Using learning analytics to improve MOOC instructional design

• Main Authors: A. Shukor, Nurbiha, Abdullah, Zaleha
• Format: Article
• Published: Kassel University Press GmbH 2019
• Subjects: H Social Sciences (General)
• Online Access: http://eprints.utm.my/id/eprint/89496/; http://dx.doi.org/10.3991/ijet.v14i24.12185

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 although some MOOC are offered by wellknown instructors. Many recent studies tried to understand the suitable instructional design in MOOC to improve learning engagement and retention. This study is an exploratory study to evaluate the potential of using learning analytics to improve instructional design in MOOC. Data were collected from a MOOC offered for two consequent years in a public university in Malaysia. The impact of learning analytics on MOOC instructional design was also discussed.