The quality of higher education through MOOC penetration and the role of academic libraries

Lazarus, Flora Charles; Suryasen, Rajneesh

doi:10.1629/uksg.577

Cited by 3 publications

(2 citation statements)

References 26 publications

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“…Moreover, they transcend geographic and social boundaries, granting access to educational resources to people all over the world (Hone and El Said, 2016). Compared with traditional classroom teaching, MOOCs have distinct advantages including "any-time" learning and the potential to enroll diverse groups of international learners (Lazarus and Suryasen, 2022).…”

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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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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“…The important role that MOOCs plays in higher educational institutions is to grasp attention of universities' leaders to bring higher education into the digital age, and the MOOCs is the strongest candidate among learning technologies for the better future of online learning [3]. The major reasons for higher education institutions to offer MOOCs for students have been identified as alternative solutions including access, experimentation, and brand extension, providing opportunities for a large number of students, enabling students to personalize their learning through formation of sub-networks, meet students' diversities and styles of learning, improve learners' autonomy, reduce educational costs, and provide global access to exclusive institutions [4].…”

Section: Introductionmentioning

confidence: 99%

Expert Opinions on MOOCs Challenges: Rethinking of Emerging Pedagogies

Elsafi,

Al Awad

2023

Massive Open Online Courses - Current Practice and Future Trends

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Massive Open Online Courses (MOOCs) are considered as future of education by means of open to everyone, unlimited students enrollment, deliver multimedia learning formats, greater access to massive educational resources and track student progress. This chapter aims to gather expert opinions on Massive Open Online Courses (MOOCs) practices and address the pedagogical challenges so that to respond to younger generation future life styles and prepare them to compete in the twenty first-century labor market. In this chapter we will employ the Delphi method process which based on multiple rounds of questionnaires results that will send to MOOC panel experts. We will report the challenges and conclude with appropriate emerging pedagogies for MOOCs and its future trends.

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