Abstract
Massive open online courses (MOOCs) have considered to be a potential to disseminate engineering education at scale. However, the pedagogical requirement demanded engineering student to equip with specific skillsets such as communication, interactivity, and collaboration. Yet, MOOCs are skeptical of facilitating those skills. Generally, MOOCs evaluated against accessibility and usability. These evaluations may not perceive whether the platform designs in MOOCs support to much-needed interactions and collaboration required in engineering education. We evaluated 6 MOOC platform designs under the lens of collaboration and types of interactions which occur as learner to learner, learner to instructor, learner to platform and learner to content. Evaluation criteria were derived us-ing previous frameworks and evaluations were conducted using 10 participants. Based on each criterion a matrix was formed with a weight to compare results. We found overall collaboration opportunities in platforms are significantly less than the opportunities to interact. Based on the findings we provide 5 design recommendations and provide a future direction for MOOC platform designs which en-ables facilitation to engineering education through MOOCs.
Highlights
Engineering pedagogy has been identified as an important concept in order to train students who required to have abilities in accomplishing social communicative processors in building generation structures and services
Due to many skeptics, it was not sure Massive Open Online Courses (MOOCs) platforms facilitating interactivity and collaborativeness where it has been identified as key components to teach the engineering students
This research empirically test the status of platforms in terms of collaborativeness and interactivity by using criteria in a MOOC quality framework
Summary
Engineering pedagogy has been identified as an important concept in order to train students who required to have abilities in accomplishing social communicative processors in building generation structures and services. To practice these didacts, engineering education institutions utilized qualified teachers to train demanding engineering education. XMOOCs are different as they were initiated through platforms like Coursera, edX and Udacity This difference is important in this context as cMOOCs are often found to be based on learner-learner interactions and collaborating and co-creating content while not sticking to a particular learning platform. The latest meta review of the MOOCs indicate that the research and development for MOOCs have been focusing on 1) the potential and challenges of MOOCs for universities; 2) MOOC platforms; 3) learners and content in MOOCs; and 4) the quality of MOOCs and instructional design issues [43]
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