Using Learning Analytics to Improve MOOC Instructional Design

Authors

  • Nurbiha A Shukor Universiti Teknologi Malaysia
  • Zaleha Abdullah Universiti Teknologi Malaysia

DOI:

https://doi.org/10.3991/ijet.v14i24.12185

Keywords:

MOOC, Instructional Design, Online Learning

Abstract


Massive Open Online Courses (MOOC) allows teaching and learning for everyone. This means that people from any learning background can join any of the courses offered through MOOC platforms. Although learning materials are offered for free, learning retention and learning engagement were found to be consistently low alt-hough some MOOC are offered by well-known instructors. Many recent studies tried to understand the suitable instructional design in MOOC to improve learning en-gagement and retention. This study is an exploratory study to evaluate the potential of using learning analytics to improve instructional design in MOOC. Data were col-lected from a MOOC offered for two consequent years in a public university in Ma-laysia. The impact of learning analytics on MOOC instructional design was also dis-cussed.

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Published

2019-12-19

How to Cite

A Shukor, N., & Abdullah, Z. (2019). Using Learning Analytics to Improve MOOC Instructional Design. International Journal of Emerging Technologies in Learning (iJET), 14(24), pp. 6–17. https://doi.org/10.3991/ijet.v14i24.12185

Issue

Vol. 14 No. 24 (2019)

Section

Papers

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