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Understanding learning and teaching in MOOCs from the perspectives of students and instructors: A review of literature from 2014 to 2016
Deng, Ruiqi · Benckendorff, Pierre · Gannaway, Deanne

PublishedMay 2017
Conference5th European MOOCs Stakeholders Summit, EMOOCs 2017, Madrid, Spain, May 22-26, 2017, Digital Education: Out to the World and Back to the Campus
SeriesLecture Notes in Computer Science
Edition 1, Volume 10254, Pages 176-181
PublisherSpringer International Publishing
EditorsKloos, Carlos Delgado · Jermann, Patrick · Pérez-Sanagustín, Mar · Seaton, Daniel T. · White, Su
CountrySpain, Europe

ABSTRACT
This article presents the results of a literature review on key learning and teaching dimensions in MOOCs. 95 studies published from January 2014 to October 2016 were selected for review. Four important learning and teaching dimensions were identified, and relationships between these dimensions were presented. The key dimensions and sub-dimensions reported in this literature review are student factors (education background, country of origin, age, gender, and motivation), teaching context (motivation, challenge, and pedagogical preference), student engagement (emotional, social, behavioural, and cognitive engagement), and learning outcomes (perception, retention, and grade). The review provides evidence of a relationship between student factors and engagement and a relationship between student engagement and learning outcomes.

Keywords literature review · MOOC · student instructor

Published atMadrid
ISBN978-3-319-59044-8
RefereedYes
Rights© Springer International Publishing AG 2017
DOI10.1007/978-3-319-59044-8_20
URLhttps://link.springer.com/chapter/10.1007/978-3-319-59044-8_20
Export optionsBibTex · EndNote · Tagged XML · Google Scholar


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