Table 1 Synthesis of literature reviews on MOOC research
Review | N | Period | Findings |
|---|---|---|---|
Babori (2020) | 100 papers | 2012–2018 | Four categories of research were identified: (1) learning process (39%), (2) predictors of retention (17%), (3) learning experiences (21%) and (4) design of MOOCs (23%). 45% of the articles did not have an identifiable theoretical framework, and the rest of the frameworks were centered on learning analytics |
Bozkurt et al. (2017) | 362 papers | 2008–2015 | Three research areas out of 15 concentrated more than half of the research, most articles focused on xMOOCs, and their discourse is mostly neutral (56%). However, articles with a positive outlook (27%) outweighed those that are negative (1%) or critical (16%) |
Bozkurt et al. (2016) | 51 theses and dissertations | 2008–2015 | Education, engineering and computer science and information and communication technology are the main disciplines within MOOC research. Qualitative methods were preferred, and half of them did not have a theoretical framework, the documents studied mainly xMOOCs and focused mainly on MOOC learners and MOOC systems with an educational perspective |
Deng and Benckendorff (2017) | 53 papers | 2014–2016 | Most articles used only one research method. Surveys, interviews, and log files extracted from MOOC platforms were the most common sources of information, with diary studies and focus groups being less common |
Ebben and Murphy (2014) | 25 papers | 2009–2013 | It distinguishes two MOOC development phases: one focused on connectivism and a second one based on xMOOC rise and development |
Hew and Cheung (2014) | 25 papers | –– | Motivations and challenges of using MOOCs by students and instructors were studied, trying to identify issues not fully addressed or resolved |
Kennedy (2014) | 6 papers | –– | Key characteristics of MOOCs: varied definitions of openness, barriers to persistence with a high dropout rate and a distinct structure with two pedagogical approaches, XMOOCs and CMOOCS |
Liyanagunawardena et al. (2013) | 45 papers | 2008–2012 | Eight categories: introductory, concept, case studies, educational theory, technology, participant focused, provider focused, and other |
Raffaghelli et al. (2015) | 60 papers | 2008–2014 | Nine research aims: Methodological approaches to study MOOCs, Literature review, Institutional development, Teaching processes, Technological tools, Pedagogy, Contribution to educational theory, Learning processes, Learning design |
Rasheed et al. (2019) | 311 papers | 2009–2018 | MOOC research is done mainly in the United States and a few European countries. Most of the studies used quantitative (53%) or mixed (30%) research methods and used one data collection method (75%) They also identified 18 key topics (addressing learners' completion/dropout/retention was the most popular with a percentage of 12.9%) |
Sa'don et al. (2014) | 164 papers | 2008–2014 | 10 nascent research trends in MOOC research, ordered by their relevance: Pedagogy, Assessment and accreditation, Engagement or motivation, Knowledge sharing, Cultural diversity, Technology, Social Interaction, Participant retention, Learning analytics and Policy and Instructional design |
Sangrà et al. (2015) | 228 papers | 2013–2014 | The authors identified 11 areas and found that Pedagogical strategies, Student engagement and motivation, the Role of social networks in teaching and learning and Consequences for Higher Education systems were the most popular focus areas |
Veletsianos and Shepherdson (2016) | 183 papers | 2013–2015 | They studied geographic distributions of the authors, publication outlets (journals or conference proceedings), data collection and analysis methods (with 8 categories for data collection and 11 categories for data analysis), citations on Google Scholar and research strands (student-focused, teacher-focused, design focused, context and impact, other) |
Yousef et al. (2014) | 84 papers | 2008–2013 | It classifies papers in 7 dimensions: concept, design, learning theories, case studies, business model, targets groups, and assessment |
Zhu et al. (2018) | 146 studies | 2014–2016 | Most studies used quantitative research methods (46%), followed by mixed research methods (36%). Among the foci of that research, learner retention and motivation were the most mentioned, followed by learner experience and satisfaction, assessment, and instructional design. They also identified 24 key topics |