Do MOOCS need a special instructional design model?

This paper reports instructional designers’ perceptions of their present approaches to designing MOOCs. In addition to their acceptance of using a new ID model to design MOOCs based on Connectivism as a learning theory. The research revealed that IDs are interested in using a new model that is based on Connectivism to build MOOCs. Instructional designers’ opinion was measured using a survey questionnaire that was created by the researcher. This study presents an evaluation of the instructional design quality in a randomly selected sample of 30 Massive Open Online Courses (MOOCs). The quality was assessed using a researcher-developed Content Analysis Checklist (CAC), which was reviewed and validated by a panel of five instructional design experts. Findings indicate that the majority of the courses demonstrated weak alignment with key principles of Connectivism, reflecting generally low instructional design quality from this theoretical perspective.