Assessing student satisfaction with MOOCs: a comprehensive analysis of Coursera’s instructional design and learner experience

What the paper says

Purpose The rapid expansion of online education in the 21st century, driven by technological advancements and the COVID-19 pandemic, has highlighted the critical role of massive open online courses (MOOCs) in higher education. This study aims to investigate student satisfaction with the instructional design of MOOCs at a private university in Vietnam. Design/methodology/approach This mixed-methods research integrates quantitative data from a survey of 225 students with qualitative insights from interviews with 10 students. The study examines key determinants of student satisfaction, including course content, instructional methodologies, assessment systems, engagement in discussion forums and the overall online learning environment. Findings The findings reveal high levels of student satisfaction with the quality of course materials, the flexibility of the platform and the usability of the interface. However, areas of dissatisfaction include limited interactive engagement, inadequate motivational elements, suboptimal assessment strategies and insufficient staff support. The study underscores the need for comprehensive instructor evaluations, increased student-instructor interactions, improved plagiarism detection mechanisms and timely academic support to enhance the instructional design and educational outcomes of MOOCs. Originality/value This study provides a nuanced understanding of student satisfaction with MOOCs, specifically within the context of a private university in Vietnam. By integrating both quantitative and qualitative data, the research offers valuable insights into specific elements that contribute to or detract from learner satisfaction. These findings can inform practical enhancements in MOOC design and delivery, ultimately aiming to improve educational outcomes in online learning environments.