The Journal of Information and Systems in Education
Online ISSN : 2186-3679
Print ISSN : 1348-236X
ISSN-L : 1348-236X
Short Note
Prescriptive Analysis on Instructional Structure of MOOCs:Toward Attaining Learning Objectives for Diverse Learners
Yuki IchimuraKeiko NodaHiroshi NakanoKatsuaki Suzuki
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2020 Volume 19 Issue 1 Pages 32-37


Instructional design significantly impacts participants’ learning experiences and retention in massive open online courses (MOOCs). Although MOOCs have been increasingly adopted on a wide scale, structure of concrete design components for ensuring high learning experience quality have not been elucidated so far. This study conducted detailed examination of five existing MOOCs from multiple countries using revised Bloom’s taxonomy and Merrill’s component display theory. The cognitive levels determined by the learning contents and assessment activities were analyzed and correlated with instructional sequential analysis. The results provided clear distinctions for good practice, thereby indicating prescriptive design choices to realize learning objectives for diverse learners.

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© 2020 Japanese Society for Information and Systems in Education
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