MOOCs: Origins, Concept and Didactic Applications: A Systematic Review of the Literature (2012-2019)

Autor/inn/en	Palacios Hidalgo, Francisco Javier; Huertas Abril, Cristina A.; Gómez Parra, M.ª Elena
Titel	MOOCs: Origins, Concept and Didactic Applications: A Systematic Review of the Literature (2012-2019)
Quelle	In: Technology, Knowledge and Learning, 25 (2020) 4, S.853-879 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Palacios Hidalgo, Francisco Javier) ORCID (Huertas Abril, Cristina A.) ORCID (Gómez Parra, M.ª Elena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2211-1662
DOI	10.1007/s10758-019-09433-6
Schlagwörter	Online Courses; Literature Reviews; Educational History; Learning Processes; Specialization; Second Language Learning + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; History of education; Bildungsgeschichte; Learning process; Lernprozess; Arbeitsteilige Spezialisierung; Zweitsprachenerwerb
Abstract	Nowadays, learning and teaching processes cannot be understood without technology. Among all digital resources available for education, Massive Open Online Courses (MOOCs) stand as great online tools that can facilitate the learning process of any type of content. In this sense, literature about MOOCs' implications in education has increased exponentially in recent years. This paper presents the results of a systematic literature review on MOOCs' origins and definition, their typologies and platforms, their strengths and limitations, the concept of specialization courses, and their didactic applications for Foreign Language Learning. The review followed a four-stage methodology for the analysis and synthesis of a total of 55 studies published between the years 2012 and 2019. Findings revealed that, although MOOCs have great potential for education, few studies have addressed neither the possibilities of these courses for Foreign Language Learning nor the potential of specialization courses. Main conclusions entail the need to face MOOCs' limitations to get the most out of them as well as more research on their potential for Foreign Language Learning and the possibilities of brand-new typologies such as nanoMOOCs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01