For more than a decade, it can be argued that Massive Open Online Courses (MOOCs) have significantly transformed the online education landscape. By 2021, there were approximately 20,000 MOOCs available on leading MOOC platforms. Despite this growth, it can be argued that a substantial knowledge gap persists regarding the MOOC development processes, meaning how they are designed and made. MOOC research has over the years primarily focused on learning design frameworks and course performance evaluations, leading to the fact that the very processes of understanding the craft and the complexities of MOOC making are poorly understood. This gap results in an incomplete academic understanding of the entire MOOC making process. MOOC making is in fact a multifaceted endeavor involving numerous challenges and critical decision-making steps. The primary goal is to convert a conceptual idea for online teaching into a fully functional and operational online course. This transformation involves several crucial design decisions, such as defining learning objectives, selecting appropriate activities and assessments, and mastering content production. These elements must be intricately woven together and seamlessly integrated into a digital platform, balancing various pedagogical approaches, including active learning strategies and formative assessments. In an effort to bridge this research gap, a dedicated project was initiated, focusing on the development of specific pedagogies tailored for MOOC making. A team of specialized teacher educators and researchers designed two online courses to address these issues. The first course aimed to equip participants with foundational knowledge and skills in online education. This course provided participants with theoretical insights into online education methodologies, instructional design principles, and the effective use of digital tools for content delivery. This paper discusses the outcomes and findings from the implementation of the first online course. Survey results indicated high levels of participant satisfaction, significant perceived learning outcomes, and strong engagement with the learning materials. The incorporation of portfolio assessment and quizzes was particularly well-received. However, it was observed that student interactions played a minimal role in contributing to learning outcomes. This suggests that while the course was successful in many aspects, there is room for improvement, particularly in enhancing the role and effectiveness of student interactions in the MOOC making process. In conclusion, this research paper represents a significant stride in addressing the knowledge gap in MOOC making. It provides valuable insights into effective teaching strategies and identifies areas for further improvement, substantially advancing our understanding of the MOOC development process and highlighting the need for continued research and development in this dynamic and evolving field of online education.

Keywords: MOOC, MOOC making, learning design, active learning.