A bibliometric review on latent topics and trends of the empirical MOOC literature (2008–2019)

Liu, Caixia; Zou, Di; Chen, Xieling; Xie, Haoran; Chan, Wai Hong

doi:10.1007/s12564-021-09692-y

Cited by 41 publications

(25 citation statements)

References 67 publications

(64 reference statements)

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“…The wide appeal of MOOCs in medical education can be explained by considering their potential both for HCWs and their organizations [8,9]. They represent an accessible and affordable choice by providing online learning in a more effective and timely manner compared with traditional education [10] since online learning has fewer time and space constraints [11]. Indeed, the quick implementation of this teaching mode has been proven to be particularly suitable for dealing with challenges concerning health emergencies by providing effective training for healthcare professionals [12,13] Despite these advantages, scholars and developers of online courses have expressed skepticism about their ability to provide relevant education which advances people in careers and socio-economic activities [14].…”

Section: Introductionmentioning

confidence: 99%

Learning Design Strategies in MOOCs for Physicians’ Training: A Scoping Review

Schettino

Capone

2022

IJERPH

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In recent years, there has been an increased implementation of massive open online courses (MOOCs). This teaching model plays a pivotal role in online education because it can provide high-quality learning resources to numerous students with great feasibility, shaping training courses according to their different learning requirements. Although the widespread adoption of MOOCs in medical education has led to numerous benefits for undergraduate and graduate doctors, their role remains unclear, suggesting the need to analyze the key factors of such a learning method in this field. To achieve this aim, a scoping review, in line with the PRISMA method for qualitative synthesis, was performed by considering studies published from 2016 to 2021, written in English, and including the physician population. Through this literature analysis, the following main areas of interest came to light: (1) pedagogical approaches, (2) MOOC structure-related variables, (3) participant-related variables, and (4) MOOCs vs. traditional courses. The review provides valuable evidence on factors underlying MOOCs effectiveness, which might be helpful for academic and healthcare organizations in designing effective training courses for physicians.

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Section: Introductionmentioning

confidence: 99%

Learning Design Strategies in MOOCs for Physicians’ Training: A Scoping Review

Schettino

Capone

2022

IJERPH

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“…MOOCs are open-access online learning platforms facilitating peer interaction and knowledge-sharing (Kop, 2011). In recent years, especially after the outbreak of COVID-19, MOOCs have become more popular worldwide (Liu et al, 2021). Many researchers believe that MOOCs are important for educating more people (Luik and Lepp, 2021).…”

Section: Related Work Moocsmentioning

confidence: 99%

Learning engagement in massive open online courses: A systematic review

Wang

Cao

et al. 2022

Front. Educ.

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Although massive open online courses (MOOCs) increase the number of choices in higher education and enhance learning, their low completion rate remains problematic. Previous studies have shown that learning engagement is a crucial factor influencing learning success and learner retention. However, few literature reviews on learning engagement in MOOCs have been conducted, and specific data analysis methods are lacking. Moreover, the internal and external factors that affect learning engagement have not been fully elucidated. Therefore, this systematic literature review summarized articles pertaining to learning engagement in MOOCs published from 2015 to 2022. Thirty articles met the inclusion and quality assurance criteria. We found that (1) learning engagement can be measured through analysis of log, text, image, interview, and survey data; (2) measures that have been used to analyze learning engagement include self-report (e.g., the Online Learning Engagement Scale, Online Student Engagement Questionnaire, and MOOC Engagement Scale) and automatic analysis methods [e.g., convolutional neural network (CNN), bidirectional encoder representations from transformers-CNN, K-means clustering, and semantic network analysis]; and (3) factors affecting learning engagement can be classified as internal (learning satisfaction, etc.) or external (curriculum design, etc.). Future research should obtain more diverse, multimodal data pertaining to social engagement. Second, researchers should employ automatic analysis methods to improve measurement accuracy. Finally, course instructors should provide technical support (“scaffolding”) for self-regulated learning to enhance student engagement with MOOCs.

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“…On the other hand, the extraction of knowledge from the intellectual, social or conceptual structure of a research field could be done using science mapping analysis based on bibliographic networks (Gutiérrez-Salcedo et al, 2018; Small, 1997), which provides a topological and temporal representation of the cognitive and social structure of a given research field (Cobo et al, 2011; Small, 1999) and provide a spatial representation of the relationships between disciplines, fields, specialties, and individual documents or authors (Small, 1999). From the perspective of research topics, a large number of studies have recently been conducted using the structural topic modeling (STM) method (Chandelier et al, 2018; Chen et al, 2020, 2021; Kuhn, 2018; Liu et al, 2021). Nowadays, different tools are available to perform bibliometric and scientometric studies, such as BibExcel, CiteSpace, SciMAT, VOSViewer (Moral-Muñoz et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Bibliometric Analysis of Visualizations in Computer Graphics: A Study

Sajovic

Podgornik

2022

SAGE Open

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This study examined the field of visualizations in computer graphics (VCG) using bibliometric methods, including performance and science mapping analysis. A dataset of documents from SCOPUS, 1986 to 2019, was analyzed and visualized using VOSviewer. The results showed an increasing trend of new documents in VCG. The five most cited publications were all related to data visualization software. The most prolific authors, examined by Citation per Paper (CPP) and Relative Citation Impact (RCI), contributed to research advances in computer graphics, information visualization, interactive data analysis, human computer interfaces, and visualization software development. A document source analysis identified the major scientific journals and conference proceedings in VCG research, and showed that researchers in VCG tend to publish extensively in conference proceedings, but that articles in scientific journals have a higher citation impact. A co-citation analysis of cited sources revealed seven clusters of thematically similar sources in computer science, genomics, neuroimaging, physics & chemistry, mathematics, education, and communication. Co-authorship analysis of countries pointed out collaboration networks in scientific research, where the USA, UK, Germany, France, and Italy collaborated most frequently. Collaborations were fostered by the same language group, or the geographical proximity. The co-occurrence of research terms showed six clusters of related concepts, thematically grouped around search queries, graphical processing, education, genetics, scientific numerical data, and medicine. The study contributed to a better understanding of the field and is expected to help researchers and educators identify research areas, developments, quality scientific literature, and appropriate journals for publishing their own findings related to VCG.

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A bibliometric review on latent topics and trends of the empirical MOOC literature (2008–2019)

Cited by 41 publications

References 67 publications

Learning Design Strategies in MOOCs for Physicians’ Training: A Scoping Review

Learning Design Strategies in MOOCs for Physicians’ Training: A Scoping Review

Learning engagement in massive open online courses: A systematic review

Bibliometric Analysis of Visualizations in Computer Graphics: A Study

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