Instructional quality of massive open online courses: a review of attitudinal change MOOCs Online publication date: Tue, 05-Dec-2017
by William R. Watson; Sunnie Lee Watson; Shamila Janakiraman
International Journal of Learning Technology (IJLT), Vol. 12, No. 3, 2017
Abstract: This study builds on prior research regarding attitudinal learning MOOCs, and a study examining the quality of MOOCs based on adherence to the first principles of instruction. Nine MOOCs designed for attitudinal instruction were reviewed to rate the degree they incorporated first principles of instruction and first principles of attitudinal instruction. The study found that while none of the MOOCs incorporated all of the first principles, overall, they incorporated the first principles of instruction more consistently than in the prior study. The review also showed that all of the courses did incorporate the attitudinal instruction first principles to some degree. This study provides researchers an approach to evaluating the instructional design quality of attitudinal instruction in general and MOOCs designed for attitudinal learning specifically, while also guiding practitioners in understanding how others have approached the design of attitudinal learning MOOCs.
Existing subscribers:
Go to Inderscience Online Journals to access the Full Text of this article.
If you are not a subscriber and you just want to read the full contents of this article, buy online access here.Complimentary Subscribers, Editors or Members of the Editorial Board of the International Journal of Learning Technology (IJLT):
Login with your Inderscience username and password:
Want to subscribe?
A subscription gives you complete access to all articles in the current issue, as well as to all articles in the previous three years (where applicable). See our Orders page to subscribe.
If you still need assistance, please email subs@inderscience.com
Our Blog 
Follow us on Twitter 
Visit us on Facebook