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

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 (usi...

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Published inInnovations 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
LanguageEnglish
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
Online AccessGet full text
ISSN1470-3297
1470-3300
DOI10.1080/14703297.2020.1813187

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Abstract 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.
AbstractList 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.
Author Noroozi, Omid
Farrokhnia, Mohammadreza
Badali, Mehdi
Hatami, Javad
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SubjectTerms 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
Title The effects of using Merrill's first principles of instruction on learning and satisfaction in MOOC
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