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

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.

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

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.  

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

2015 ◽  
Vol 13 (3) ◽  
pp. 1-24 ◽  
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.

Exploring Future Seamless Learning Research Strands for Massive Open Online Courses

2015 ◽  
pp. 2126-2140
Author(s):  
Inge de Waard ◽  
Nilgun Ozdamar Keskin ◽  
Apostolos Koutropoulos
Keyword(s):  
Adult Learners ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Future Research ◽  
Learning Collaborative ◽  
Massive Open Online ◽  
Self Directed Learning ◽  
Body Of Knowledge ◽  
Seamless Learning ◽  
Directed Learning

This chapter reviews the concept of seamless learning for Massive Open Online Courses (MOOC) based on the distillation of key factors from papers discussing and describing the Mobile Seamless Learning (MSL) concept. The MSL concept was used as a starting point to explore how MOOC could be prepared for seamless learning and to explore future research options. There is a vast area of research to be explored related to seamless learning in MOOC. The authors belief that some of the challenges faced by MOOC, such as “dropout” rates, redefining learning activities to fit diversity of contexts, self-directed learning, collaborative content artifact creation, the mobility of the adult learners, and the “dip-in, jump-out” aspect of participation, can be countered by researching and suggesting seamless learning designs and guidelines that fit both the adult learners and the MOOC realities. Investigating all the elements, challenges and benefits for providing seamless learning in MOOC environments will contribute to the body of knowledge of contemporary online learning.

Open courses and MOOCs as professional development – is the openness a hindrance?

2016 ◽  
Vol 58 (2) ◽  
pp. 229-243 ◽  
Author(s):  
Ulf Olsson
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Design Methodology ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Future Research ◽  
Massive Open Online ◽  
Content Type ◽  
Open Courses ◽  
Practical Implications

Purpose – The purpose of this paper is to analyse if open courses, including massive open online courses (MOOCs), can be used as professional development despite their openness since the openness not only brings together individuals from different organizations but also may make the results of collaboration public. Design/methodology/approach – The setting is eight companies in different sectors and networks, collaborating with Higher Education Institutions in developing open courses in externally funded projects. The opinions of managers and HR-specialists in the companies are investigated and analysed. Findings – The managers and HR-specialists are positive to open courses that deliver professional development. They consider the openness in this kind of course to be of no significant problem. The employee knows what can be shared and what can be kept secret. The conditions are, however, different depending on the kind of company and the kind of inter-company relationship that exists. Research limitations/implications – Several interesting questions arise for future research about the use of open courses as professional development in different categories of inter-firm relationship and trust. Practical implications – If the openness is not a hindrance open online courses would appear to meet the requirement of flexibility; they have the potential of being suitable for professional development for individuals who want to increase their competence, but also as organized professional development in organizations and businesses. Originality/value – This is one of the first studies of the openness as a potential hindrance when open courses including MOOCs are utilized as professional development.

scholarly journals Retention in MOOCS: some key factors

2020 ◽  
Author(s):  
Andrés Chiappe ◽  
Blanca Diana Lorena Castillo
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Dropping Out ◽  
Review Of Literature ◽  
Key Factors ◽  
Massive Open Online ◽  
Educational Trend ◽  
The Subject ◽  
Main Factors

Abstract The dropping out of students in the Massive Open Online Courses (Mooc) has been the subject of debate and concern on the part of educational researchers and practitioners during the last decade. Considering its growth as an educational trend and the emerging research generated on this topic, a systematic review of literature on 131 studies was conducted about attrition in both cMooc and xMoocs. The results highlight the role of collaboration, the sense of community, the need for certification and standardization as the main factors that affect attrition in Moocs.

scholarly journals Systematic literature review on self-regulated learning in massive open online courses

2019 ◽  
Vol 35 (1) ◽  
Author(s):  
Daeyeoul Lee ◽  
Sunnie Lee Watson ◽  
William R Watson
Keyword(s):  
Goal Setting ◽  
Help Seeking ◽  
Online Courses ◽  
The Body ◽  
Massive Open Online Courses ◽  
Future Research ◽  
Massive Open Online ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Regulation Strategies

Despite arguments about the importance of self-regulated learning (SRL) in massive open online courses (MOOCs) (Terras & Ramsay, 2015), understanding of the topic is limited. This study offers a systematic review of empirical research on SRL in MOOCs. It revealed that the body of literature on SRL in MOOCs has grown from 2014 to 2016. The content analysis findings show that SRL was a factor positively influencing learning in MOOCs. SRL strategies were identified, including motivational regulation strategies, specifically self-efficacy, task value, and goal setting. Particular cognitive regulation strategies were not identified, and goal setting was found as a metacognitive regulation strategy. Regarding behavioural and contextual regulation strategies, help seeking, time management, and effort regulation were identified. In addition, several MOOC designs and SRL interventions that consider unique characteristics of MOOCs were proposed to promote SRL. Implications of these findings and future research are discussed.

scholarly journals Predicting user perceived satisfaction and reuse intentions toward Massive Open Online Courses (MOOCs) in the Covid-19 pandemic

2021 ◽  
Vol 10 (2) ◽  
pp. 1-11
Author(s):  
Qing Wang ◽  
Muhammad Saqib Khan ◽  
Muhammad Kamran Khan
Keyword(s):  
Online Courses ◽  
Critical Role ◽  
Massive Open Online Courses ◽  
Future Research ◽  
Quality Factors ◽  
Massive Open Online ◽  
Research Guidelines ◽  
Use Of Technology ◽  
Perceived Satisfaction ◽  
Research Students

The Covid-19 pandemic restricted the people around the world's boundaries. Therefore, online learning's importance increased in the current era, an essential topic for current research. Students are actively using Massive Open Online Courses (MOOCs) while restricted at their homes during the Covid-19 pandemic. This research investigates the Unified Theory of Acceptance and Use of Technology model (UTAUT) and quality factors to predict the users perceived satisfaction and reuse intentions toward MOOCs in the Covid-19 pandemic. We collected data from three public universities in Wuhan, China and 298 users who were actively using MOOCs participated in this research. The proposed hypotheses were tested by using PLS-SEM. The findings revealed that effort expectancy and social influence directly impacted users' reuse intentions while performance expectancy and perceived course quality positively impacted users' reuse intentions through perceived satisfaction toward MOOCs. This research found the critical role of perceived satisfaction in the current pandemic era. Finally, this research provides important theoretical implications for the researchers and practical implications for the developers, technologists, and policymakers for developing effective systems and strategies in online environments. In addition, this study revealed some limitations and future research guidelines for the researchers.

Open art: MOOCs, copyright and the art librarian

2015 ◽  
Vol 40 (4) ◽  
pp. 20-25 ◽  
Author(s):  
Megan Deacon ◽  
Linda Kalejs
Keyword(s):  
Higher Education ◽  
Open Access ◽  
World Wide ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Review Of Literature ◽  
Massive Open Online ◽  
Museum Experience ◽  
Creative Coding

Massive Open Online Courses (MOOCs) have transformed the Higher Education sector world-wide, educating diverse audiences through Open Access content and resources. Very few have been integrated into the museum experience; however there is signifi cant potential for MOOCs to revolutionise access to the collections of art museums and galleries. This article presents empirical evidence drawing from a review of literature, and provides a case study into copyright challenges encountered using art images and video in a MOOC environment. Specific examples have been selected from the FutureLearn/ Monash University Creative Coding MOOC launched in June 2014, discussing the role that an Art Librarian plays in this process. This will be of interest to a broader museum and gallery audience, embarking on provision of online educative programs for users.

Exploring Future Seamless Learning Research Strands for Massive Open Online Courses

2014 ◽  
pp. 201-216 ◽  
Author(s):  
Inge de Waard ◽  
Nilgun Ozdamar Keskin ◽  
Apostolos Koutropoulos
Keyword(s):  
Adult Learners ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Future Research ◽  
Learning Collaborative ◽  
Massive Open Online ◽  
Self Directed Learning ◽  
Body Of Knowledge ◽  
Seamless Learning ◽  
Directed Learning

This chapter reviews the concept of seamless learning for Massive Open Online Courses (MOOC) based on the distillation of key factors from papers discussing and describing the Mobile Seamless Learning (MSL) concept. The MSL concept was used as a starting point to explore how MOOC could be prepared for seamless learning and to explore future research options. There is a vast area of research to be explored related to seamless learning in MOOC. The authors belief that some of the challenges faced by MOOC, such as “dropout” rates, redefining learning activities to fit diversity of contexts, self-directed learning, collaborative content artifact creation, the mobility of the adult learners, and the “dip-in, jump-out” aspect of participation, can be countered by researching and suggesting seamless learning designs and guidelines that fit both the adult learners and the MOOC realities. Investigating all the elements, challenges and benefits for providing seamless learning in MOOC environments will contribute to the body of knowledge of contemporary online learning.

scholarly journals Online Programming Language Learning Using Massive Open Online Courses in Saudi Universities

2021 ◽  
Vol 9 (2) ◽  
pp. 116-131
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Computer Science ◽  
Programming Languages ◽  
Quantitative Research ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Future Research ◽  
Research Approach ◽  
Massive Open Online

Severalstudies stated that Computer Science (CS) students at Saudi Arabia universities face difficulties in programming languages learning (PLL) and need more assistance. Fortunately, Massive Open Online Courses (MOOCs) have been recognized as modern meansthat could be acceptable amongst CS learners. This piece of research aims to clarify the importance of enhancing PLL via MOOCs in Saudi Arabia. This research applied a quantitative research approach that utilized questionnaire as a research instrument. The survey was distributed among CS students to illustrate the current situation of the students’ need and acceptance of MOOCs on PLL. The investigation included 132 participants from different departments in the faulty of Computer Science (CS) at Umm Alqura University and Taif University in Saudi Arabia. The questionnaire results show that 98% believe that they need additional courses in PLL and 94% are accepting the idea of utilizing MOOCs on PLL, on the other hand, the results also show that 77% of the participants have not attended a single PLL course via MOOC. Other results and future research are discussed as wel

Sign in / Sign up

Export Citation Format

Share Document