Design and learning strategies applied in MOOC: a meta-analysis

• Main Authors: Mamman, Babakura, Yusof, Azizah, AbuHassna, Hassan M. M., Aly, Hanan, Al-Ahmadi, Turki, Atan, Noor Azean, Harun, Jamalludin, Mohamad Said, Mohd. Nihra Haruzuan, Ismail, Zaleha, Yahaya, Nooraffandy, Khair, Fawazul
• Format: Article
• Language: English
• Published: Penerbit UTM Press 2017
• Subjects: LB2300 Higher Education
• Online Access: http://eprints.utm.my/id/eprint/80288/1/MohdNihraHaruzuan2017_DesignandLearningStrategiesAppliedinMooc.pdf; http://eprints.utm.my/id/eprint/80288/; https://dx.doi.org/10.11113/sh.v9n1-4.1127
• Institution: Universiti Teknologi Malaysia

The purpose of the study is to examines the dominant design and learning strategy used by various MOOCs platforms to foster students’ Self Directed Learning. Method used in the study was based on the search of relevant literature through online database such as IEEE Explore, ProQuest, ScienceDirect and ResearchGate. The keywords in the search for the relevant literature include MOOCs and learning strategy, MOOCs and design strategy, MOOCs and Self Directed Learnig. The result of the meta-analysis revealed that the most frequently used learning strtegies by the various MOOCs platforms are the social construcvist and peer-to-peer approach to learning. These two strategies are found to be related to cMOOCs and xMOOCs. Similarly, of all the designs the dominant design strategy use by MOOCs providers is cMOOC and partially the blended or hybrid MOOCs. The study revealed the dominant learning strategies employed by MOOCs platforms. This may help other MOOCs designers to give emphasis to the use of best learning strategies and perhaps improve on the existing ones. The findings may also have implication to students willling to acquire knowledge through MOOCs to choose the appropriate instruction strategy that will Foster SDL.