scholarly journals Massive Open Online Courses (MOOC) Evaluation Methods: Protocol for a Systematic Review

10.2196/12087 ◽  
2019 ◽  
Vol 8 (3) ◽  
pp. e12087 ◽  
Author(s):  
Kimberley Foley ◽  
Abrar Alturkistani ◽  
Alison Carter ◽  
Terese Stenfors ◽  
Elizabeth Blum ◽  
...  
Keyword(s):  
Systematic Review ◽  
Online Courses ◽  
Evaluation Methods ◽  
Massive Open Online Courses ◽  
Massive Open Online

scholarly journals Massive Open Online Courses (MOOC) Evaluation Methods: Protocol for a Systematic Review (Preprint)

2018 ◽  
Author(s):  
Kimberley Foley ◽  
Abrar Alturkistani ◽  
Alison Carter ◽  
Terese Stenfors ◽  
Elizabeth Blum ◽  
...  
Keyword(s):  
Systematic Review ◽  
Online Courses ◽  
Data Extraction ◽  
Evaluation Methods ◽  
Massive Open Online Courses ◽  
Completion Rates ◽  
Massive Open Online ◽  
Data Synthesis ◽  
Meta Analyses ◽  
Future Work

BACKGROUND Massive open online courses (MOOCs) have increased in popularity in recent years. They target a wide variety of learners and use novel teaching approaches, yet often exhibit low completion rates (10%). It is important to evaluate MOOCs to determine their impact and effectiveness, but little is known at this point about the methodologies that should be used for evaluation. OBJECTIVE The purpose of this paper is to provide a protocol for a systematic review on MOOC evaluation methods. METHODS We will use the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Protocols (PRISMA-P) guidelines for reporting this protocol. We developed a population, intervention, comparator, and outcome (PICO) framework to guide the search strategy, based on the overarching question, “What methods have been used to evaluate MOOCs?” The review will follow six stages: 1) literature search, 2) article selection, 3) data extraction, 4) quality appraisal, 5) data analysis, and 6) data synthesis. RESULTS The systematic review is ongoing. We completed the data searches and data abstraction in October and November 2018. We are now analyzing the data and expect to complete the systematic review by March 2019. CONCLUSIONS This systematic review will provide a useful summary of the methods used for evaluation of MOOCs and the strengths and limitations of each approach. It will also identify gaps in the literature and areas for future work. INTERNATIONAL REGISTERED REPOR DERR1-10.2196/12087

423 Massive Open Online Courses in Anatomy Education: A Systematic Review

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
J Cheong ◽  
I Keenan
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Learning Approaches ◽  
Discussion Forums ◽  
Massive Open Online ◽  
Pubmed Database ◽  
Literature Search Strategy ◽  
Learning Development

Abstract Introduction Massive open online courses (MOOCs) have become increasingly popular for remotely delivering education to global audiences. MOOCs can provide an online platform for participants coming from a variety of professional backgrounds and international locations. Our systematic review investigated current literature surrounding MOOCs, and identified the value of such courses with respect to anatomical and medical education. Method Our literature search strategy involved exploring the PubMed database for the terms ’MOOC + Anatomy’ and ‘MOOC + Medical Education’ identified 290 relevant articles. Following implementation of the PRISMA criteria, 24 articles out of 290 were selected for inclusion in our systematic review. Results Participants completing MOOCs in anatomical and medical education generally showed increased knowledge and skills. We found that MOOC discussion forums encourage participants’ social learning development. MOOCs have shown to address participants’ needs and expectations while supplementing traditional learning approaches. However, the majority of experimental research studies did not include pre-post testing or appropriate controls. Furthermore, high levels of participant attrition, inability to address all learning approaches were identified as limitations with respect to MOOCs. Conclusions Although MOOCs have shown success in providing an excellent platform for learning, it has yet to show definitive improvements when compared to traditional teaching methods.

scholarly journals Massive Open Online Courses (MOOCs) Dropout Rate in the World: A Systematic Review Protocol

2020 ◽  
Author(s):  
Manoosh Mehrabi ◽  
Ali Reza Safarpour ◽  
Abbas Ali Keshtkar
Keyword(s):  
Systematic Review ◽  
Online Courses ◽  
Meta Analysis ◽  
Dropout Rate ◽  
Open Science ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
The World ◽  
Review Protocol ◽  
Science Framework

Abstract BackgroundRecently, massive open online courses (MOOCs) have received increasing popularity throughout the world. Regardless of the subject taught and the university providing the course, the dropout rate of MOOCs is one of the most important challenges ahead.Methods This systematic review will search MEDLINE/PubMed, Scopus, Web of Science (Clarivate Analytics), Embase (Embase.com), ASSIA, CINAHL, Education Research, BEI, and Eric databases systematically according to predefined criteria without language restrictions to retrieve prospective and retrospective observational studies conducted between the 1st of January 2000 and 30th of March 2020 which evaluated the frequency of leaving MOOCs throughout the world. In the absence of severe methodological heterogeneity, the data will be combined and a meta-analysis will be performed. DiscussionAs dropout rate is one of the most challenges that universities may encounter, this systematic review will help universities extend their view, save their resources or maybe design their MOOCs differently.RegistrationRegistered in Open Science Framework, available at: https://osf.io/jgyqx/

scholarly journals Online and blended entrepreneurship education: a systematic review of applied educational technologies

2021 ◽  
Author(s):  
Li Chen ◽  
Dirk Ifenthaler ◽  
Jane Yin-Kim Yau
Keyword(s):  
Systematic Review ◽  
Social Media ◽  
Serious Games ◽  
Online Courses ◽  
Supply And Demand ◽  
Entrepreneurship Education ◽  
Massive Open Online Courses ◽  
Educational Technologies ◽  
Social Software ◽  
Massive Open Online

AbstractThe supply and demand of entrepreneurship education at university level commenced in 1938. With the proven entrepreneurial effectiveness in economic development and the efforts of scholars, policymakers and other stakeholders, competencies in entrepreneurship are becoming a set of essential learning objectives. In the digital era, entrepreneurship education can be made available in an online and blended format. Thereby, this study presents a systematic analysis of research focusing on blended and online entrepreneurial learning and teaching. Based on five keywords, collating an initial set of 121 articles, this systematic review details the research outcomes of the resulting set of 38 published research articles/contributions, where each described a specific online and blended learning environment. We obtained and analyzed the following information from each of these articles: definition of entrepreneurship education, context of study, methodology, applied technology, focused group, sample, outcome of entrepreneurship education and research rigor. Our findings showed that the current research status and achievements scholars have contributed in educational technologies utilized by online and blended entrepreneurship education can be summarized into three categories: social media, serious games and Massive Open Online Courses. In order to compare these technologies, we selected five examples from three educational technologies and utilized a marking sheet for evaluation and assessment. In general, it was found that Wiki was used to discuss entrepreneurial concepts and that Facebook was the most common social software in entrepreneurship education. In terms of serious games, FLYGBY and SimVenture facilitated the gamification and enjoyment of entrepreneurship activities the most. Finally, as Massive Open Online Courses platform, Coursera offers plenty of/online entrepreneurship education courses. In a nutshell, in online and blended entrepreneurship education, social media was utilized to facilitate cooperation amongst participants; serious games were used to enhance students’ enjoyment and engagement; and Massive Open Online Courses provided a platform as well as high-quality learning resources, anywhere anytime. Hence, each technology has advantages and challenges when we apply it to entrepreneurship education. We conclude that instructors and learners need to successfully compare and choose the most appropriate combination of technologies to achieve entrepreneurial course aims.

Education and the Relation to the Outside: A Little Real Reality

2015 ◽  
Vol 9 (3) ◽  
pp. 273-300 ◽  
Author(s):  
David Savat ◽  
Greg Thompson
Keyword(s):  
Performance Metrics ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
Special Issue ◽  
Massive Open Online ◽  
Transformative Teaching ◽  
Control Society ◽  
Brave New World ◽  
Radical Transformation

One of the more dominant themes around the use of Deleuze and Guattari's work, including in this special issue, is a focus on the radical transformation that educational institutions are undergoing, and which applies to administrator, student and educator alike. This is a transformation that finds its expression through teaching analytics, transformative teaching, massive open online courses (MOOCs) and updateable performance metrics alike. These techniques and practices, as an expression of control society, constitute the new sorts of machines that frame and inhabit our educational institutions. As Deleuze and Guattari's work posits, on some level these are precisely the machines that many people in their day-to-day work as educators, students and administrators assemble and maintain, that is, desire. The meta-model of schizoanalysis is ideally placed to analyse this profound shift that is occurring in society, felt closely in the so-called knowledge sector where a brave new world of continuous education and motivation is instituting itself.

cMOOCs and Global Learning: An Authentic Alternative

2013 ◽  
Vol 17 (2) ◽  
Author(s):  
Carol Yeager ◽  
Betty Hurley-Dasgupta ◽  
Catherine A. Bliss
Keyword(s):  
Online Courses ◽  
Lessons Learned ◽  
Massive Open Online Courses ◽  
Research Review ◽  
Press Coverage ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Global Learning ◽  
Massive Open Online ◽  
Definition Of

Massive Open Online Courses (MOOCs) continue to attract press coverage as they change almost daily in their format, number of registrations and potential for credentialing. An enticing aspect of the MOOC is its global reach. In this paper, we will focus on a type of MOOC called a cMOOC, because it is based on the theory of connectivism and fits the definition of an Open Educational Resource (OER) identified for this special edition of JALN. We begin with a definition of the cMOOC and a discussion of the connectivism on which it is based. Definitions and a research review are followed with a description of two MOOCs offered by two of the authors. Research on one of these MOOCs completed by a third author is presented as well. Student comments that demonstrate the intercultural connections are shared. We end with reflections, lessons learned and recommendations.

Massive Open Online Courses: Potential Implications for Advancing the Field of Family Science

2016 ◽  
Vol 21 (3) ◽  
Author(s):  
Karen Doneker ◽  
Bethany Willis Hepp ◽  
Debra Berke ◽  
Barbara Settles
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Family Science
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