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

• Published in: Innovations in education and teaching international Vol. 59; no. 2; pp. 216 - 225
• Main Authors: Badali, Mehdi, Hatami, Javad, Farrokhnia, Mohammadreza, Noroozi, Omid
• Format: Journal Article
• Language: English
• Published: Routledge 04.03.2022
• Subjects: Educational Philosophy; Educational Theories; Instructional Design; Instructional Effectiveness; Learner Engagement; learning; Merrill's principles of instruction; MOOC; Online Courses; online learning; Outcomes of Education; Problem Based Learning; satisfaction; Student Satisfaction
• ISSN: 1470-3297; 1470-3300
• DOI: 10.1080/14703297.2020.1813187

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.