How Instructional Design Shapes MOOCs Assessment and Feedback Outcomes: a Systematic Literature Review

Inez Sri Wahyuningsi Manguling, Mukhlisin Mukhlisin, Andi Muhammad Syafar

Abstract

This study examines contemporary assessment and feedback practices in Massive Open Online Courses (MOOCs) through a Systematic Literature Review (SLR) guided by the PRISMA framework. The growing adoption of MOOCs across diverse educational domains has intensified the need for effective and scalable evaluation mechanisms capable of addressing large learner populations, varied instructional designs, and evolving technological innovations. Accordingly, this review aims to synthesize recent empirical evidence to understand how assessment and feedback are implemented in MOOCs and to evaluate their effectiveness in supporting learning processes and outcomes. A systematic search conducted in the Scopus database identified 514 records, which were screened through a rigorous multi-stage process based on publication year, document type, language, accessibility, and file availability. A total of 29 articles published between 2023 and 2025 met all inclusion criteria and were analyzed thematically. The findings reveal a clear shift from traditional automated quizzes toward adaptive assessment, AI-driven evaluation, personalized feedback, and peer-based mechanisms. Domain-specific MOOCs particularly in medical, technical, and language contexts—demonstrate higher effectiveness when assessment strategies align with instructional design and learner needs. Learning analytics and generative AI also play a growing role in enhancing precision, scalability, and personalization. Despite these advancements, challenges remain, including peer-assessment bias, accessibility limitations, and technological complexity. The review concludes that assessment and feedback are central to MOOC quality, and their effectiveness depends on the integration of pedagogically sound design, technological innovation, and inclusive practices. These insights provide a foundation for improving future MOOCs development and guiding research toward more adaptive, learner-centered evaluation approaches

Keywords

Assessment and Feedbacks; Instructional Design; Learning Analytics; and Systematic Literature Review

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DOI: https://doi.org/10.20961/paedagogia.v29i2.114438

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