Using Learning Analytics to Improve MOOC Instructional Design
Nurbiha A Shukor, Zaleha Abdullah, Universiti Teknologi Malaysia
iJET Volume 14, Number 24, ISSN 1863-0383 Publisher: International Journal of Emerging Technology in Learning, Kassel, Germany
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.
A Shukor, N. & Abdullah, Z. (2019). Using Learning Analytics to Improve MOOC Instructional Design. International Journal of Emerging Technologies in Learning (iJET), 14(24), 6-17. Kassel, Germany: International Journal of Emerging Technology in Learning. Retrieved March 27, 2023 from https://www.learntechlib.org/p/217038/.