Abstract
As massive open online courses (MOOCs) increase, the large scale and heterogeneity of MOOC participants bring myriad significant design challenges. This mixed methods study explores 143 MOOC instructors’ considerations and challenges in designing MOOCs; 12 of whom were interviewed and had their courses analyzed. The survey, interview, and course review data revealed a variety of considerations and challenges in MOOC design in terms of pedagogy, resources, and logistics. Pedagogical considerations included learning objectives, assessment methods, course length, course content, flexibility, and collaborative learning support. Resource considerations included the affordance of MOOC platforms, support from the host institution and the platform, and the available intellectual and hardware resources. Logistical considerations included the amount of time instructors spent designing the MOOC. The obstacles included pedagogical challenges (engaging students, increasing student interaction, and limited assessment methods), resource challenge (i.e., limitations associated with the affordances of the platform), and logistical challenge (time limitations for designing and developing MOOCs). To address these challenges, the instructors often relied on reviewing other MOOCs. They also sought help from colleagues, their universities, and supporters of the platforms.
Highlights
145 out of 1,400 massive open online courses (MOOCs) instructors responded to the survey
The study found a variety of design considerations and challenges in MOOC design in terms of resources, pedagogy, and logistics
This study offers extensive insights into MOOC design considerations and challenges as well as ways to address these challenges based on the investigation of MOOC instructors around the world
Summary
Objectives of the courseAssessment activities (e.g., peer review, quiz)Duration of the course Time for designing this MOOC Platform of offering this MOOCPedagogical approaches Learning contents that will be deliveredInstructors’ role Support from institutionFlexibility Support from the platform Collaborative learning support Available existing intellectual resources (e.g., OERs) Hardware resources (e.g., recording studios, cameras) Target learners’ self-directed learning abilityCultural sensitivity Learning thoerySoftware resources (e.g., video editing software) Source of motivationTools for communication (e.g., Facebook, twitter)As reported previously by Watson et al (2016), another main design consideration related to the types of learner assessment. Duration of the course Time for designing this MOOC Platform of offering this MOOC. As reported previously by Watson et al (2016), another main design consideration related to the types of learner assessment. In terms of learner assessment practices, among 134 respondents, 56 instructors (42%) used the learning management system features, such as automated grading for multiple-choice questions to assess student learning; 18 instructors used a sharing portal; and 11 instructors asked students to present during the final class (see Figure 8). The 61 instructors who selected “other” mainly mentioned quizzes and peer assessment. In one of the interviews, an instructor who taught in China mentioned that “ there has to be some assessment...There are a lot of multiple choice questions.”.
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