An Analysis of the Journey of Open and Distance Education: Major Concepts and Cutoff Points in Research Trends

In an effort to understand trends in open and distance education more comprehensively, this study aims to identify the research trends, major concepts, and cutoff points in the articles published between 2009 and 2016. From five major peer-reviewed journals, a total of 989 articles were analyzed through a systematic literature review process using content analysis. The articles were coded based on the following three categories: level, topics, and sub-topics. The results indicated the followings: (1) emerged main themes in the articles were foundations of open and distance education, instructional process, and effects of applications; (2) there was an upward growth in the publishing of the articles on massive open online courses, open educational resources, and students’ perspectives; (3) new pedagogical approaches and online learning design played a triggering role in the research topics; and (4) technological and pedagogical developments between 2011 and 2012 had an influence on the tendency of the articles. In addition, we explored cutoff points so that they may provide insights and valuable hints for researchers to design new studies in open and distance education field. Discussions about the gaps in the state-of-the-art trends and directions about future research were also included.

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Faculty Perception of Openness and Attitude to Open Sharing at the Indian National Open University

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v18i7.2942 ◽

2017 ◽

Vol 18 (7) ◽

Cited By ~ 2

Author(s):

Santosh Panda ◽

Sujata Santosh

Keyword(s):

Distance Education ◽

Online Courses ◽

Open Educational Resources ◽

Faculty Members ◽

Massive Open Online Courses ◽

Open University ◽

Open Education ◽

Academic Institutions ◽

Effective Use ◽

National Open University

In the past decade, the educational scenario world over has significantly been impacted by open access and open education movements. The philosophy of openness and sharing forms the cornerstone of the open education movement. The distance education approaches, together with open educational resources (OER) and massive open online courses (MOOCs), are being used to serve the increasing educational needs of diverse communities. However, adoption of openness as a core value and as part of the institutional strategy still remains a challenge for academic institutions in general, and distance education institutions in particular, in developing countries like India. In this research study, the authors report an analysis of the perception of the faculty of the Indira Gandhi National Open University of India (IGNOU) about openness and their attitude towards sharing of resources in academic institutions. Data was collected through a structured questionnaire administered to the teachers and academics of IGNOU (N=69). The results indicated that: the faculty members valued sharing of resources in academic institutions; learning resources should be made available free of cost; there is a strong need for training on intellectual property rights, copyright, and creation and use of OER; and there should be an institutional policy on OER for its effective use.

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Recommender Systems for MOOCs: A Systematic Literature Survey (January 1, 2012 – July 12, 2019)

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v21i4.4643 ◽

2020 ◽

Vol 21 (4) ◽

pp. 255-291

Author(s):

Asra Khalid ◽

Karsten Lundqvist ◽

Anne Yates

Keyword(s):

Quantitative Analysis ◽

Literature Review ◽

Student Performance ◽

Recommender Systems ◽

Online Courses ◽

Systems Design ◽

Literature Survey ◽

Massive Open Online Courses ◽

Future Research ◽

Massive Open Online

In recent years, massive open online courses (MOOCs) have gained popularity with learners and providers, and thus MOOC providers have started to further enhance the use of MOOCs through recommender systems. This paper is a systematic literature review on the use of recommender systems for MOOCs, examining works published between January 1, 2012 and July 12, 2019 and, to the best of our knowledge, it is the first of its kind. We used Google Scholar, five academic databases (IEEE, ACM, Springer, ScienceDirect, and ERIC) and a reference chaining technique for this research. Through quantitative analysis, we identified the types and trends of research carried out in this field. The research falls into three major categories: (a) the need for recommender systems, (b) proposed recommender systems, and (c) implemented recommender systems. From the literature, we found that research has been conducted in seven areas of MOOCs: courses, threads, peers, learning elements, MOOC provider/teacher recommender, student performance recommender, and others. To date, the research has mostly focused on the implementation of recommender systems, particularly course recommender systems. Areas for future research and implementation include design of practical and scalable online recommender systems, design of a recommender system for MOOC provider and teacher, and usefulness of recommender systems.

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An Interoperability Framework of Open Educational Resources and Massive Open Online Courses for Sustainable e-Learning Platform

IEICE Transactions on Information and Systems ◽

10.1587/transinf.2015edp7382 ◽

2016 ◽

Vol E99.D (8) ◽

pp. 2140-2150 ◽

Cited By ~ 3

Author(s):

Sila CHUNWIJITRA ◽

Chanchai JUNLOUCHAI ◽

Sitdhibong LAOKOK ◽

Pornchai TUMMARATTANANONT ◽

Kamthorn KRAIRAKSA ◽

...

Keyword(s):

Online Courses ◽

Open Educational Resources ◽

Educational Resources ◽

Massive Open Online Courses ◽

Massive Open Online ◽

Learning Platform ◽

E Learning

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A Systematic Mapping on the Learning Analytics Field and Its Analysis in the Massive Open Online Courses Context

International Journal of Distance Education Technologies ◽

10.4018/ijdet.2015070101 ◽

2015 ◽

Vol 13 (3) ◽

pp. 1-24 ◽

Cited By ~ 11

Author(s):

Barbara Moissa ◽

Isabela Gasparini ◽

Avanilde Kemczinski

Keyword(s):

Learning Analytics ◽

Online Courses ◽

Massive Open Online Courses ◽

Future Research ◽

Systematic Mapping Study ◽

Mapping Study ◽

Data Types ◽

Massive Open Online ◽

Systematic Mapping ◽

Dynamical Processes

Learning Analytics (LA) is a field that aims to optimize learning through the study of dynamical processes occurring in the students' context. It covers the measurement, collection, analysis and reporting of data about students and their contexts. This study aims at surveying existing research on LA to identify approaches, topics, and needs for future research. A systematic mapping study is launched to find as much literature as possible. The 127 papers found (resulting in 116 works) are classified with respect to goals, data types, techniques, stakeholders and interventions. Despite the increasing interest in field, there are no studies relating it to the Massive Open Online Courses (MOOCs) context. The goal of this paper is twofold, first we present the systematic mapping on LA and after we analyze its findings in the MOOCs context. As results we provide an overview of LA and identify perspectives and challenges in the MOOCs context.

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The Revelation from MOOCs on our Country’s Remote Education

Advanced Materials Research ◽

10.4028/www.scientific.net/amr.989-994.5152 ◽

2014 ◽

Vol 989-994 ◽

pp. 5152-5156

Author(s):

Jun Feng Wang

Keyword(s):

Higher Education ◽

Distance Education ◽

Online Courses ◽

Massive Open Online Courses ◽

Internationalization Of Higher Education ◽

First Year ◽

Massive Open Online ◽

Online Learners ◽

Education Development ◽

Healthy Development

Since 2012, known as the first year of "massive open online Courses (MOOCs)", its development speed beyond our imagination, only Courses one company registered online learners reached more than 4.1million people (up to July 21, 2013). MOOCs will be bring what challenge for distance education development in China, how to deal with these challenges, is our reality problem need to concerned. We hope through the above question discussion to accelerate the change of distance education in our country, to adapt to the trend of the internationalization of higher education, promoting its healthy development..

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Intellectualization of professional and pedagogical activity based on the integration of pedagogical and digital technologies

Pedagogy and Psychology of Education ◽

10.31862/2500-297x-2020-2-83-92 ◽

2020 ◽

pp. 83-92

Author(s):

Natalia P. Goncharuk ◽

Evgeniya I. Khromova

Keyword(s):

Blended Learning ◽

Information And Communication Technologies ◽

Online Courses ◽

Digital Technologies ◽

Educational Environment ◽

Educational Process ◽

Open Educational Resources ◽

Massive Open Online Courses ◽

Learning Technology ◽

Massive Open Online

The article is dedicated to the issues of intellectualization of professional and pedagogical activity with the main purpose of continuously development of teachers’ competencies in the field of using digital technologies in the educational process, transformation of the teachers’ activities in accordance with the capabilities of modern information and communication technologies and the digital educational environment. The article highlights the potential of massive open online courses and open educational resources that contribute to the development of ways to effectively use Internet technologies in education. The article points out the role of the pedagogical technologies’ integration with the latest digital technologies in updating and developing the competencies of teachers. The article describes how to use online courses in the educational process, scenarios for integrating online courses into the educational process, technologies for placing educational materials, interaction tools in an electronic informational and educational environment. The article focuses on blended learning technology as a means of implementing an integrated learning model using Internet resources. The article highlights the main characteristics of blended learning technology allowing the use of modern methods and tools of online learning, combining the advantages of educational and digital technologies. Particular attention is paid to the “MOOC discipline support” model which uses massive open online courses as additional material. The article describes variants of methodological support for the process of implementing an online course, Internet services for organizing academic work and networking.

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MOOC Success Factors: Proposal of an Analysis Framework

Journal of Information Technology Education Innovations in Practice ◽

10.28945/3861 ◽

2017 ◽

Vol 16 ◽

pp. 233-251 ◽

Cited By ~ 3

Author(s):

Jose Azevedo ◽

Margarida M. Marques

Keyword(s):

Best Practices ◽

Success Factors ◽

Online Courses ◽

Massive Open Online Courses ◽

Future Research ◽

Completion Rates ◽

Analysis Framework ◽

Factors Analysis ◽

Future Work

Aim/Purpose: From an idea of lifelong-learning-for-all to a phenomenon affecting higher education, Massive Open Online Courses (MOOCs) can be the next step to a truly universal education. Indeed, MOOC enrolment rates can be astoundingly high; still, their completion rates are frequently disappointingly low. Nevertheless, as courses, the participants’ enrolment and learning within the MOOCs must be considered when assessing their success. In this paper, the authors’ aim is to reflect on what makes a MOOC successful to propose an analysis framework of MOOC success factors. Background: A literature review was conducted to identify reported MOOC success factors and to propose an analysis framework. Methodology: This literature-based framework was tested against data of a specific MOOC and refined, within a qualitative interpretivist methodology. The data were collected from the ‘As alterações climáticas nos média escolares - Clima@EduMedia’ course, which was developed by the project Clima@EduMedia and was submitted to content analysis. This MOOC aimed to support science and school media teachers in the use of media to teach climate change Contribution: By proposing a MOOC success factors framework the authors are attempting to contribute to fill in a literature gap regarding what concerns criteria to consider a specific MOOC successful. Findings: This work major finding is a literature-based and empirically-refined MOOC success factors analysis framework. Recommendations for Practitioners: The proposed framework is also a set of best practices relevant to MOOC developers, particularly when targeting teachers as potential participants. Recommendation for Researchers: This work’s relevance is also based on its contribution to increasing empirical research on MOOCs. Impact on Society: By providing a proposal of a framework on factors to make a MOOC successful, the authors hope to contribute to the quality of MOOCs. Future Research: Future work should refine further the proposed framework, by in testing it against data collected in other MOOCs.

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The Changes in Massive Open Online Courses (MOOCs) Studies between 2012 and 2017- A Review of Literature

World Journal of Education ◽

10.5430/wje.v8n4p59 ◽

2018 ◽

Vol 8 (4) ◽

pp. 59

Author(s):

Abdulaziz Alzahrani

Keyword(s):

Mixed Method ◽

Research Method ◽

Qualitative Method ◽

Quantitative Method ◽

Online Courses ◽

Massive Open Online Courses ◽

Future Research ◽

Review Of Literature ◽

Massive Open Online ◽

Scientific Databases

In recent decades, the use of Massive Open Online Courses (MOOCs) has changed according to the different goalsand studies that have been applied. Therefore, it is very important to explore and examine these changes and identifythe development of use and conception of MOOCs. This research is considered empirical in nature and focuses onstudies published between 2012 and 2017. The current study is conducted on three scientific databases to collectthose studies that matched the research method and achieved its goal. Nine hundred seventy-nine studies wereconsidered, and 37 studies have been selected for this study and will be analyzed based on study design and othervariables. The collected studies utilized the qualitative method, quantitative method, and mixed-method approaches.These studies were analyzed through the use of MOOCs according to students’ views, instructors’ views, andstudents’ and instructors’ views. The results showed a different understanding of MOOCs between the students’views, instructors’ views, and students’ and instructors’ views. Recommendations and future research opportunitiesare also discussed.

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Research Trends in K–12 MOOCs: A Review of the Published Literature

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v21i3.4650 ◽

2020 ◽

Vol 21 (3) ◽

Author(s):

Philippos Koutsakas ◽

George Chorozidis ◽

Angeliki Karamatsouki ◽

Charalampos Karagiannidis

Keyword(s):

Online Courses ◽

Tertiary Education ◽

Academic Research ◽

Compulsory Education ◽

Research Trends ◽

Massive Open Online Courses ◽

Educational Technologies ◽

Narrative Literature ◽

Narrative Literature Review ◽

K 12

Massive Open Online Courses (MOOCs) appeared in the area of educational technologies in 2008. Until 2013, academic research into MOOCs focused mainly on their application to adults as well as students or graduates of tertiary education. However, since 2013, the rising number of K–12 students enrolled in higher education MOOCs made MOOCs a de facto reality in pretertiary education and triggered universities, governments, and MOOC providers to (a) develop MOOCs specifically designed for pretertiary education, and (b) research their potential and value in K–12 educational settings. This resulted in a notable number of K–12 MOOCs and pilot research works in the literature that focused on the potential of MOOCs in compulsory education settings, as well as on their ability to reshape and transform the current educational K–12 framework. This work seeks to (a) trace, analyze, and review the existing literature on K–12 MOOCs, (b) identify representative MOOC implementations, (c) classify and organize research trends and patterns, and (d) reveal MOOCs’ potential value and impact on K–12 settings. The research used a narrative literature review methodology in order to critically review and qualitatively analyze twenty-one research publications in a systematic manner. Analysis of relevant works demonstrated that MOOCs, under a set of prerequisites, can be effectively incorporated into and positively affect pretertiary education.

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