Abstract
The concept of ‘instructional quality’ is central to the design and evaluation of massive open online courses (MOOCs). As MOOCs from the field of business and management are gaining importance both in academia and professional learning, questions on how to determine and improve the quality of these offerings arise. In this paper, we introduce an instrument for evaluating MOOCs against a set of theoretically grounded instructional design principles. After an overview of related research, we describe the concise course scan rubric and its application in detail. A pilot study with N = 101 business MOOCs reveals their rather low overall instructional quality. While most aspects of structuredness and clarity are rated high, the implementation of instructional design principles falls notably behind. The implications from our study point towards a learner-oriented notion of instructional quality and individualized learning and increased learner support in business MOOCs.
Highlights
Introduction to Inclusive TalentHuman Resources edXPerkins School for the Acquisition & Organization Blind22 Supply Chain Technology and Systems OperationsMassachusetts Institute of Technology23 Business FoundationsThe University of British Columbia
A fundamental question is this: How can the instructional quality of massive open online courses (MOOCs) in the field of business and management be determined? In response, we introduce an instrument for evaluating business MOOCs against a set of theoretically grounded instructional design principles
The highest score of 27 points was assigned to only one MOOC on social enterprises
Summary
The course contents are described in detail. The course tasks are linked to real-world problems. The course tasks are at the center of activities. The necessary prior knowledge is clearly described. The course elements (contents, tasks) build on prior knowledge. New knowledge is being demonstrated in a coherent way. Media is being used adequately to demonstrate new knowledge. New knowledge can be applied and practiced in a coherent way. The knowledge transfer to additional contexts is being promoted. The reflection of new knowledge is being promoted. The discussion of new knowledge is being promoted
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