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Research on MOOCs in major referred journals
Babori, Abdelghani · Zaid, Abdelkarim · Fassi, Hicham Fihri

PublishedJuly 2019
JournalThe International Review of Research in Open and Distributed Learning
Volume 20, Issue 3, Pages 221-247

ABSTRACT
Over the last decade, several studies have focused on massive open online courses (MOOCs). The synthesis presented here concentrates on these studies and aims to examine the place held by content in these studies, especially those produced between 2012 and 2018: sixty-five peer reviewed papers are identified through five major educational technology research journals. The analysis revealed that these research articles covered a wide diversity of content. Content was mainly defined in terms of objectives of MOOCs, prerequisites required for participation in the MOOC, types of learning scenarios, and, though rarely, through the strategies used to convey content. In addition, empirical studies adopted a variety of conceptual frameworks which focused mainly on learning strategies without relating to the content in question. Finally, content was seldom considered as a research object. These results can provide MOOC researchers and instructors with insights for the study and design of MOOCs by taking into account the specificity of their content.

Keywords content · didactics · MOOC · research review

Published atAthabasca, AB
ISSN1492-3831
RefereedYes
RightsAttribution 4.0 International (CC BY 4.0)
DOI10.19173/irrodl.v20i4.4385
URLhttp://www.irrodl.org/index.php/irrodl/article/view/4385
Other informationIRRODL
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



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4385-Article Text-30727-1-10-20190725.pdf · 307.6KB11 downloads



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