sector. Also, there is a significant difference in the perception of the students between gender, level of the course, and quality of e-learning in the higher education sector during the COVID-19 pandemic. Recommendations for Practitioners: The results of the study can help top management and administrators of higher educational institutions to improve their actions. Higher educational institutions need to concentrate on the study outcomes related to administrative support, course content, course design, instructor characteristics, learner characteristics, social support, and technological support to enhance the quality of e-learning. The study revealed that there should be a difference in the procedure of providing e-learning based on the level of the course and gender of the students. Recommendation for Researchers: The results were examined and interpreted in detail, based on the perspective of the students, and concluded with a view for future research. The study will be beneficial for academic researchers from different countries with a different set of students and framework. Impact on Society: The study revealed that the positive results of the students’ perspective on the quality of e-learning would help the policy-makers of the country in providing the learning process during the COVID-19 pandemic. Also, the result explored the importance of the quality aspects of e-learning for improvement. Future Research: There is a need for future studies to expose the quality of e-learning in higher education in the post-COVID-19 pandemic. Further researchers will bring the performance level of e-learning during the COVID-19 pandemic.

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Design review of MOOCs: application of e-learning design principles

Cited by 57 publications

References 37 publications

Nano-MOOC: Public Finance Techno-Pedagogy-Learning Resource at Universidad Técnica del Norte

Nano-MOOC: Public Finance Techno-Pedagogy-Learning Resource at Universidad Técnica del Norte

Designing speaking interaction in LMOOCs: An eTandem approach

Factors Affecting the Quality of E-Learning During the COVID-19 Pandemic from the Perspective of Higher Education Students

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