Massive Open Online Courses (MOOCs) in Higher Education: A Bibliometric Analysis (2012-2022)

Irwanto, Irwanto; Wahyudiati, Dwi; Saputro, Anip Dwi; Lukman, Isna Rezkia

doi:10.18178/ijiet.2023.13.2.1799

Cited by 10 publications

(6 citation statements)

References 38 publications

(73 reference statements)

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“…As a result, it can significantly contribute to education and improve the quality of learning in universities. Previous research by Irwanto et al (2023) also showed increased publications over the same period. Therefore, research on MOOCs in LMS learning requires further efforts from researchers to maintain consistency in number of publications and develop new methods and techniques in studying this topic.…”

Section: Discussionmentioning

confidence: 55%

Utilization of Universities’ Massive Online Open Courses in Learning Management System: Research Trends and Bibliometric Analysis

Dwikoranto

Surasmi

Kurniawan

et al. 2023

IJORER Int. J. Recent Educ. Res.

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Objective: This study aims to explore research trends related to the use of Massive Open Online Courses in Learning Management Systems (MOOCs in LMS) in university environments and to conduct bibliometric analysis to understand research developments related to this topic. Online learning is increasingly popular with the MOOCs in LMS, which allows students to learn flexibly and independently through digital platforms. Method: The data is retrieved from the Google Scholar database, using keywords related to MOOCs in LMS and universities. This study uses a bibliometric analysis method using the Google Scholar and VOSviewer databases, which obtained 1,710 articles. Results: The results show that the use of MOOCs in LMS in the context of university learning has become an increasingly popular research topic in recent years, where the publication rate has increased significantly. This has the potential to be further investigated in the future. Further research related to MOOCs in LMS can be integrated with blended learning models. This is because the Blended learning model using MOOCs can improve critical thinking skills and problem-solving. This research has limitations, namely using only one database, Google Scholar, to obtain research data. Novelty: Therefore, it is recommended that MOOCs in LMS research at universities be carried out using other databases besides Google Scholar to obtain broader data.

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Section: Discussionmentioning

confidence: 55%

Utilization of Universities’ Massive Online Open Courses in Learning Management System: Research Trends and Bibliometric Analysis

Dwikoranto

Surasmi

Kurniawan

et al. 2023

IJORER Int. J. Recent Educ. Res.

View full text Add to dashboard Cite

show abstract

“…online courses [7][8][9], STEM Education [10,11], big data [12], professional development teacher [13], innovation in education [14], and industry 4.0 and education [15]. However, research on computational mapping of bibliometric analysis of published data in the field of science process skill which has been carried out specifically to determine the development of the research has not been carried out.…”

Section: Introductionmentioning

confidence: 99%

Bibliometric Computational Mapping Analysis of Publications on Science Process Skill Using VOSviewer

Herman,

Kaniawati,

Setiawan

et al. 2024

KSS

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This study examines the development of “science process skill” research through a bibliometric approach to computational mapping analysis using VOSviewer. The article data was obtained from the Google Scholar database using the publish or perish reference manager application. The title and abstract of the article are used to guide the search process by referring to the keyword “science process skill”. Nine hundred sixty-seven articles were found that were considered relevant. The study period used as the study material is the Google Scholar-indexed article for the last six years (2018 to 2023). The results showed that science process skill research can be separated into 3 terms: science process skill, process skill, and science process. The first term is “science process skill” that is included in cluster 1, which has 71 links, a total strength of 4342 links, and 888 occurrences. The second term is “process science”. This term is included in cluster 4, which has 61 links, a total link strength of 278, and 47 occurrences. The third term is “process skill”. This term is included in cluster 3, which has 67 links, a total link strength of 570, and 100 occurrences. There was an increase in the number of publications from 2018 to 2021. However, it experienced a decline in 2022 up to July 2023. This indicates a decreasing trend in the number of publications in research on science process skills in the last three years, from 2021 to 2023. The results show that research related to science process skills still has a high enough opportunity to be researched. Several keywords related to “science process skills” have not been or are rarely used in research, some of which are an integration of learning models, prospective teachers/pre-service teachers, mixed methods research, assessment of learning, assessment as learning, and assessment for learning. This review can serve as a starting point for research related to other materials. Keywords: bibliometric, computational mapping, science process skill, VOSviewer

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“…Apart from student learning experiences, existing literature has also observed the impact of implementing mobile apps on motivation. Mobile learning applications were effective in increasing students' motivation in studying chemistry [28].…”

Section: Introductionmentioning

confidence: 99%

Go-Chemist! App and Its Impact on Students’ Attitudes Toward Chemistry

Irwanto,

Afrizal,

Lukman

et al. 2023

TEM Journal

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The current study aims to explore the impact of using the Go-Chemist! app on students’ attitudes toward chemistry on colligative properties. This pretest-posttest quasi-experimental design study involved 71 twelfth-grade students in Jakarta, Indonesia. One class was randomly assigned to a treatment group which was taught using a mobile application and another class was assigned to a comparison group which was taught using e-books. The Attitude Toward Chemistry Lessons Scale (ATCLS) was administered before and after instruction to both groups. To analyze the data, we employed independent and paired sample t-tests. The results indicated that after the intervention, the gap in attitude scores between the two groups was statistically significant in favor of the intervention group. Students in the treatment group also showed a statistically significant improvement in average scores from pre- to post-administration with a large effect size. This reflected the use of the Go-Chemist! app effectively increases students’ positive attitudes toward chemistry lessons on the topic of colligative properties.

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Massive Open Online Courses (MOOCs) in Higher Education: A Bibliometric Analysis (2012-2022)

Cited by 10 publications

References 38 publications

Utilization of Universities’ Massive Online Open Courses in Learning Management System: Research Trends and Bibliometric Analysis

Utilization of Universities’ Massive Online Open Courses in Learning Management System: Research Trends and Bibliometric Analysis

Bibliometric Computational Mapping Analysis of Publications on Science Process Skill Using VOSviewer

Go-Chemist! App and Its Impact on Students’ Attitudes Toward Chemistry

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