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Quality Model for Massive Open Online Course (MOOC) Web Content

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@article{IJASEIT10192,
   author = {Wan Nurhayati Wan Ab Rahman and Hazura Zulzalil and Iskandar Ishak and Ahmad Wiraputra Selamat},
   title = {Quality Model for Massive Open Online Course (MOOC) Web Content},
   journal = {International Journal on Advanced Science, Engineering and Information Technology},
   volume = {10},
   number = {1},
   year = {2020},
   pages = {24--33},
   keywords = {web content; quality model; MOOC quality; content provider; hierarchical model.},
   abstract = {With the philosophy of providing open education to all, Massive Open Online Course (MOOC), which introduced in 2006, has been through its first decade. Despite its popularity and worldwide acceptance, MOOC faces a few criticisms about the weaknesses of its content such as lack of clarity, unstructured, poor design and lack of fundamental initial requirements. This caused by the paucity of understanding among content providers about the facet of qualities contributes to the content. There are some previous efforts to improve the quality of MOOCs, but none focused on the content from the content providers or experts' view. As a result, most of the vital internal quality factors are neglected. Besides, the operational definition for the MOOC content quality factors is still missing or not well-defined. Therefore, this research proposes a quality model for MOOC web content as a content provider’s reference to develop quality MOOC content. In order to achieve that, three basic elements were implemented which is the content’s provider perspective, MOOC content quality dimensions and MOOC content quality factors. Development of MOOC content quality dimension is based on 7C’s model and PDCA for continuity, while the determination of factors involves the process like a revision of the possible factors from literature, factors combination and categorization. This proposed hierarchical model tends to make MOOC's learning more optimistic and beneficial to the learners through the development of high-quality content.},
   issn = {2088-5334},
   publisher = {INSIGHT - Indonesian Society for Knowledge and Human Development},
   url = {http://ijaseit.insightsociety.org/index.php?option=com_content&view=article&id=9&Itemid=1&article_id=10192},
   doi = {10.18517/ijaseit.10.1.10192}
}

EndNote

%A Wan Ab Rahman, Wan Nurhayati
%A Zulzalil, Hazura
%A Ishak, Iskandar
%A Selamat, Ahmad Wiraputra
%D 2020
%T Quality Model for Massive Open Online Course (MOOC) Web Content
%B 2020
%9 web content; quality model; MOOC quality; content provider; hierarchical model.
%! Quality Model for Massive Open Online Course (MOOC) Web Content
%K web content; quality model; MOOC quality; content provider; hierarchical model.
%X With the philosophy of providing open education to all, Massive Open Online Course (MOOC), which introduced in 2006, has been through its first decade. Despite its popularity and worldwide acceptance, MOOC faces a few criticisms about the weaknesses of its content such as lack of clarity, unstructured, poor design and lack of fundamental initial requirements. This caused by the paucity of understanding among content providers about the facet of qualities contributes to the content. There are some previous efforts to improve the quality of MOOCs, but none focused on the content from the content providers or experts' view. As a result, most of the vital internal quality factors are neglected. Besides, the operational definition for the MOOC content quality factors is still missing or not well-defined. Therefore, this research proposes a quality model for MOOC web content as a content provider’s reference to develop quality MOOC content. In order to achieve that, three basic elements were implemented which is the content’s provider perspective, MOOC content quality dimensions and MOOC content quality factors. Development of MOOC content quality dimension is based on 7C’s model and PDCA for continuity, while the determination of factors involves the process like a revision of the possible factors from literature, factors combination and categorization. This proposed hierarchical model tends to make MOOC's learning more optimistic and beneficial to the learners through the development of high-quality content.
%U http://ijaseit.insightsociety.org/index.php?option=com_content&view=article&id=9&Itemid=1&article_id=10192
%R doi:10.18517/ijaseit.10.1.10192
%J International Journal on Advanced Science, Engineering and Information Technology
%V 10
%N 1
%@ 2088-5334

IEEE

Wan Nurhayati Wan Ab Rahman,Hazura Zulzalil,Iskandar Ishak and Ahmad Wiraputra Selamat,"Quality Model for Massive Open Online Course (MOOC) Web Content," International Journal on Advanced Science, Engineering and Information Technology, vol. 10, no. 1, pp. 24-33, 2020. [Online]. Available: http://dx.doi.org/10.18517/ijaseit.10.1.10192.

RefMan/ProCite (RIS)

TY  - JOUR
AU  - Wan Ab Rahman, Wan Nurhayati
AU  - Zulzalil, Hazura
AU  - Ishak, Iskandar
AU  - Selamat, Ahmad Wiraputra
PY  - 2020
TI  - Quality Model for Massive Open Online Course (MOOC) Web Content
JF  - International Journal on Advanced Science, Engineering and Information Technology; Vol. 10 (2020) No. 1
Y2  - 2020
SP  - 24
EP  - 33
SN  - 2088-5334
PB  - INSIGHT - Indonesian Society for Knowledge and Human Development
KW  - web content; quality model; MOOC quality; content provider; hierarchical model.
N2  - With the philosophy of providing open education to all, Massive Open Online Course (MOOC), which introduced in 2006, has been through its first decade. Despite its popularity and worldwide acceptance, MOOC faces a few criticisms about the weaknesses of its content such as lack of clarity, unstructured, poor design and lack of fundamental initial requirements. This caused by the paucity of understanding among content providers about the facet of qualities contributes to the content. There are some previous efforts to improve the quality of MOOCs, but none focused on the content from the content providers or experts' view. As a result, most of the vital internal quality factors are neglected. Besides, the operational definition for the MOOC content quality factors is still missing or not well-defined. Therefore, this research proposes a quality model for MOOC web content as a content provider’s reference to develop quality MOOC content. In order to achieve that, three basic elements were implemented which is the content’s provider perspective, MOOC content quality dimensions and MOOC content quality factors. Development of MOOC content quality dimension is based on 7C’s model and PDCA for continuity, while the determination of factors involves the process like a revision of the possible factors from literature, factors combination and categorization. This proposed hierarchical model tends to make MOOC's learning more optimistic and beneficial to the learners through the development of high-quality content.
UR  - http://ijaseit.insightsociety.org/index.php?option=com_content&view=article&id=9&Itemid=1&article_id=10192
DO  - 10.18517/ijaseit.10.1.10192

RefWorks

RT Journal Article
ID 10192
A1 Wan Ab Rahman, Wan Nurhayati
A1 Zulzalil, Hazura
A1 Ishak, Iskandar
A1 Selamat, Ahmad Wiraputra
T1 Quality Model for Massive Open Online Course (MOOC) Web Content
JF International Journal on Advanced Science, Engineering and Information Technology
VO 10
IS 1
YR 2020
SP 24
OP 33
SN 2088-5334
PB INSIGHT - Indonesian Society for Knowledge and Human Development
K1 web content; quality model; MOOC quality; content provider; hierarchical model.
AB With the philosophy of providing open education to all, Massive Open Online Course (MOOC), which introduced in 2006, has been through its first decade. Despite its popularity and worldwide acceptance, MOOC faces a few criticisms about the weaknesses of its content such as lack of clarity, unstructured, poor design and lack of fundamental initial requirements. This caused by the paucity of understanding among content providers about the facet of qualities contributes to the content. There are some previous efforts to improve the quality of MOOCs, but none focused on the content from the content providers or experts' view. As a result, most of the vital internal quality factors are neglected. Besides, the operational definition for the MOOC content quality factors is still missing or not well-defined. Therefore, this research proposes a quality model for MOOC web content as a content provider’s reference to develop quality MOOC content. In order to achieve that, three basic elements were implemented which is the content’s provider perspective, MOOC content quality dimensions and MOOC content quality factors. Development of MOOC content quality dimension is based on 7C’s model and PDCA for continuity, while the determination of factors involves the process like a revision of the possible factors from literature, factors combination and categorization. This proposed hierarchical model tends to make MOOC's learning more optimistic and beneficial to the learners through the development of high-quality content.
LK http://ijaseit.insightsociety.org/index.php?option=com_content&view=article&id=9&Itemid=1&article_id=10192
DO  - 10.18517/ijaseit.10.1.10192