What Research Says about MOOCs--An Explorative Content Analysis

Autor/inn/en	Zawacki-Richter, Olaf; Bozkurt, Aras; Alturki, Uthman; Aldraiweesh, Ahmed
Titel	What Research Says about MOOCs--An Explorative Content Analysis
Quelle	In: International Review of Research in Open and Distributed Learning, 19 (2018) 1, S.242-259 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Online Courses; Educational Technology; Large Group Instruction; Technology Uses in Education; Educational Research; Literature Reviews; Journal Articles; Higher Education; Barriers; Course Content; Students; Educational Quality; Instructional Design; Content Analysis + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Bildungsforschung; Pädagogische Forschung; Journal article; Zeitschriftenaufsatz; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kursprogramm; Student; Schüler; Schülerin; Studentin; Quality of education; Bildungsqualität; Lesson concept; Lessonplan; Unterrichtsentwurf; Inhaltsanalyse
Abstract	Since the first offering of a Massive Open Online Course (MOOC) in 2008, the body of literature on this new phenomenon of open learning has grown tremendously. In this regard, this article intends to identify and map patterns in research on MOOCs by reviewing 362 empirical articles published in peer-reviewed journals from 2008 to 2015. For the purposes of this study, a text-mining tool was used to analyse the content of the published research journal articles and to reveal the major themes and concepts covered in the publications. The findings reveal that the MOOC literature generally focuses on four lines of research: (a) the potential and challenges of MOOCs for universities; (b) MOOC platforms; (c) learners and content in MOOCs; and (d) the quality of MOOCs and instructional design issues. Prospective researchers may use these results to gain an overview of this emerging field, as well as to explore potential research directions. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01