Where is research on massive open online courses headed? A data analysis of the MOOC Research Initiative (original) (raw)
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Open Praxis, 2021
The purpose of this research is to examine the research that has been done on MOOCs by applying data mining and analytic approaches and to depict the current state of MOOC research. The text mining revealed four broad themes: (I) MOOCs as a mainstreaming learning model in HE, (II) motivation and engagement issues in MOOCs, (III) assessment issues in MOOCs, and (IV) MOOCs for social learning. The social network analysis indicated that MOOCs are a significant aspect of online education and that learning analytics are considered a solution to current MOOC handicaps. Both pivotal contribution analysis and timeline analysis demonstrated that MOOC research has a heavy focus on motivation and engagement, high drop out and low retention rates, and instructional quality. Overall, the research concludes that the first wave of MOOC research largely concentrated on the qualitative characteristics of the phenomenon, while the second and third waves of MOOC research concentrated on the quantitative characteristics.
International Review of Research in Open and Distributed Learning, 2017
To fully understand the phenomenon of massive open online courses (MOOCs), it is important to identify and map trends and patterns in research on MOOCs. This study does so by reviewing 362 empirical articles published in peer-reviewed journals from 2008 to 2015. For the purpose of this study, content analysis and discourse analysis were employed to analyze the articles. Accordingly, the trend line showing the number of articles per year indicates that the extent of research on MOOCs is likely to increase in the coming years. In terms of research areas, the findings reveal an imbalance and three research areas out of fifteen constitute more than half of all research on MOOCs. With regard to types of MOOCs, related literature is dominated by research on xMOOCs. The discourse in MOOC articles takes a mostly neutral standpoint, articles with a positive outlook outweigh those that are negative, and there is an increase in a more critical discourse. Theoretical or conceptual studies are preferred by researchers, although MOOC research generally does not benefit from being viewed through theoretical or conceptual lenses.
Characteristics of Massive Open Online Courses (MOOCs): A Research Review, 2009-2012
Journal of Interactive Online Learning, 2014
This review of research explores characteristics associated with massive open online courses (MOOCs). Three key characteristics are revealed: varied definitions of openness, barriers to persistence, and a distinct structure that takes the form as one of two pedagogical approaches. The concept of openness shifts among different MOOCs, models, researchers, and facilitators. The high dropout rates show that the barriers to learning are a significant challenge. Research has focused on engagement, motivation, and presence to mitigate risks of learner isolation. The pedagogical structure of the connectivist MOOC model (cMOOC) incorporates a social, distributed, networked approach and significant learner autonomy that is geared towards adult lifelong learners interested in personal or professional development. This connectivist approach relates to situated and social learning theories such as social constructivism (Kop, 2011). By contrast, the design of the Stanford Artificial Intelligence (AI) model (xMOOC) uses conventional directed instruction in the context of formal postsecondary educational institutions. This traditional pedagogical approach is categorized as cognitive-behaviorist (Rodriguez, 2012). These two distinct MOOC models attract different audiences, use different learning approaches, and employ different teaching methods. The purpose of this review is to synthesize the research describing the phenomenon of MOOCs in informal and postsecondary online learning.
International Open & Distance Learning Conference (IODL19) , 2019
Massive Open Online Courses emerged in 2008 as a result of openness movement in education and drew a lot of attention by 2011 when MOOCs were adopted by higher education institutions and used as a mean to deliver knowledge and educational content. Though MOOCs have a recent history, much has been articulated and MOOCs are claimed to be a revolution in education while some others claimed that MOOCs are a hype that will eventually fade away. In this context, this research aims to investigate MOOC research by reviewing MOOC literature. The findings of the study suggest that MOOC interest tend to continue, and the evidence-based empirical MOOC research is increasing steadily. MOOC research area is dominated mostly by educational research; however, other research areas demonstrate that there is an interest from other research areas which is thought to be promising. Regional interest demonstrates that USA, Spain and UK are leading countries; and most interest stems from developed countries with Anglo-Saxon cultures. Likewise, the leading higher education institutions in MOOC research are located in Europe or USA. It is also promising that nearly half of the MOOC research is funded by stated agencies. The study concludes that MOOCs are evolving and, based on research findings, it is moving from Slope of Enlightenment to Plateau of Productivity in Gartner hype cycle.
Trends in MOOCs Research: Analysis of Educational Technology Journals
iJET, 2020
Massive open online courses (MOOCs) have received a great deal of interest from educational institutions and private enterprises. Hence, several empirical studies and reviews have been produced. They will be at the heart of the synthesis presented in this article, which reviews the research objects, the analytical frameworks mobilized and the methodologies adopted in the research produced specifically between January 2012 and January 2018. The trends were identified by a review of 36 selected peer reviewed journals. 100 studies were retained after quality assessment. The results show that research questions focused primarily on learning processes followed by design of MOOCs, learning experience and predictors of retention. A variety of frameworks have been adopted in empirical studies. Questionnaires were used as primary collection method and descriptive statistics were the preferred treatment processes.
Analysis of the scientific literature on Massive Open Online Courses (MOOCs)
Massive Open Online Courses (MOOCs) have been gaining attention from Academy by the disruptive innovation with which technology is brought into the educational system. Due to the emergence of the theme, the area needs recent bibliometric studies that point at previous studies about it and indicate directions for further research. Therefore, this study aims to map MOOC researches on published until December 2014 in two scientific databases: Scopus and Web of Science. Relevant aspects of scientific literature on MOOCs were explored from the collected data such as: (i) the number of publications per year; (ii) mapping of the institutions; (iii) authors with the most publications; (iv) classification in macro-theme of the identified jobs and (v) references most used by the authors. For the analysis, it was used 294 papers written by 694 authors, affiliated with 266 institutions. In the articles analysed, the authors used 5,060 different references, as well as 634 different keywords. This work, in addition to a mapping of research, aims to contribute to the spreading of the idea that the MOOC theme is emerging, promising and it needs to go further in the development of new researches.
Challenges to Research in MOOCs
MERLOT Journal of Online Learning and Teaching, Vol. 10, No. 1, 2014
Over the past five years, the emergence of interactive social media has influenced the development of learning environments. Learning management systems have come to maturity, but because they are controlled by educational institutions and are subsequently used to support institutional learning, have been seen by learning technologists as not capturing the spirit and possibilities that new media have to offer for learning. Academics and researchers are currently investigating a different learning environment, more open and networked, while the underpinning learning theory is moving from social constructivism towards connectivism. Research in open learning environments is only in its infancy and researchers have only started to become interested in massive open online courses (MOOCs) as a topic of investigation. Recent research and development efforts have focused on generating technologies that might facilitate learning within a self-directed information and communication stream. In this paper, the authors report on an exploratory case study of PLENK, a connectivist-style MOOC, and highlight some of the challenges in the research and analysis process, especially as significant amounts of both quantitative and qualitative data were involved. Important findings related to activity levels and important dimensions of self-directed learning in an open learning environment are presented.
2020
Higher education is entering a phase of dramatic change and innovation. Mainstream media often present massive open online courses (MOOCs) as both a reflection of the need for universities to undergo a metamorphosis and as a means of forcing a new perspective on digital teaching and learning practices (i.e., This special issue presents a series of peer reviewed articles the guest editors believe will aid in increasing the quality of the research focus across a growing field of research and participation from numerous academic fields. Articles in this special issue contrast theoretical and empirical research related to MOOCs through a careful examination of thematic issues from student perceptions, engagement, and participation to campus leadership and decision-making challenges. In the opening article, Milligan, Littlejohn, and Margaryan (2013) focus on participation patterns in connectivist MOOCs (cMOOCs) in which learner autonomy and engagement are favored over rote learning. The ...
The State of MOOCs from 2008 to 2014: A Critical Analysis and Future Visions
Massive Open Online Courses (MOOCs) are providing limitless opportunities for thousands of learners to participate in free higher education courses online. Indeed, MOOCs have drastically changed the way we learn as well as how we teach. MOOCs have unique features that make it an effective Technology-Enhanced Learning (TEL) approach in higher education and beyond. The number of academic research around MOOCs has grown rapidly in the last few years. The purpose of this paper is to compile and analyze the state of MOOC research that has been conducted from 2008–2014. A template analysis was used to map the conducted studies on MOOCs into seven dimensions, namely concept, design, learning theories, case studies, business model, targets groups, and assess‐ ment. This classification schema aims at providing a comprehensive overview for readers who are interested in MOOCs to foster a common understanding of key concepts in this emerging field. The paper further identifies critical challenges that have yet to be addressed and suggests opportunities for future work in the area of MOOCs that will support communication between researchers as they seek to address these challenges.
Guest Editors' Preface to the Special Issue on MOOCs
Higher education is entering a phase of dramatic change and innovation. Mainstream media often present massive open online courses (MOOCs) as both a reflection of the need for universities to undergo a metamorphosis and as a means of forcing a new perspective on digital teaching and learning practices (i.e., . However, university faculty caution that there is not enough research evidence to support widespread adoption. Two significant challenges around the role of MOOCs in higher education are prevalent. First, the discussion on MOOCs to-date has occurred mainly in mainstream media and trade publications. Although some peer-reviewed articles on MOOCs currently exist (e.g., , the amount of available research is generally limited. One of the goals of this special issue is to attempt to address this lack of peer reviewed literature. Second, the vast research available in online and distance education has been largely ignored by mainstream media and MOOC providers. Paying greater attention to what is already known about learning in online and virtual spaces, how the role of educators and learners is transformed in these contexts, and how social networks extend a learning network will enable mainstream MOOC providers and their partners to make evidencebased decisions in favor of educational reform. Thus, a second goal of this special issue is to highlight this research and provide an historical context for online and distance learning not currently evident in the mainstream media treatment of MOOCs.