Assessing Alignment between Thai and International English Language Learning on Massive Open Online Course (MOOC) Using Porter’s Alignment Index

Abstract

This research aimed to (1) study learning outcomes, teaching methods and assessment methods between Thai and International English Language Learning on Massive Open Online Course (MOOC), (2) assess alignment of learning outcomes, teaching methods and assessment methods between English Language Learning courses on Thai (Thai MOOC and Chula MOOC) and International (Coursera). Research subjects were 89 English Language Learning Courses on Thai and International MOOCs. The research instruments consisted of 1) learning outcomes and teaching methods record form, 2) learning outcomes and assessment methods record form, and 3) teaching methods and assessment methods record form. Porter’s alignment index was used for analysis.

The research results found that learning outcomes, teaching methods and assessment methods between English Language Learning Courses on Thai and international MOOC had both similar and different points. Most of the learning outcomes were understand cognitive process level. Most of teaching methods were using video, document, practice exercise, and discussion method. Coursera had more others teaching methods than Thai MOOC and Chula MOOC. There were some different assessment methods on Thai and International MOOCs. Coursera had three assessment methods: quiz, peer graded assignment, and combination of quiz and peer graded assignment, while Thai MOOC and Chula MOOC just had quiz and final exam. Alignment of learning outcomes, teaching methods, and assessment methods were low to moderate levels with ranged between 0.110 to 0.630.