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MOOC Quality Design Criteria for Programming and Non-Programming Students

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Title: MOOC Quality Design Criteria for Programming and Non-Programming Students
Language: English
Authors: Sabjan, Aniza, Wahab, Alawiyah Abd, Ahmad, Azizah, Ahmad, Rahayu, Hassan, Syahida, Wahid, Juliana
Source: Asian Journal of University Education. Dec 2020 16(4):61-70.
Availability: UiTM Press. Asian Centre for Research on University Learning and Teaching, Faculty of Education, Penerbit UiTM, Universiti Teknologi MARA, Bangunan Fakulti Pengurusan Hotel dan Pelancongan, 40450 Shah Alam, Selangor Darul Ehsan, Malaysia. Web site: https://education.uitm.edu.my/ajue/
Peer Reviewed: Y
Page Count: 10
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Online Courses, Educational Quality, Design Requirements, Instructional Design, Programming, Computer Science Education, Computer Assisted Testing, Computer Interfaces, Video Technology, Nonmajors, Course Organization
ISSN: 1823-7797
Abstract: The purpose of this study is to investigate the quality design criteria for developing a Massive Open Online Course (MOOC). Currently, there are limited studies that highlight the required design criteria for the MOOC programming courses. A descriptive analysis was conducted to examine the characteristics of the three important quality design criteria which are (i) Instructional Design Criteria involving Lecture Organization and Culture; (ii) Technical Criteria involving User Interface, Video Content, Learning and Social Tools, and Learning Analytics; and (iii) E-Assessment. The data were collected from 306 respondents, representing the UUM MOOC students of 2018 class, were further analyzed using the T-Test hypothesis testing to determine whether both the programming and non-programming students require the same quality design criteria. The questionnaire used in this study consists of 46 items related to the MOOC quality design criteria that were adapted from previous studies. The results indicate that out of the nine constructs, four have obtained significant differences in the mean scores, namely the Video Content, Instructional Design, Culture, and E-assessment. This signifies that different quality design criteria are needed for both the programming and nonprogramming students. The outcome of this study may assist the developers in designing the MOOC by providing the required criteria according to its importance.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1288046
Database: ERIC
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  Data: MOOC Quality Design Criteria for Programming and Non-Programming Students
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  Data: <searchLink fieldCode="SO" term="%22Asian+Journal+of+University+Education%22"><i>Asian Journal of University Education</i></searchLink>. Dec 2020 16(4):61-70.
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  Data: UiTM Press. Asian Centre for Research on University Learning and Teaching, Faculty of Education, Penerbit UiTM, Universiti Teknologi MARA, Bangunan Fakulti Pengurusan Hotel dan Pelancongan, 40450 Shah Alam, Selangor Darul Ehsan, Malaysia. Web site: https://education.uitm.edu.my/ajue/
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  Data: The purpose of this study is to investigate the quality design criteria for developing a Massive Open Online Course (MOOC). Currently, there are limited studies that highlight the required design criteria for the MOOC programming courses. A descriptive analysis was conducted to examine the characteristics of the three important quality design criteria which are (i) Instructional Design Criteria involving Lecture Organization and Culture; (ii) Technical Criteria involving User Interface, Video Content, Learning and Social Tools, and Learning Analytics; and (iii) E-Assessment. The data were collected from 306 respondents, representing the UUM MOOC students of 2018 class, were further analyzed using the T-Test hypothesis testing to determine whether both the programming and non-programming students require the same quality design criteria. The questionnaire used in this study consists of 46 items related to the MOOC quality design criteria that were adapted from previous studies. The results indicate that out of the nine constructs, four have obtained significant differences in the mean scores, namely the Video Content, Instructional Design, Culture, and E-assessment. This signifies that different quality design criteria are needed for both the programming and nonprogramming students. The outcome of this study may assist the developers in designing the MOOC by providing the required criteria according to its importance.
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    Languages:
      – Text: English
    PhysicalDescription:
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        PageCount: 10
        StartPage: 61
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      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Educational Quality
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      – SubjectFull: Design Requirements
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      – SubjectFull: Instructional Design
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      – SubjectFull: Programming
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      – SubjectFull: Computer Science Education
        Type: general
      – SubjectFull: Computer Assisted Testing
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      – SubjectFull: Computer Interfaces
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      – SubjectFull: Video Technology
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      – SubjectFull: Nonmajors
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      – SubjectFull: Course Organization
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