Understanding learning and teaching in MOOCs from the perspectives of students and instructors: A review of literature from 2014 to 2016
| Published | May 2017 |
| Conference | 5th European MOOCs Stakeholders Summit, EMOOCs 2017, Madrid, Spain, May 22-26, 2017, Digital Education: Out to the World and Back to the Campus |
| Series | Lecture Notes in Computer Science Edition 1, Volume 10254, Pages 176-181 |
| Publisher | Springer International Publishing |
| Editors | Kloos, Carlos Delgado · Jermann, Patrick · Pérez-Sanagustín, Mar · Seaton, Daniel T. · White, Su |
| Country | Spain, 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 at | Madrid |
| ISBN | 978-3-319-59044-8 |
| Refereed | Yes |
| Rights | © Springer International Publishing AG 2017 |
| DOI | 10.1007/978-3-319-59044-8_20 |
| URL | https://link.springer.com/chapter/10.1007/978-3-319-59044-8_20 |
| Export options | BibTex · EndNote · Tagged XML · Google Scholar |
Viewed by 10 distinct readers
CLOUD COMMUNITY REVIEWS
The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.
Click a star to be the first to rate this document
▶ POST A COMMENT
SIMILAR RECORDS
Gamification in MOOCs: A review of the state of the art
Khalil, Mohammad; Wong, Jacqueline; de Koning, Bjorn; Ebner, Martin; Paas, Fred
A Massive Open Online Course (MOOC) is a type of online learning environment that has the potential to increase students' access to education. However, the low completion rates in MOOCs suggest that student engagement ...
Match: literature review; MOOC; Spain; Europe
Evaluation of the UNED MOOCs implementation: Demographics, learners' opinions and completion rates
Gil-Jaurena, Inés; Callejo-Gallego, Javier; Agudo, Yolanda
The paper is a study about the MOOC experience at the Spanish National University of Distance Education (UNED), where we have collected initial and final information about learners' profiles and opinions, as well as ...
Match: MOOC; Spain; Europe
The MOOC potential to address European challenges in CPD and continuous education
Pitt, Rebecca; Friedl, Christian; Jansen, Darco; Driha, Oana; et al.
Despite being a relatively new phenomenon, MOOCs have started to be employed not just within higher education systems, but also within a corporate context for recruiting and training of new employees, human resource ...
Match: MOOC; Europe
The EMMA experience. Emerging patterns and factors for success
De Rosa, Rosanna; Ferrari, Chiara; Kerr, Ruth; Kloos, Carlos Delgado; et al.
Since 2008, when the first experiment with MOOCs took place, much has been said, written and explored. However, almost ten years later we are unable to say whether MOOCs are really a desirable learning experience and, ...
Match: MOOC; Spain; Europe
Game based learning MOOC. Promoting entrepreneurship education
Romero, Margarida; Mor, Yishay; Koskinen, Tapio
Promoting entrepreneurship could help society overcome the crisis. At the same time, MOOCs could allow a large number of participants to enrol in entrepreneurship education.
This case study introduces the Introduction ...
Match: MOOC; Spain; Europe
Los MOOC: ¿sustituto o complemento de la formación tradicional?
Aguado Franco, Juan Carlos
Los cursos online, masivos y abiertos (massive open online courses [MOOC]) representan uno de los máximos exponentes del uso de las nuevas tecnologías en la educación, pues eliminan las barreras físicas y permiten ...
Match: MOOC; Spain; Europe
European network for open courses peer reviewed quality assessment: A collaborative proposal
Rodríguez-Pérez, Daniel; Cortés, E.; Arias-Zugasti, Manuel; Santa Marta, Cristina; et al.
The Online, Open and Flexible Higher Education Conference Hosted by FernUniversität in Hagen, 29-30 October 2015
Distance teaching universities (DTU) have always offered open learning courses in the form of short and ...
Match: MOOC; Spain; Europe
Learning from current trends in online and blended degree education to prepare for the future
Guàrdia, Lourdes; Appel, Christine; Girona, Cris; Padilla, Rodríguez Brenda Cecilia; Witthaus, Gabi
The Online, Open and Flexible Higher Education Conference Hosted by FernUniversität in Hagen, 29-30 October 2015
The number of blended and online degrees being offered by European higher education institutions has ...
Match: MOOC; Spain; Europe
From a small Liberal Arts college to the world: Our blended courses, SPOC, and MOOCs in Italian Studies
Bartalesi-Graf, Daniela; Kloos, Carlos Delgado; Jermann, Patrick; Pérez-Sanagustín, Mar; et al.
In this contribution I focus on the structure and contents of an online course in the Italian language and culture offered through different venues and formats, i.e. as a summer SPOC (Small Private Online Course); as a ...
Match: MOOC; Spain; Europe
Mathematics courses: Fostering individuality through EMOOCs
Martschink, Bastian; Ullmo, Pierre-Antoine; Koskinen, Tapio
When it comes to university-level mathematics in engineering education, it is getting harder and harder to bridge the gap between the requirements of the curriculum and the actual mathematic skills of first-year ...
Match: MOOC; Spain; Europe
