Abstract
We present an analysis of instructional design quality of 76 randomly selected Massive Open Online
Courses (MOOCs). The quality of MOOCs was determined from first principles of instruction, using a
course survey instrument. Two types of MOOCs (xMOOCs and cMOOCs) were analysed and their
instructional design quality was assessed and compared. We found that the majority of MOOCs scored
poorly on most instructional design principles. However, most MOOCs scored highly on organisation and
presentation of course material. The results indicate that although most MOOCs are well-packaged, their
instructional design quality is low. We outline implications for practice and ideas for future research
Users
Please
log in to take part in the discussion (add own reviews or comments).