Literaturnachweis - Detailanzeige
Autor/inn/en | Joksimovic, Srecko; Poquet, Oleksandra; Kovanovic, Vitomir; Dowell, Nia; Mills, Caitlin; Gaševic, Dragan; Dawson, Shane; Graesser, Arthur C.; Brooks, Christopher |
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Titel | How Do We Model Learning at Scale? A Systematic Review of Research on MOOCs |
Quelle | In: Review of Educational Research, 88 (2018) 1, S.43-86 (44 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Joksimovic, Srecko) ORCID (Kovanovic, Vitomir) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0034-6543 |
DOI | 10.3102/0034654317740335 |
Schlagwörter | Online Courses; Educational Research; Literature Reviews; Nonformal Education; Outcome Measures; Learner Engagement; Research Methodology; Academic Achievement; Cognitive Development; Academic Persistence; Dropout Rate; Affective Measures; Multidimensional Scaling; Predictor Variables; Statistical Analysis; Search Strategies; Multivariate Analysis Online course; Online-Kurs; Bildungsforschung; Pädagogische Forschung; Non-formal education; Non formal education; Nichtformale Bildung; Research method; Forschungsmethode; Schulleistung; Kognitive Entwicklung; Mehrdimensionale Analysis; Prädiktor; Statistische Analyse; Suchstrategie; Multivariate Analyse |
Abstract | Despite a surge of empirical work on student participation in online learning environments, the causal links between the learning-related factors and processes with the desired learning outcomes remain unexplored. This study presents a systematic literature review of approaches to model learning in Massive Open Online Courses offering an analysis of learning-related constructs used in the prediction and measurement of student engagement and learning outcome. Based on our literature review, we identify current gaps in the research, including a lack of solid frameworks to explain learning in open online setting. Finally, we put forward a novel framework suitable for open online contexts based on a well-established model of student engagement. Our model is intended to guide future work studying the association between contextual factors (i.e., demographic, classroom, and individual needs), student engagement (i.e., academic, behavioral, cognitive, and affective engagement metrics), and learning outcomes (i.e., academic, social, and affective). The proposed model affords further interstudy comparisons as well as comparative studies with more traditional education models. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |