Quality in MOOCS
Educational Aspect 
Pedagogical Criteria 
Assessment
Instructional Design
E-Assessment
Peer-Assessment
Organisation
of lectures
Culture
6 Criteria
9 Criteria
10 Criteria
4 Criteria
Why conduct this research?
Rationale
High drop out rate
95%
Pedagogical Problems concerning Feedback and Assessment
How
How does this study fit in with my context?*
Why should I use or not use this article in my literature review ?
How were the criteria determined?
Looked at main challenges encountered in MOOC literature
As MOOCS increase in popularity a need will exist for rigorous measures of quality.
e.g. learning objectives, supporting collaborative learning
How does this article shed any light on potential gaps for future research?
Most of the research occurred in Europe, North America and Asia?
Panel of 5 learners and 5 professors refined the research
is there not perhaps a need to include African lecturers in future research?
Concerned about the the way in which the criteria were determined
The way in which the article delineates issues of pedagogy and technology can be explored further
The article does not look at the limitations of the research
Catering for various cultural backgrounds
Using English
Diversity
Using International time for lectures
eg. feedback, test report on online quizzes
directions, time limits
The research was conducted in Germany where English is a second language. This scenario speaks to a South African context where English is not the mother tongie for many of its citizens.
The research suggested that e-assessment is particularly important in helping to improve the learning outcomes and improve student self-awareness and confidence.
There was a suggestion that e-portfolios would help with student self-reflection.
Suggestions
Focus on learner-centred MOOCS
Embedded Learning Analytics
Peer Assessment and gamification
To support self-reflection, awareness and self -assessment
support open assessment
beyondt traditional e-tests and quizzes