Abstract:

The substantial growth of Massive Open Online Courses (MOOCs) has marked a significant evolution in the landscape of online education. As of 2020, there were approximately 16,000 MOOCs available on various leading platforms. Despite this proliferation, a considerable gap in understanding the MOOC making process persists. Current research in this field primarily focuses on learning design frameworks and evaluating course performance. However, it rarely addresses the intricate and complex nature of MOOC making. This lack of in-depth exploration results in an incomplete understanding within the academic sphere of the entire MOOC making process. MOOC making is a complex and multifaceted endeavor, involving a myriad of challenges and necessitating critical decision-making. The fundamental aim is to transform a conceptual idea for online teaching into a fully functional and operational online course. This transformation process entails several crucial design decisions. Key among these are establishing clear learning objectives, selecting appropriate and relevant activities and assessments, and mastering the nuances of content production. These elements must be intricately woven together and seamlessly integrated into a digital platform. This integration requires a careful balance of various pedagogical approaches, including but not limited to active learning strategies and formative assessments, to create an engaging and effective learning experience. In an effort to bridge this research gap, a dedicated project was initiated, focusing on the development of specific pedagogies tailored for MOOC making. This project involved a team of specialized teacher educators and researchers who designed two online courses. The first course aimed to equip participants with foundational knowledge and skills in online education. The second course, more practical in nature, enabled participants to apply their learning by creating their own MOOCs. This dual-course approach ensured that participants acquired both theoretical insights and practical experience in the art of MOOC making. This paper discusses the outcomes and findings from the implementation of the second, more practical course. The feedback from participants was overwhelmingly positive. They reported high levels of satisfaction, significant perceived learning outcomes, and a strong engagement with the learning materials. The incorporation of portfolio assessment and quizzes was particularly well-received. However, it was observed that student interactions played a minimal role in contributing to learning outcomes. This observation suggests that while the course was successful in many aspects, there is room for improvement, particularly in enhancing the role and effectiveness of student interactions in the MOOC making process. In conclusion, this research paper represents a significant stride in addressing the knowledge gap in MOOC making. It provides valuable insights into effective teaching strategies and identifies areas for further improvement. By doing so, it substantially advances our understanding of the MOOC making process, highlighting its complexities and the need for continued research and development in this dynamic and evolving field of online education.

Keywords:

MOOC, MOOC making, learning design, active learning.