EVALUATION OF MOOCS LEARNING DESIGN BASED ON CONNECTIVISM

Abstract

This paper reports on an evaluation and analysis of the instructional design quality of a randomly
selected sample of 30 Massive Open Online Courses (MOOCs). The instructional design quality was
measured by a Content Analysis Checklist (CAC), an instrument devised by the researcher and evaluated
by five experts. The experts were chosen based on their expertise in the Educational Technology field of
research. The CAC was derived from the principles of Connectivism Learning theory and related theories.
The evaluation results show that the majority of MOOCs scored poorly on most Connectivism principles.
The results also indicate that the instructional design quality is low from a connectivism perspective. The
paper ends by highlighting the implications for practice and offering suggestions for further research.