The Design and Implementation of Massive Open Online Course (MOOC) for Ordinary Differential Equations (ODE)


  • Junaida Md Said
  • Elizabeth Arul
  • Samsiah Abdul Razak
  • Nur Azila Yahya
  • Nural Husna Jamian





Ordinary Differential Equations (ODE), Blended learning, MOOC, Open Learning, Higher education.


Ordinary Differential Equations (ODE) is taken by students in the mathematics, science or engineering programs in Universiti Teknologi MARA (UiTM). This course was originally taught in the traditional way with the lecturer as the instructor. In 2014, this course evolved into the blended-learning mode i.e. a combination of classroom sessions and online sessions using the university learning management system. In 2017, a team of lecturers in the Tapah campus of UiTM decided to develop an instructional design of ODE using the MOOC platform. Students would then use the MOOC during the blended-learning hour. Five modules are offered in this MOOC. Lecture notes are presented using Prezi together with instructional videos and self-checking exercises. 55 students enrolled for the MOOC and were surveyed to gauge the initial impact of the MOOC as an instructional tool. More than 50% of the students said that the MOOC absolutely helped them to better understand the classroom sessions. Most of the students put in maximum effort in accessing the MOOC. The MOOC also helped to build up self-confidence of students in the course material. It is hoped that as the MOOC is further refined and improved, more students will benefit from the MOOC.




[1] Coates H, James R & Baldwin G (2005), A critical examination of the effects of learning management systems on university teaching and learning. Tertiary Education and Management 11(1), 19-36.

[2] Borba MC, Askar P, Engelbrecht J, Gadanidis G, Llinares S, Aguilar MS (2016), Blended learning, e-learning and mobile learning in mathematics education. ZDM Mathematics Education 48(5), 589-610.

[3] Chatti AC, Agustiawan MR, Jarke M, & Specht M (2010), Toward a personal learning environment framework. International Journal of Virtual and Personal Learning Environments 1(4), 66-85.

[4] Baldwin RG, (1998), Technology’s impact on faculty life and work. New Directions for Teaching and Learning 76, 7-21.

[5] Bralić A, & Divjak B (2016), Use of MOOCs in traditional classroom: Blended learning approach. In A. Volungeviciene, A. Sz Hucs, & I. Mázár (Eds.), Forging New Pathways of Research and Innovation in Open and Distance Learning. Oldenburg: European Distance and E-Learning Network, pp. 34–43.

[6] Ebner M, Khalil M, Schön S, Gütl C, Aschemann B, Frei W & Röthler D (2017), How inverse blended learning can turn up learning with MOOCs? Proceedings of the MOOC-MAKER 2017, pp. 21-30.

[7] Aldon G, Arzarello F, Panero M, Robutti O, Taranto E & Trgalová J (2017), MOOC for mathematics teacher training: Design principles and assessment. Proceedings of the 13th International Conference on Technology in Mathematics Teaching, pp. 1–8.

[8] Spyropoulou N, Demopoulou G, Pierrakeas C, Koutsonikos I & Kameas A (2015), Developing a computer programming MOOC. Procedia Computer Science 65, 182 – 191.

[9] Torrisi-Steele G & Drew S (2013), The literature landscape of blended learning in higher education: The need for better understanding of academic blended practice. International Journal for Academic Development 18(4), 371 – 383.

[10] Bruff DO, Fisher DH, McEwen KE & Smith BE (2013), Wrapping a MOOC: Student perceptions of an experiment in blended learning. Journal of Online Learning and Teaching, 9(2), 187-199.

[11] Kay J, Reimann P, Diebold E & Kummerfeld B (2013), MOOC: So many learners, so much potential. IEEE Intelligent Systems 3, 70 – 77.

[12] Pappano L (2012), The year of the MOOC, The New York Times, ED26.

[13] Ivo L, Irja H & Lauri J (2015), Using MOOCs for teaching analytical chemistry: Experience at University of Tartu. Analytical and Bioanalytical Chemistry 407(5), 1277–1281.

[14] Morris NP (2014), How digital technologies, blended learning and MOOCs will impact the future of higher education. Proceedings of the International Conference e-Learning, pp. 401-404.

[15] Bibi A, Syed Zamri SNA, Mohammad Abedalaziz NA & Ahmad M (2017), Teaching and learning of differential equation: A critical review to explore potential area for reform movement. International Journal for Innovative Research in Multidisciplinary Filed 3(6), 225 – 235.

View Full Article: