You are here:

The influence of instructional design on learner control, sense of achievement, and perceived effectiveness in a supersize MOOC course
ARTICLE

, Boise State University, United States ; , , University of Florida, United States ; , University of South Florida, United States ; , Oakland University, United States

Computers & Education Volume 128, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Responding to the lack of empirical studies on the effects of instructional design components on MOOCs, this study explores which instructional design components (e.g., course content, transactional interaction between student and content, structure/organization, assessment) influence learner control, sense of progress in the achievement of learning goals (sense of progress), and perceived effectiveness in a large-scale MOOC course called “Learning How to Learn” hosted in Coursera, a MOOC learning platform. Using an online survey distributed to learners who registered for the current Coursera English-language version of the course, we collected 1364 responses. Three separate hierarchical regression analyses revealed that all course design factors, transactional interaction between student and content (

Citation

Jung, E., Kim, D., Yoon, M., Park, S. & Oakley, B. (2019). The influence of instructional design on learner control, sense of achievement, and perceived effectiveness in a supersize MOOC course. Computers & Education, 128(1), 377-388. Elsevier Ltd. Retrieved September 17, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2018.10.001

Keywords