Evaluating MOOCs According to Instructional Design Principles

Ayse Bağrıaçık Yılmaz; Mertcan Ünal; Hasan Çakır

EN

Evaluating MOOCs According to Instructional Design Principles

Abstract

The aim of this study was to evaluate the massive open online courses that gains popularity day by day in terms of the properties which learning environments should have. For this purpose, six courses, which were selected from a MOOCs platform called Udemy, were evaluated. The evaluation was carried out according to the online learning environment evaluation form, developed by the researchers. The evaluation form was created by reviewing the literature and taking expert opinions. The results of the study showed that all investigated courses met the overall criteria and paid courses had no advantage over free courses. In addition to many advantages of the courses, there were some limitations as inability to provide feedback on a regular basis by the instructor to students, to be accessible for physically disadvantaged persons, to provide opportunities for resource sharing among students, automatically provide personalized learning options to users and to provide the contact information of other students.RECEIVED 20 March 2017, REVISED 5 May 2017, ACCEPTED 8 May 2017

Keywords

MOOCs,instructional design,seven principles,online learning,evaluation

References

Ahn, B. (2012). General satisfaction of students in 100% online courses in the Department of Learning Technologies at The University of North Texas. Doctoral Dissertation, University of North Texas, Texas.
Ally, M. (2008). Foundations of educational theory for online learning. Terry Anderson (Ed.), In The theory and practice of online learning (pp. 15-45). Canada: Athabasca University Press.
Bailey, J., Schneider, C., & Vander Ark, T. (2013). Navigating the digital shift: implementation strategies for blended and online learning. Digital Learning Now!
Bangert, A. W. (2004). The seven principles of good practice: A framework for evaluating on-line teaching. The Internet and Higher Education, 7(3), 217-232.
Bangert, A. W. (2008). The development and validation of the student evaluation of online teaching effectiveness. Computers in the Schools, 25(1-2), 25-47.
Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S. L. (2009). Measuring self-regulation in online and blended learning environments. The Internet and Higher Education, 12(1), 1-6.
Chang, S. C., & Tung, F. C. (2008). An empirical investigation of students' behavioural intentions to use the online learning course websites. British Journal of Educational Technology, 39(1), 71-83.
Chen, P. S. D., Lambert, A. D., & Guidry, K. R. (2010). Engaging online learners: The impact of Web-based learning technology on college student engagement. Computers & Education, 54(4), 1222-1232.
Cheng, Y. M. (2013). Exploring the roles of interaction and flow in explaining nurses'elearning acceptance. Nurse Education Today, 33(1), 73-80.
Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 3, 7.

Chou, C. (2003). Interactivity and interactive functions in web‐based learning systems: a technical framework for designers. British Journal of Educational Technology, 34(3), 265-279.
Coursera (2016). Coursera. Retrieved from https://tr.coursera.org/ at January 04 2016.
Coursera (2017). Coursera. Retrieved from https://about.coursera.org/ at January 03 2017.
Fleming, M. L., & Levie, W. H. (1978). Instructional message design: Principles from the behavioral sciences. New Jersey: Educational Technology.
Graham, C., Cagiltay, K., Lim, B. R., Craner, J., & Duffy, T. M. (2001). Seven principles of effective teaching: A practical lens for evaluating online courses. The Technology Source, 30(5), 50.
Hathaway, K. L. (2013). An application of the seven principles of good practice to online courses. Research in Higher Education Journal, 22, 1.
ION (2016). Quality online course initiative. Retrieved from http://www.ion.uillinois.edu/initiatives/qoci/index.asp January 02 2016.
Johnson, S. D., & Aragon, S. R. (2003). An instructional strategy framework for online learning environments. New Directions for Adult and Continuing Education, 2003(100), 31-43.
Karasar, N. (2012). Bilimsel Araştırma Yöntemi. (24. Publication). Ankara:Nobel.
Koh, E., & Lim, J. (2012). Using online collaboration applications for group assignments: The interplay between design and human characteristics. Computers & Education, 59(2), 481-496.
Liyanagunawardena, T. R., Adams, A. A., & Williams, S. A. (2013). MOOCs: A systematic study of the published literature 2008-2012. The International Review of Research in Open and Distributed Learning, 14(3), 202-227.
Liu, I. F., Chen, M. C., Sun, Y. S., Wible, D., & Kuo, C. H. (2010). Extending the TAM model to explore the factors that affect Intention to Use an Online Learning Community. Computers & Education, 54(2), 600-610.
Margaryan, A., Bianco, M., & Littlejohn, A. (2015). Instructional quality of massive open online courses (MOOCs). Computers & Education, 80, 77-83.
Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59.
Moore, M. G. (1993). Theory of transactional distance. Retrieved from http://www.c3l.uni-oldenburg.de/cde/ support/readings/moore93.pdf at January 03 2016.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231.
Ritter, M. E., & Lemke, K. A. (2000). Addressing the seven principles for good practice in undergraduate education with internet-enhanced education. Journal of Geography in Higher Education, 24(1), 100-108.
Rovai, A. P., & Downey, J. R. (2010). Why some distance education programs fail while others succeed in a global environment. The Internet and Higher Education, 13(3), 141-147.
Street, H. (2010). Factors Influencing a Learner's Decision to Drop-Out or Persist in Higher Education Distance Learning. Online Journal of Distance Learning Administration, 13(4), 4.
Sun, P. C., Tsai, R. J., Finger, G., Chen, Y. Y., & Yeh, D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & education, 50(4), 1183-1202.
Tirrell, T., & Quick, D. (2012). Chickering's seven principles of good practice: Student attrition in community college online courses. Community College Journal of Research and Practice, 36(8), 580-590.
Tsai, C. W., & Chiang, Y. C. (2013). Research trends in problem‐based learning (PBL) research in e‐learning and online education environments: A review of publications in SSCI‐indexed journals from 2004 to 2012. British Journal of Educational Technology, 44(6), E185-E190.
Yerby, J., & Floyd, K. (2013). An investigation of traditional education vs. Fully-online education in information technology. SAIS 2013 Proceedings.
Zhang, J., & Walls, R. T. (2006). Instructors’ self-perceived pedagogical principle implementation in the online environment. Quarterly Review of Distance Education, 7(4), 413-426.
Zimmerman, T. D. (2012). Exploring learner to content interaction as a success factor in online courses. The International Review of Research in Open and Distributed Learning, 13(4), 152-165.

Details

Primary Language

English

Subjects

-

Journal Section

-

Authors

Ayse Bağrıaçık Yılmaz This is me

Mertcan Ünal

Hasan Çakır This is me

Publication Date

June 1, 2017

Submission Date

-

Acceptance Date

-

Published in Issue

Year 2017 Volume: 2 Number: 2

IZ

https://izlik.org/JA97MW29UX

APA

Bağrıaçık Yılmaz, A., Ünal, M., & Çakır, H. (2017). Evaluating MOOCs According to Instructional Design Principles. Journal of Learning and Teaching in Digital Age, 2(2), 26-35. https://izlik.org/JA97MW29UX

AMA

1.Bağrıaçık Yılmaz A, Ünal M, Çakır H. Evaluating MOOCs According to Instructional Design Principles. JOLTIDA. 2017;2(2):26-35. https://izlik.org/JA97MW29UX

Chicago

Bağrıaçık Yılmaz, Ayse, Mertcan Ünal, and Hasan Çakır. 2017. “Evaluating MOOCs According to Instructional Design Principles”. Journal of Learning and Teaching in Digital Age 2 (2): 26-35. https://izlik.org/JA97MW29UX.

EndNote

Bağrıaçık Yılmaz A, Ünal M, Çakır H (June 1, 2017) Evaluating MOOCs According to Instructional Design Principles. Journal of Learning and Teaching in Digital Age 2 2 26–35.

IEEE

[1]A. Bağrıaçık Yılmaz, M. Ünal, and H. Çakır, “Evaluating MOOCs According to Instructional Design Principles”, JOLTIDA, vol. 2, no. 2, pp. 26–35, June 2017, [Online]. Available: https://izlik.org/JA97MW29UX

ISNAD

Bağrıaçık Yılmaz, Ayse - Ünal, Mertcan - Çakır, Hasan. “Evaluating MOOCs According to Instructional Design Principles”. Journal of Learning and Teaching in Digital Age 2/2 (June 1, 2017): 26-35. https://izlik.org/JA97MW29UX.

JAMA

1.Bağrıaçık Yılmaz A, Ünal M, Çakır H. Evaluating MOOCs According to Instructional Design Principles. JOLTIDA. 2017;2:26–35.

MLA

Bağrıaçık Yılmaz, Ayse, et al. “Evaluating MOOCs According to Instructional Design Principles”. Journal of Learning and Teaching in Digital Age, vol. 2, no. 2, June 2017, pp. 26-35, https://izlik.org/JA97MW29UX.

Vancouver

1.Ayse Bağrıaçık Yılmaz, Mertcan Ünal, Hasan Çakır. Evaluating MOOCs According to Instructional Design Principles. JOLTIDA [Internet]. 2017 Jun. 1;2(2):26-35. Available from: https://izlik.org/JA97MW29UX

Journal of Learning and Teaching in Digital Age 2023. This is an Open Access journal distributed under the terms of the Creative Commons Attribution International 4.0 (CC BY 4.0) license.

Journal of Learning and Teaching in Digital Age. Open Access Journal, 2023. ISSN:2458-8350

Abstract

Evaluating MOOCs According to Instructional Design Principles

Abstract

Keywords

References

Details

Primary Language

Subjects

Journal Section

Authors

Publication Date

Submission Date

Acceptance Date

Published in Issue

IZ

Cite