A Study on the Development of a MOOC design Model

Gayoung LEE, Sunyoung KEUM, Myungsun KIM, Yoomi CHOI, Ilju RHA


The purpose of this study was to develop a MOOC design model that would improve the current practice of MOOC development in Korea by specifying easy-to-use course development procedures and guiding strategies. Following Richey and Klein (2007)’s conceptual model development procedure, the first step was to perform critical review of relevant literature and observe typical MOOCs development processes. As a result, the initial or 1st iteration model was developed. The second step was to conduct the expert review with five educational technology and MOOC researchers for secure the internal validity of the model. Based on the experts’ suggestions, the model was revised and once again reviewed by the same experts. This process resulted in the development of the 2nd iteration model. The third step was to carry out external validation research in order to test the effectiveness, efficiency, and usability of the model. A basic model may be confirmed or corrected based on examination of its results. Consequently, the model was elaborated as the final or 3rd iteration model. In the final model, 6 procedural phase and 9 specific steps were included. The six procedural phase are: Analysis (1st Iteration), Design, Development (Course Development), Implementation, Evaluation, and Analysis (2nd Iteration), a slight variation of ADDIE model. The specific steps include: 1) Goal Setting, 2) Environment Analysis, 3) Content Design, 4) Style Design, 5) Course Development, 6) Implementation Plan, 7) Course Implementation, 8) Summative Evaluation, and 9) Need Reflection. The study concluded with suggestions for further research and application of the MOOC design model. 

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