Evaluation and Recommendations for the Instructional Design and User Interface Design of Coursera MOOC Platform

Hanifa, Munadia Rahma; Santoso, Harry Budi; Kasiyah,

doi:10.1109/icacsis47736.2019.8979689

Cited by 12 publications

(8 citation statements)

References 4 publications

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“…Existing research on MOOC platform design has thus far focused mostly on user experience design, including studies that use heuristic evaluation techniques to identify interface problems on individual MOOC platforms (Glory et al, 2019;Hanifa et al, 2019). With respect to user experience design, Hanifa et al (2019) evaluated the Coursera MOOC platform using Shneiderman's (1997) interaction design principles and Gagné et al's (1992) principles of instructional design. Concerning discussion forums, Hanifa et al (2019) made recommendations to increase the visibility of the entry field for direct responses and to minimize entry fields for replies.…”

Section: Literature Reviewmentioning

confidence: 99%

“…With respect to user experience design, Hanifa et al (2019) evaluated the Coursera MOOC platform using Shneiderman's (1997) interaction design principles and Gagné et al's (1992) principles of instructional design. Concerning discussion forums, Hanifa et al (2019) made recommendations to increase the visibility of the entry field for direct responses and to minimize entry fields for replies. Glory et al (2019) evaluated the edX platform following the same criteria adopted by Hanifa et al (2019) and reported that the "add a post" and "add a response" buttons on edX discussion forums could be more self-evident if they were repositioned on the interface.…”

Section: Literature Reviewmentioning

confidence: 99%

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What We Learned When We Compared Discussion Posts from One MOOC Hosted on Two Platforms

Quintana

Pinto

Tan³

2021

OLJ

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We compared discussion posts from a data science ethics MOOC that was hosted on two platforms. We characterized one platform as “open” because learners can respond to discussion prompts while viewing and responding to others. We characterized the other platform as “locked” because learners must respond to a discussion prompt before they can view and respond to others. Our objective is to determine whether these platform differences are consequential and have the potential to impact learning. We analyzed direct responses to two discussion prompts from two modules located in modules two and six of an eight module course. We used conventional content analysis to derive codes directly from the data. Posts on the “open” platform were characterized by failure to completely address the prompt and showed evidence of persuasion tactics and reflective activity. Posts on the “locked” platform were characterized by an apparent intent to complete the task and an assertive tone. Posts on the “locked” platform also showed a diversity of ideas through the corpus of responses. Our findings show that MOOC platform interfaces can lead to qualitative differences in discussion posts in ways that have the potential to impact learning. Our study provides insight into how “open” and “locked” platform designs have the potential to shape ways that learners respond to discussion prompts in MOOCs. Our study offers guidance for instructors making decisions on MOOC platform choice and activities situated within a learning experience.We used conventional content analysis to derive codes directly from the data. Posts on the “open” platform were characterized by failure to completely address the prompt and showed evidence of persuasion tactics and reflective activity. Posts on the “locked” platform were characterized by an apparent intent to complete the task and an assertive tone. Posts on the “locked” platform also showed a diversity of ideas through the corpus of responses. Our findings show that MOOC platform interfaces can lead to qualitative differences in discussion posts in ways that have the potential to impact learning. Our study provides insight into how “open” and “locked” platform designs have the potential to shape ways that learners respond to discussion prompts in MOOCs. Our study offers guidance for instructors making decisions on MOOC platform choice and activities situated within a learning experience.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

What We Learned When We Compared Discussion Posts from One MOOC Hosted on Two Platforms

Quintana

Pinto

Tan³

2021

OLJ

View full text Add to dashboard Cite

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“…Nevertheless, their participation and completion rate in e-learning is still low [10], [11], [12] even though generation Z students monopolize higher education nowadays. Although elearning is popular among the younger generation yet the dropout rate in e-learning is still high [13], [14] compared to conventional learning and is considered more of a supplement to the conventional educational approach [15].…”

Section: Introductionmentioning

confidence: 99%

Interface Design for E-Learning: Investigating Design Characteristics of Colour and Graphic Elements for Generation Z

2021

KSII TIIS

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The majority of students in higher education institutions are among generation Z. They have always depended on e-learning to support their learning activities. Therefore, higher education institutions should provide an attractive e-learning platform. E-learning interface design should be reviewed frequently to smoothen the interaction between students and the e-learning system. It is because interface design that fulfils generation Z students' preferences and expectations may upsurge their participation in e-learning. However, interface design has continually been condemned and turn out to be part of the problem that contributes to the failure of e-learning. Lack of consideration about generation Z students' preferences towards the interface design of e-learning is the factor that leads to these causes. Therefore, this study focused on identifying design characteristics of colour and graphic elements of e-learning from generation Z students' perception. This research involved a purposive sampling method for questionnaire among students of generation Z. The findings from this study could help elearning developers to design the interface of e-learning that is suitable for generation Z students that will consider color and graphic as important characteristics.

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“…However, their involvement and engagement towards e-learning are still low and unsatisfying [9] [11]. Besides, the rate of drop out courses in e-learning is higher than classroom learning despite the growing popularity of e-learning [8] [12] [13]. One of the reasons for low student involvement towards e-learning is due to poor e-learning interface design [10] [8] [14] [15].…”

Section: Introductionmentioning

confidence: 99%

“…Besides, the rate of drop out courses in e-learning is higher than classroom learning despite the growing popularity of e-learning [8] [12] [13]. One of the reasons for low student involvement towards e-learning is due to poor e-learning interface design [10] [8] [14] [15]. For example, users are not familiar with the design features would have a tendency to disconnect with learning experience because interface designers had failed to develop engaging e-learning environment [16].…”

Section: Introductionmentioning

confidence: 99%

An Empirical Study of e-Learning Interface Design Elements for Generation Z

Nordin¹,

Singh²,

Mansor³

2020

IJACSA

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E-learning is the latest evolution of electronicbased learning that creates, fosters, delivers and facilitates the learning process anytime and anywhere with the use of interactive network technology. The use of e-learning as a learning platform makes users want a high quality of interface design to interact with the e-learning system. Interface design that meets students' needs and expectations may increase their involvement and satisfaction towards e-learning, especially generation Z students. However, interface design is always being criticized and has become a part of issues that cause the failure of e-learning. Lack of understanding about students' cultural background and preferences towards e-learning interface design are the major factors that contribute to this phenomenon. To ensure the success of e-learning, a model of interface design specifically for generation Z students' culture that consists of interface elements and design characteristics need to be developed. So, this study aimed to address this subject by identifying e-learning interface elements and design characteristics from existing literature, confirming the elements and design characteristics and discovering related elements for elearning interface design from generation Z students' perspective. This study used semi-structured for a focus group interview that included seven students. The focus group interview involved three main steps which were sampling, protocol and research instruments. This study validated several interface elements and design characteristics that contribute to the model of e-learning interface design. The findings could guide the interface designer in designing e-learning interface for generation Z students.

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Evaluation and Recommendations for the Instructional Design and User Interface Design of Coursera MOOC Platform

Cited by 12 publications

References 4 publications

What We Learned When We Compared Discussion Posts from One MOOC Hosted on Two Platforms

What We Learned When We Compared Discussion Posts from One MOOC Hosted on Two Platforms

Interface Design for E-Learning: Investigating Design Characteristics of Colour and Graphic Elements for Generation Z

An Empirical Study of e-Learning Interface Design Elements for Generation Z

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