A Systematic Review of MOOC Research Methods and Topics: Comparing 2014-2016 and 2016-2017
Meina Zhu, Annisa Sari, Curtis Bonk, Indiana University, United States
EdMedia + Innovate Learning, in Amsterdam, Netherlands Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This research examines research paradigms and massive open online courses (MOOCs) topics to increase our understanding of the MOOC phenomenon and methodological issues. We reviewed 197 studies published from October 2014 to July 2017 in two phases. Results revealed that: (a) quantitative methods were mainly used, (b) the primary data collection methods were surveys, platform database analysis, and interviews, (c) the majority of MOOC researchers used descriptive statistics to analyze data, (d) the research focus was mainly on learners, followed by design-focused, context and impact-focused, and instructor-focused studies, (e) most authors worked collaboratively within the same country, and (f) MOOCs from the United States were researched the most followed by the UK, Spain, and China. Implications for future research are offered.
Zhu, M., Sari, A. & Bonk, C. (2018). A Systematic Review of MOOC Research Methods and Topics: Comparing 2014-2016 and 2016-2017. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 1673-1682). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE).
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