Surfing on Three Waves of MOOCs: An Examination and Snapshot of Research
                        in Massive Open Online Courses

Bozkurt, Aras

doi:10.5944/openpraxis.13.3.132

Cited by 8 publications

(6 citation statements)

References 54 publications

(63 reference statements)

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“…This is borne out by recent reviews (e.g. [1]), but it also ties with the most influential recent literature in this area as measured by citations. For instance, the top two most cited studies are on self-regulated learning [29] [30].…”

Section: Resultsmentioning

confidence: 88%

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Mapping the MOOC Research Landscape: Insights from Empirical Studies

Costello

Soverino²,

Bolger³

2022

Int. J. Emerg. Technol. Learn.

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Several reviews have been conducted of empirical studies of MOOC learners and teachers.The scope and foci of such reviews has varied, as has the reporting of the details of how they were conducted.This study analysed 1,435 published articles determining 922 to be empirical studies. We analyzed the full text of 826 of these articles to which the research team had access using the scienometic tool Scival, manual researcher evaluation and topic modelling to determine: the impact as measured by citations; geographic and institutional publishing patterns; and the themes and types of MOOC research. We found that MOOC research is mostly clustered in the discipline of computer science. Learner persistence and self-regulated learning continue to be a focus of study and most impactful finding respectively as studies of previous periods have found. Research is carried out worldwide, with the most influential studies and researchers clustered in particular institutions and countries. Implications of this study are that MOOC research is clustered in certain ways which may give rise to particular biases, that researchers should consider more interdisciplinary approaches in their research and greater awareness and use of open science principles and practices in their work.

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Section: Resultsmentioning

confidence: 88%

“…In order to make sense of this literature, several reviews have been made [1]. Here we give an overview of these.…”

Section: Mooc Meta-studies and Research Reviewsmentioning

confidence: 99%

Mapping the MOOC Research Landscape: Insights from Empirical Studies

Costello

Soverino²,

Bolger³

2022

Int. J. Emerg. Technol. Learn.

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“…However, an earlier study reviewing 10 MOOCs reported that even for elderly people participating in MOOCs, there is very limited research on their engagement (Liyanagunawardena, T. R., & Williams, 2016). In a study analysing 633 articles published between 2016 and 2018, it is suggested to focus more on the social justice and widening participation aspects of MOOCs (Bozkurt, 2021). Besides, as a result of a systematic review study including MOOC research between 2009 and 2019, it is reported that, majority of these studies were conducted on data collected through survey and interviews (Zhu et al, 2020) indicating very limited results on analysing MOOC learner behaviours from the MOOC databases.…”

Section: Introductionmentioning

confidence: 99%

Exploring MOOC Learners’ Behavioural Patterns Considering Age, Gender and Number of Course Enrolments: Insights for Improving Educational Opportunities

Cagiltay,

Toker,

Cagiltay

2024

Open Praxis

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Massive Open Online Courses (MOOCs) now offer a variety of options for everyone to obtain a high-quality education. The purpose of this study is to better understand the behaviours of MOOC learners and provide some insights for taking actions that benefit larger learner groups. Accordingly, 2,288,559 learners' behaviours on 174 MITx courses were analysed. The results show that MOOCs are more attractive to the elderly, male, and highly educated groups of learners. Learners' performance improves as they register for more courses and improve their skills and experiences on MOOCs. The findings suggest that, in the long run, learners' adaptation to MOOCs will significantly improve the potential benefits of the MOOCs. Hence, MOOCs should continue by better understanding their learners and providing alternative instructional designs by considering different learner groups. MOOC providers' decision-makers may take these findings into account when making operational decisions.

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“…Early MOOCs emphasized connections between learners and various platforms, such as connectivist MOOCs (cMOOCs) or openness from classrooms to outside the classrooms in extended MOOCs (xMOOCs). However, owing to the growing emphasis on the individual needs of learners and active feedback, various initiatives in MOOCs have been suggested, such as bended MOOCs (bMOOCs), small MOOCs of a small course or social and seamless MOOCs (sMOOCs), small private online course (SPOC), and the mobile MOOCs (MobiMOOCs) ( Bozkurt, 2021 ; Yousef and Sumner, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Motivation for MOOC learning persistence: An expectancy–value theory perspective

Lee

Song

2022

Front. Psychol.

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Managing learning continuity is critical for successful MOOC learning. Thus, enabling learners to have learning persistence needs to be integrated into the MOOC learning design. Motivation effort is a critical component enabling students to maintain continuous MOOC learning. The expectancy–value theory explains why learners engage in learning: (1) they have a higher perceived ability for learning success, (2) place value on learning, and (3) avoid psychological costs. However, it is unclear how these factors affect MOOC learning persistence and how learners’ motivation is formed from this perspective. This experimental study explored how learners’ motivational variables affect their learning persistence, focusing on the expectancy–value theory. The results of this study indicated that academic self-efficacy and task value had significant positive effects on learning persistence. The structural relationship of antecedent, process, and outcome variables showed that teaching presence as an antecedent had a significantly positive effect on academic self-efficacy and task value. Among the three factors of the expectancy–value theory, only the task value influenced learning persistence through student engagement as a mediator. Based on the results, suggestions are provided for motivating MOOC environments that support learners’ continuous MOOC learning.

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Surfing on Three Waves of MOOCs: An Examination and Snapshot of Research in Massive Open Online Courses

Cited by 8 publications

References 54 publications

Mapping the MOOC Research Landscape: Insights from Empirical Studies

Mapping the MOOC Research Landscape: Insights from Empirical Studies

Exploring MOOC Learners’ Behavioural Patterns Considering Age, Gender and Number of Course Enrolments: Insights for Improving Educational Opportunities

Motivation for MOOC learning persistence: An expectancy–value theory perspective

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