MOOCs: Investigatory Domains in Primary Research and Neglected Areas of Study

Autor/inn/en	Piotrowski, Chris; King, Chula
Titel	MOOCs: Investigatory Domains in Primary Research and Neglected Areas of Study
Quelle	In: Education, 141 (2020) 1, S.55-59 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1172
Schlagwörter	Online Courses; Educational Research; Bibliometrics; Educational Change; Criticism; Blended Learning; Research Methodology + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Bildungsforschung; Pädagogische Forschung; Bibliometrie; Bildungsreform; Kritik; Research method; Forschungsmethode
Abstract	Bibliometric analyses elucidate our understanding of a rapidly expanding body of literature, such as emerging scholarship on MOOCs. Study 1 reports on a content analysis of journals-based MOOCs seminal research indexed in the database ProQuest. Findings indicated that the most prominent topical areas of investigatory interest are: disruptive impact on traditional higher education; critiques of MOOCs, particularly high drop-out rates; educational theory/models; attributes of the MOOCs model; and integration with blended/hybrid instructional approaches. Study 2 determined the major research methods used in emerging MOOCs scholarship indexed in the database PsycINFO. Most prominent were: quantitative analyses; qualitative research designs; followed by interview data and case study formats. The implications of these results were discussed in the context of findings reported in prior studies on MOOCs. (As Provided).
Anmerkungen	Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: https://projectinnovation.com/education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01