Özet:

Massive Open Online Courses (MOOCs) have attracted interest from consumers, academics, and venture capitalists. Attention has been given to infrastructure, marketing, and finance. MOOCs participation has grown to engage over 15 million learners and millions of investment dollars. Although hundreds of thousands have enrolled, completion rate is represented by single digit percentages. Reasons for low completion include lack of time, low self-regulated learning, material is too elevated or foundational, and for some, the quality of instruction is severely lacking. This study explores the concept of quality and how it can be translated from what we know about high quality face-to-face (F2F) teaching into large-scale online teaching. The study uses a modified quality-teaching rubric by Chism (1999) to evaluate 21 MOOCs selected randomly from the Coursera offerings taught in January 2015. The courses included business, technology, education, science, law, music and the liberal arts. Results indicate that most (81%) of the courses did not attend to quality attributes. The data resulted in a bimodal distribution with only four of the 21 courses observed to offer high quality attributes at least 70% of the time. Recommendations to address current MOOC shortcomings are provided.

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