Table 2 Recommendations for the design of MOOCs to promote engagement and learning

Focus and target audience

• Choose a subject that appeals to a large enough audience. There must be a need for

[4]

Creation resources

• Have a team of experts in techno-pedagogy and experts in medical simulation, particularly in the training of trainers

Content

• Create stable content for theoretical or practical subjects rather than constantly evolving

• Build on solid foundations, referenced in the literature, gold standards, and good practice guides

• Divide the subject logically into chapters or modules

[37]

Format

• Use various educational tools (e.g., talking head video with illustrations, animation video, demonstration video, interview, tutorial, online discussion or chat, shared article, or live lecture)

• Provide links to key resources in the field

• Keep content online for some time to allow for rewatchability

[4]

[14]

Assessment

• Assessment should be done by chapter or module

• Assessments should be appropriate to the content (knowledge and skills type), of increasing complexity, and varied in form (e.g., MCQ, case analysis, video analysis, question about an article)

• Include feedback in assessments (e.g., automatic pre-coded feedback)

[38]

[16]

Social media mentality, interaction

• Allowing exchanges via a discussion forum or a chat gives people the opportunity to give their opinion by posting comments, voting on comments, or just reading comments and discussions

[4, 13]

Peer interaction

• Allow interaction between peers via the forum, creating a community

• Use proper peer review exercises

[13, 32]

Presence of trainer

• Promote the instructor’s online presence through the presence in videos, forums, weekly emails, or announcement emails. Direct interaction is not mandatory or required by trainees

[4, 13]

Others

• Self-assess our MOOCs and improve them if necessary

• Integrating MOOCs into blended learning program

[34,35,36]