MEF is a framework for evaluation of learner-centric approach design in MOOCs with a strong pedagogical basis underpinned by theory and MOOC design practices. Learner- centric approach is the core principle of this evaluation framework which focuses on promoting active engagement of participants, their communication with the course content and team, and collaboration amongst learners. The framework is developed only from the perspective of a MOOC creator or facilitator, and is scoped towards formative evaluation of MOOC pedagogy. The framework goes beyond a crisp checklist in the form of questions, and provides comprehensive indicators for MOOC creators to reflect and improve on future MOOC design.
The framework comprises 8 dimensions: 5 structural and 3 operational for the MOOC instructors to evaluate and improve on the pedagogy through multiple criteria and reflective indicators.
Dimension is the overarching learning structure or feature of a learner-centric MOOC pedagogy design. The framework entails dimensions.
Criterion identifies the underlying aspects of a dimension including the supporting activities and their goals.
Indicator expands on actions to be taken as guidelines, derived from theory, literature or experience, to reflect on the underpinning design of the corresponding activities mentioned in the criterion. The indicators elaborate each criterion at its desired or target level of satisfaction.
Brief description of the pedagogy aspects involved in each dimension:
| D1: Course structure and expectations | It evaluates the appropriateness of video content, video chunk length, video content presentation, presence of in-video activities, purpose, positioning and time-span of in- video activities and feedback on in-video activities. |
| D2: Video content | It evaluates the clarity provided to learners regarding the structure of the course and its goals, target audience, prerequisites for the course, expected interactions with peers and course team, navigation of course components and grading policy. |
| D3: Learning resources | It evaluates the presence of supplementary learning resources, their goals to address diverse learning needs and ensuring learner engagement with resources. |
| D4: Discussion forum | It evaluates the opportunity provided for interactions on the discussion forum; the design of peer interaction activities; moderator support, feedback, clear communication on the forum; and integration of technology tools. |
| D5: Synchronous interactions | It evaluates the opportunity provided for synchronous interactions; their goals, schedule update; effective conduct; the kind of technology employed; and availability of interaction videos on the portal. |
| D6: Assessment | It evaluates the presence and frequency of assessment activities; their format and pedagogical roles; kind of feedback provided and grading practices. |
| D7: Constructive alignment and academic integrity | It evaluates the alignment of content through principles of constructive alignment; effective alignment of technology and pedagogy; and basic academic integrity practices. |
| D8: Learner connect practices | It evaluates the team’s communication mechanism with learners; and their support to foster learner motivation, learner agency and community building activities. |