The effects of using Merrill’s first principles of instruction on learning and satisfaction in MOOC

ABSTRACT

This study investigates the effects of a developed MOOC based on Merrill’s principles of instruction on participants’ learning outcomes and satisfaction. A pre-test-post-test with a control group design was used in this study. In total, 335 participants were assigned into experimental (using Merrill’s principles of instruction) and control group (using the conventional method). However, 291 subjects (143 participants from the experimental and 148 participants from the control group condition) remained in the course up to the last session, and only 200 participants (100 participants per each condition) filled in the surveys. The results were in favour of participants in the experimental condition both in terms of learning and satisfaction compared to the participants in the control group condition. By implementing Merrill’s principles of instruction in designing MOOCs and actively engaging participants in a problem-centred learning process, their learning outcomes and satisfaction can be further improved.

KEYWORDS:

• MOOC
• Merrill’s principles of instruction
• learning
• online learning
• satisfaction

Disclosure statement

The authors reported no potential conflict of interest.

Additional information

Notes on contributors

Mehdi Badali

Mehdi Badali is a PhD graduate of Educational Technology at Tarbiat Modares University, Iran. His research interests include E-Learning and Distance Education, Massive open online course (MOOC), Active learning and instructional Design.

Javad Hatami

Javad Hatami is a faculty member of Educational Technology at Tarbiat Modares University, Iran. His research interests include Educational Development and Evaluation, E-Learning, MOOC, Concept Maps, Curriculum in Education, Teaching Methods and Techniques, Measurement and Assessment

Mohammadreza Farrokhnia

Mohammadreza Farrokhnia is a PhD candidate at the Education and Learning Sciences Group, Wageningen University and Research, The Netherlands. His research interests include E-Learning, Computer-Supported Collaborative Learning (CSCL), Concept Maps, Educational Technology, Online Learning Environments, and Entrepreneurship Education.

Omid Noroozi

Omid Noroozi is a faculty member of Educational Technology at the Education and Learning Sciences Chair Group, Wageningen University and Research, The Netherlands. His research interests include Collaborative Learning, E-Learning and Distance Education, Computer-Supported Collaborative Learning (CSCL), Argumentative Knowledge Construction in CSCL, Argumentation Based CSCL, CSCL Scripts and, Trans activity.