The influence of instructional design on learner control, sense of achievement, and perceived effectiveness in a supersize MOOC course
Eulho Jung, Boise State University, United States ; Dongho Kim, Meehyun Yoon, University of Florida, United States ; Sanghoon Park, University of South Florida, United States ; Barbara Oakley, Oakland University, United States
Computers & Education Volume 128, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
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 (
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.