Where Is Research on Massive Open Online Courses Headed? A Data Analysis of the MOOC Research Initiative

Autor/inn/en	Gaševic, Dragan; Kovanovic, Vitomir; Joksimovic, Srecko; Siemens, George
Titel	Where Is Research on Massive Open Online Courses Headed? A Data Analysis of the MOOC Research Initiative
Quelle	In: International Review of Research in Open and Distance Learning, 15 (2014) 5, S.134-176 (43 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Online Courses; Educational Research; Research Proposals; Content Analysis; Citation Analysis; Network Analysis; Learner Engagement; Curriculum Design; Independent Study; Socialization; Social Networks; Motivation; Attitudes; Success; Criteria; Mixed Methods Research; Qualitative Research; Statistical Analysis; Interdisciplinary Approach; Higher Education + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Bildungsforschung; Pädagogische Forschung; Forschungsgegenstand; Inhaltsanalyse; Citation; Citations; Zitatenanalyse; Zitat; Netzplantechnik; Lehrplangestaltung; Selbststudium; Socialisation; Sozialisation; Social network; Soziales Netzwerk; psychologische; Motivation (psychologisch); Attitude; Einstellung; Verhalten; Erfolg; Qualitative Forschung; Statistische Analyse; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	This paper reports on the results of an analysis of the research proposals submitted to the MOOC Research Initiative (MRI) funded by the Gates Foundation and administered by Athabasca University. The goal of MRI was to mobilize researchers to engage into critical interrogation of MOOCs. The submissions--266 in Phase 1, out of which 78 was recommended for resubmission in the extended form in Phase 2, and finally, 28 funded--were analyzed by applying conventional and automated content analysis methods as well as citation network analysis methods. The results revealed the main research themes that could form a framework of the future MOOC research: i) student engagement and learning success, ii) MOOC design and curriculum, iii) self-regulated learning and social learning, iv) social network analysis and networked learning, and v) motivation, attitude and success criteria. The theme of social learning received the greatest interest and had the highest success in attracting funding. The submissions that planned on using learning analytics methods were more successful. The use of mixed methods was by far the most popular. Design-based research methods were also suggested commonly, but the questions about their applicability arose regarding the feasibility to perform multiple iterations in the MOOC context and rather a limited focus on technological support for interventions. The submissions were dominated by the researchers from the field of education (75% of the accepted proposals). Not only was this a possible cause of a complete lack of success of the educational technology innovation theme, but it could be a worrying sign of the fragmentation in the research community and the need to increased efforts towards enhancing interdisciplinarity. (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	2017/4/10