This study integrated a systematic analysis of instructional design and a sentiment analysis of student reviews of 18 courses from the Class Central Top 20 MOOCs to analyze the potential connections between instructional design quality and student reviews. The analysis of instructional design quality was based on the ten-principle framework. The results indicated that: 1) the instructional design quality of the highly-rated courses was in the medium-to-upper range; 2) there was a positive correlation between the instructional design quality and MOOCs ranking; 3) student sentiment was much more positive for Humanities courses compared to other subjects; 4) the student sentiment and MOOCs ranking had no significant correlation, but there was a positive correlation between student sentiment and the instructional design quality; and 5) the design of learning activities related to “Collaboration”, “Differentiation” and “Collective knowledge” needed to be improved. The implications for practice and ideas for future research are outlined.

这项研究综合了教学设计的系统分析和班级排名前20的MOOC中18门课程的学生评论的情感分析，以分析教学设计质量与学生评论之间的潜在联系。教学设计质量的分析基于十项原则框架。结果表明：1）高水平课程的教学设计质量处于中上水平。2）教学设计质量与MOOC等级之间存在正相关；3）与其他科目相比，人文课程的学生情感要积极得多；4）学生情绪与MOOCs排名无显着相关性，但学生情绪与教学设计质量呈正相关；5）与“合作”，“差异化”和“集体知识”有关的学习活动的设计有待改进。概述了实践和思想对未来研究的意义。