A usability evaluation of a blended MOOC environment: An experimental case study

Authors

  • Ahmed Mohamed Fahmy Yousef 1- Learning Technologies Group (Informatik 9), RWTH Aachen University, Germany 2- Fayoum University, Egypt
  • Mohamed Amine Chatti Learning Technologies Group (Informatik 9), RWTH Aachen University, Germany
  • Ulrik Schroeder Learning Technologies Group (Informatik 9), RWTH Aachen University, Germany
  • Marold Wosnitza School Pedagogy and Educational Research, RWTH Aachen University

DOI:

https://doi.org/10.19173/irrodl.v16i2.2032

Keywords:

Massive Open Online Courses, MOOCs, Blended MOOC, bMOOCs, MOOC Design, Usability, Quality Assurance, Effectiveness

Abstract

In the past few years, there has been an increasing interest in Massive Open Online Courses (MOOCs) as a new form of Technology-Enhanced Learning (TEL), in higher education and beyond. Recognizing the limitations of standalone MOOCs, blended MOOCs (bMOOCs) that aim at bringing in-class (i.e. face-to-face) interactions and online learning components together have emerged as an alternative MOOC model of teaching and learning in a higher education context. In this paper, we present the design, implementation, and evaluation details of a bMOOC course on “Teaching Methodologies” at Fayoum University, Egypt in cooperation with RWTH Aachen University, Germany, provided using the bMOOC platform L2P-bMOOC. In order to gauge the usability and effectiveness of the course, we employed an evaluation approach based on Conole’s 12 dimensions rubrics, ISONORM 9241/110-S as a general usability evaluation, and a custom effectiveness questionnaire reflecting the different MOOC stakeholder perspectives.

Author Biographies

Ahmed Mohamed Fahmy Yousef, 1- Learning Technologies Group (Informatik 9), RWTH Aachen University, Germany 2- Fayoum University, Egypt

Ahmed Mohamed Fahmy Yousef is an assistant researcher of education technology in the Learning Technologies Group (Informatik 9) at RWTH-Aachen University, Germany. He holds a BA in Education Technology from Cairo University, Egypt (2002) and an MA in Instructional Technology (E-Learning) from Ain Shams University, Egypt (2008). His research focuses on Video-Based Learning (VBL), Learning Management Systems (LMS), Massive Open Online Courses (MOOCs), blended learning, interactive multimedia and usability issues, instructional design, network and collaborative learning, assessment strategies for hybrid learning, and learning analytics

Lehr- und Forschungsgebiet Informatik 9, RWTH-Aachen

Mohamed Amine Chatti, Learning Technologies Group (Informatik 9), RWTH Aachen University, Germany

Mohamed Amine Chatti received the diploma degree in computer science from the University of Kaiserslautern, Germany, in 2004 and the PhD degree in computer science from the RWTH Aachen University, Germany, in 2010. He is an assistant professor of computer science in the Learning Technologies Group (Informatik 9) at the RWTH Aachen University, Germany. His research focuses on web information systems, technology-enhanced learning, and knowledge management.

Ulrik Schroeder, Learning Technologies Group (Informatik 9), RWTH Aachen University, Germany

Ulrik Schroeder is a professor of computer science at the RWTH Aachen University. He heads the Learning Technologies Research Group. He is also the head of the Center for Innovative Learning Technology (CiL) and the director of the school laboratory for computer science (InfoSphere) at RWTH Aachen University. His research interests include assessment and intelligent feedback, mobile learning, gender mainstreaming in education, and computer science teachers education.

Marold Wosnitza, School Pedagogy and Educational Research, RWTH Aachen University

Marold Wosnitza is a professor of pedagogy and education at the RWTH Aachen University. He heads the school pedagogy and educational research. His research interests include assessment, self-assessment, school education, impact of emotions in social online learning and educational research in the future.

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Published

2015-04-15

How to Cite

Yousef, A. M. F., Chatti, M. A., Schroeder, U., & Wosnitza, M. (2015). A usability evaluation of a blended MOOC environment: An experimental case study. The International Review of Research in Open and Distributed Learning, 16(2). https://doi.org/10.19173/irrodl.v16i2.2032

Issue

Vol. 16 No. 2 (2015)

Section

Research Articles

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