The Changes in Massive Open Online Courses (MOOCs) Studies between 2012 and 2017--A Review of Literature

Autor/in	Alzahrani, Abdulaziz A.
Titel	The Changes in Massive Open Online Courses (MOOCs) Studies between 2012 and 2017--A Review of Literature
Quelle	In: World Journal of Education, 8 (2018) 4, S.59-71 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-0746
Schlagwörter	Online Courses; Large Group Instruction; Educational Technology; Technology Uses in Education; Student Attitudes; Teacher Attitudes; Foreign Countries; Higher Education; College Students; College Faculty; United States; Canada; Spain; United Kingdom; Germany; Mexico; Sweden; Romania; Rwanda; France; Finland; Estonia; Croatia; Brazil; Austria; India; Indonesia; Ireland + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schülerverhalten; Lehrerverhalten; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Fakultät; USA; Kanada; Spanien; Großbritannien; Deutschland; Mexiko; Schweden; Rumänien; Ruanda; Frankreich; Finnland; Estland; Kroatien; Brasilien; Österreich; Indien; Indonesien; Irland
Abstract	In recent decades, the use of Massive Open Online Courses (MOOCs) has changed according to the different goals and studies that have been applied. Therefore, it is very important to explore and examine these changes and identify the development of use and conception of MOOCs. This research is considered empirical in nature and focuses on studies published between 2012 and 2017. The current study is conducted on three scientific databases to collect those studies that matched the research method and achieved its goal. Nine hundred seventy-nine studies were considered, and 37 studies have been selected for this study and will be analyzed based on study design and other variables. The collected studies utilized the qualitative method, quantitative method, and mixed-method approaches. These studies were analyzed through the use of MOOCs according to students' views, instructors' views, and students' and instructors' views. The results showed a different understanding of MOOCs between the students' views, instructors' views, and students' and instructors' views. Recommendations and future research opportunities are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01