Dimensions of MOOCs for Quality Design: Analysis and Synthesis of the Literature

Abstract

Designing Massive Open Online Courses (MOOCs) involve new challenges for instructional designers. In particular, the unknown number of participants and the range of diverse needs are major sources of difficulty. Currently, there is little research available informing the quality of MOOC design in order to support learners' active engagement. A theoretical MOOC design model has not yet been defined from a pedagogical or technological perspective. This study comprises an analysis of the current MOOC-related literature with a particular focus on the course design of MOOCs. Synthesizing the findings of previous studies, important and common design dimensions are highlighted for future course design. Accordingly, the taxonomy of MOOC types is first analyzed and then followed by an investigation of the design framework. Notable results include the critical elements of MOOC design across unique MOOC learning environments, from the basic structure of MOOCs to those incorporating innovative technological affordances.