Improving LMOOC design through usability testing

Massive Open Online Courses (MOOCs) have enabled online language education to take on a massive scale. The availability of language learning MOOCs or LMOOCs, however, is considerably low in comparison to other disciplines... [ view full abstract ]

Massive Open Online Courses (MOOCs) have enabled online language education to take on a massive scale. The availability of language learning MOOCs or LMOOCs, however, is considerably low in comparison to other disciplines (Sokolik 2014). This can, in part, be attributed to the challenges associated with designing an online course that facilitates the active nature of language learning. LMOOC development is also constrained by the fact that the majority of the major MOOC platforms contain templates that promote a knowledge-based approach to learning, potentially inhibiting the acquisition of the main discipline-specific skills among learners. Consequently, researchers and practitioners in the field are constantly striving to improve the quality and effectiveness of the LMOOC learning experience. Irish 101, an Irish language MOOC delivered through the FutureLearn platform, was designed to facilitate the acquisition of both the knowledge and the skills needed to master the language. This paper reports on the implementation and findings of a usability study conducted to assess the design and usability of the Irish 101 MOOC. A sample of ab initio learners (n=10) reported on the pedagogical design, platform, and educational resources in the course. Findings contributed to the refinement of the pedagogical design as well as the redevelopment and reordering of educational resources, in line with the feedback. The paper concludes by discussing the value of usability studies in informing a learner-centered approach to LMOOC design.