Résumés
Abstract
Massive open online courses (MOOCs) are an important approach for achieving UNESCO’s aim of open and accessible education. However, there are concerns regarding fragmentation or bias of MOOCs toward certain disciplines or countries. This study sought to: (a) examine how MOOCs research has evolved and is distributed, (b) determine what key areas are discussed in MOOCs research, and (c) identify the major players in MOOCs research and their collaborations. This study conducted a bibliometric analysis of 3,118 scholarly works related to MOOCs as recorded in the Scopus database in July, 2019. Specifically, we analyzed the evolution of MOOCs research by examining (a) published studies, (b) source titles, (c) types of sources and documents, as well as (d) the languages in which the documents were written in. We further analyzed the key areas of MOOCs research by looking into common subject areas, keywords used most often, and title analysis. Finally, we sought to increase our understanding of the major players in MOOCs research and their collaborations by examining (a) which countries contributed most to MOOCs research, (b) the main institutions involved, as well as (c) authorship and citation analysis. Findings indicated that in their early development starting in 2009, MOOCs caught the attention of scholars from both the East and the West, and the number of publications grew consistently over the 10 years after that. MOOCs research has been well distributed but has yet to adequately encourage inclusiveness. There has been healthy cross-country collaboration, but there is a gap in MOOCs research originating from certain countries as compared to the rest of the world. Our findings provide important input towards improving the inclusivity and global reach of MOOCs.
Keywords:
- massive open online courses,
- MOOCs,
- distance education,
- online learning,
- collaborative research,
- inclusiveness
Veuillez télécharger l’article en PDF pour le lire.
Télécharger
Parties annexes
Bibliography
- Adams, J. (2013). The fourth age of research. Nature, 497, 557-560. https://doi.org/10.1038/497557a
- Alraimi, K. M., Zo, H., & Ciganek, A. P. (2015). Understanding the MOOCs continuance: The role of openness and reputation. Computers & Education, 80, 28-38. https://doi.org/10.1016/j.compedu.2014.08.006
- Baggaley, J. (2013). MOOC rampant. Distance Education, 34(3), 368-378. https://doi.org/10.1080/01587919.2013.835768
- Cairns, R., Hielscher, S., & Light, A. (2020). Collaboration, creativity, conflict and chaos: Doing interdisciplinary sustainability research. Sustainability Science, 1-11. https://doi.org/10.1007/s11625-020-00784-z
- Clow, D. (2013). MOOCs and the funnel of participation. Proceedings of the Third International Conference on Learning Analytics and Knowledge, 185-189. https://doi.org/10.1145/2460296.2460332
- Daradoumis, T., Bassi, R., Xhafa, F., & Caballé, S. (2013). A review on massive e-learning (MOOC) design, delivery and assessment. 2013 Eighth International Conference on P2P, Parallel, Grid, Cloud and Internet Computing, 208-213. https://doi.org/10.1109/3pgcic.2013.37
- DeBoer, J., Ho, A. D., Stump, G. S., & Breslow, L. (2014). Changing “course”: Reconceptualizing educational variables for massive open online courses. Educational Researcher, 43(2), 74-84. https://doi.org/10.3102/0013189x14523038
- Deng, R., & Benckendorff, P. (2017). A contemporary review of research method adopted to understand students’ and instructors’ use of massive open online courses (MOOCs). International Journal of Information and Education Technology, 7(8), 601-607. https://doi.org/10.18178/ijiet.2017.7.8.939
- Deng, R., Benckendorff, P., & Gannaway, D. (2019). Progress and new directions for teaching and learning in MOOCs. Computers and Education, 129, 48-60. https://doi.org/10.1016/j.compedu.2018.10.019
- De Waard, I., Abajian, S., Gallagher, M. S., Hogue, R., Keskin, N., Koutropoulos, A., & Rodriguez, O. C. (2011). Using mLearning and MOOCs to understand chaos, emergence, and complexity in education. The International Review of Research in Open and Distributed Learning, 12(7), 94-115. https://doi.org/10.19173/irrodl.v12i7.1046
- Ebben, M., & Murphy, J. S. (2014). Unpacking MOOC scholarly discourse: A review of nascent MOOC scholarship. Learning, Media and Technology, 39(3), 328-345. https://doi.org/10.1080/17439884.2013.878352
- Fini, A. (2009). The technological dimension of a massive open online course: The case of the CCK08 course tools. The International Review of Research in Open and Distributed Learning, 10(5). https://doi.org/10.19173/irrodl.v10i5.643
- Fox, A. (2013). From MOOCs to SPOCs. Communications of the ACM, 56(12), 38-40. https://doi.org/10.1145/2535918
- Gameel, B. G., & Wilkins, K. G. (2019). When it comes to MOOCs, where you are from makes a difference. Computers & Education, 136, 49-60. https://doi.org/10.1016/J.COMPEDU.2019.02.014
- Gašević, D., Kovanović, V., Joksimović, S., & Siemens, G. (2014). Where is research on massive open online courses headed? A data analysis of the MOOC Research Initiative. International Review of Research in Open and Distributed Learning, 15(5), 134-176. https://doi.org/10.19173/irrodl.v15i5.1954
- Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. Proceedings of the First ACM Conference on Learning@ scale conference, 41-50. https://doi.org/10.1145/2556325.2566239
- Hew, K. F., & Cheung, W. S. (2014). Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Review, 12, 45-58. https://doi.org/10.1016/j.edurev.2014.05.001
- Ichimura, Y., & Suzuki, K. (2017). Dimensions of MOOCs for quality design: Analysis and synthesis of the literature. International Journal for Educational Media and Technology, 11(1), 42-49. https://pdfs.semanticscholar.org/4558/8b442b1f8bccef408a63ef6114ed643b2ab7.pdf
- Ichou, R. P. (2018). Can MOOCs reduce global inequality in education? Australasian Marketing Journal, 26(2), 116-120. https://doi.org/10.1016/j.ausmj.2018.05.007
- Jansen, D., Schuwer, R., Teixeira, A., & Aydin, C. H. (2015). Comparing MOOC adoption strategies in Europe: Results from the HOME project survey. International Review of Research in Open and Distributed Learning, 16(6), 116-136. https://doi.org/10.19173/irrodl.v16i6.2154
- Jiang, S., Williams, A. E., Warschauer, M., He, W., & O’Dowd, D. K. (2014). Influence of incentives on performance in a pre-college biology MOOC. International Review of Research in Open and Distributed Learning, 15(5), 99-112. https://doi.org/10.19173/irrodl.v15i5.1858
- Jordan, K. (2014). Initial trends in enrolment and completion of massive open online courses. The International Review of Research in Open and Distributed Learning, 15(1). https://doi.org/10.19173/irrodl.v1511.1651
- Kay, J., Reimann, P., Diebold, E., & Kummerfeld, B. (2013). MOOCs: So many learners, so much potential. IEEE Intelligent Systems, 28(3), 70-77. https://doi.org/10.1109/mis.2013.66
- Kerr, R., & Reda, V. (2019). MOOCs as institutional internationalization strategy: First Italian courses on edX platform. EMOOCs-WIP, 145-150. http://ceur-ws.org/Vol-2356/experience_short11.pdf
- King, M., Pegrum, M., & Forsey, M. (2018). MOOCs and OER in the global south: Problems and potential. The International Review of Research in Open and Distributed Learning, 19(5). https://doi.org/10.19173/irrodl.v19i5.3742
- Kizilcec, R. F., Piech, C., & Schneider, E. (2013). Deconstructing disengagement: Analyzing learner subpopulations in massive open online courses. Proceedings of the Third International Conference on Learning Analytics and Knowledge, 170-179. https://doi.org/10.1145/2460296.2460330
- Kizilcec, R. F., Reich, J., Yeomans, M., Dann, C., Brunskill, E., Lopez,... Tingley, D. (2020). Scaling up behavioral science interventions in online education. Proceedings of the National Academy of Sciences, 1-6. https://doi.org/10.1073/pnas.1921417117
- Kop, R. (2011). The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course. The International Review of Research in Open and Distributed Learning, 12(3), 19-38. https://doi.org/10.19173/irrodl.v12i3.882
- Kop, R., Fournier, H., & Mak, J. S. F. (2011). A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses. The International Review of Research in Open and Distributed Learning, 12(7), 74-93. https://doi.org/10.19173/irrodl.v12i7.1041
- Lambert, S. (2020). Do MOOCs contribute to student equity and social inclusion? A systematic review 2014-18. Computers & Education, 145, 103693. https://doi.org/10.1016/j.compedu.2019.103693
- Lee, J., Hong, A., & Hwang, J. (2018). A review of massive open online courses: MOOC’s approach to bridge the digital divide. The 22nd Biennial Conference of the International Telecommunications Society. Seoul, South Korea: International Telecommunications Society. Retrieved from https://www.econstor.eu/bitstream/10419/190394/1/E3_3_Lee-et-al.pdf
- Li, Y. (2017). Massive open online courses (MOOCs) in the United States, China and India. 2017 2nd International Conference on Modern Management, Education Technology, and Social Science (MMETSS 2017), 130-137. https://doi.org/10.2991/mmetss-17.2017.27
- Liyanagunawardena, T., Adams, A., & Williams, S. (2013). MOOCs: A systematic study of the published literature 2008-2012. The International Review of Research in Open and Distributed Learning, 14(3), 202-227. https://doi.org/10.1037/h0037492
- Ma, L., & Lee, C. S. (2019). Understanding the barriers to the use of MOOCs in a developing country: An innovation resistance perspective. Journal of Educational Computing Research, 57(3), 571-590. https://doi.org/10.1177/0735633118757732
- Margaryan, A., Bianco, M., & Littlejohn, A. (2015). Instructional quality of massive open online courses (MOOCs). Computers & Education, 80, 77-83. https://doi.org/10.1016/j.compedu.2014.08.005
- Martin, F. G. (2012). Will massive open online courses change how we teach?. Communications of the ACM, 55(8), 26-28. https://doi.org/10.1145/2240236.2240246
- Martí-Parreño, J., Méndez-Ibáñez, E., & Alonso-Arroyo, A. (2016). The use of gamification in education: A bibliometric and text mining analysis. Journal of Computer Assisted Learning, 32(6), 663-676. https://doi.org/10.1111/jcal.12161
- Nordin, N., & Norman, H. (2018). Cross-culture learning via massive open online courses for higher education. Jurnal Pendidikan Malaysia [Malaysian Journal of Education], 43(1), 35-39. https://doi.org/10.17576/jpen-2018-43.01-05
- Pan, R., Kaski, K. & Fortunato, S. (2012). World citation and collaboration networks: Uncovering the role of geography in science. Scientific Reports, 2, 902. https://doi.org/10.1038/srep00902
- Radford, A., Robles, J., Cataylo, S., Horn, L., Thornton, J., & Whitfield, K. (2014). The employer potential of MOOCs: A mixed-methods study of human resource professionals’ thinking on MOOCs. International Review of Research in Open and Distributed Learning, 15(5), 1-25. https://doi.org/10.19173/irrodl.v15i5.1842
- Reich, J. (2015). Rebooting MOOC research. Science, 347(6217), 34-35. https://doi.org/10.1126/science.1261627
- Rogers, R. A. (2007). The Shanghai Cooperation Organization, China and the new great game in Central Asia. Journal of International Studies, 3, 92-105. http://jis.uum.edu.my/images/pdf/3jis/6theshanghaii.pdf
- Rohs, M., & Ganz, M. (2015). MOOCs and the claim of education for all: A disillusion by empirical data. International Review of Research in Open and Distributed Learning, 16(6), 1-19. https://doi.org/10.19173/irrodl.v16i6.2033
- Sweileh, W. M., Al-Jabi, S. W., AbuTaha, A. S., Sa’ed, H. Z., Anayah, F. M., & Sawalha, A. F. (2017). Bibliometric analysis of worldwide scientific literature in mobile-health: 2006-2016. BMC Medical Informatics and Decision Making, 17(1), 72. https://doi.org/10.1186/s12911-017-0476-7
- United Nations General Assembly. (2015) Transforming our world: The 2030 Agenda for sustainable development. United Nations. Retrieved from https://sustainabledevelopment.un.org/content/documents/21252030%20Agenda%20for%20Sustainable%20Development%20web.pdf
- Veletsianos, G., & Shepherdson, P. (2015). Who studies MOOCs? Interdisciplinarity in MOOC research. The International Review of Research in Open and Distributed Learning, 16(3), 1-17. https://doi.org/10.19173/irrodl.v16i3.2202
- Veletsianos, G., & Shepherdson, P. (2016). A systematic analysis and synthesis of the empirical MOOC literature published in 2013-2015. International Review of Research in Open and Distributed Learning, 17(2), 1-16. https://doi.org/10.19173/irrodl.v17i2.2448
- van Eck, N. J., & Waltman, L. (2014). Visualizing bibliometric networks. In Y. Ding, R. Rousseau, & D. Wolfram (Eds.), Measuring scholarly impact (pp. 285-320). Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-319-10377-8_13
- Verk, N., Golob, U., & Podnar, K. (2019). A dynamic review of the emergence of corporate social responsibility communication. Journal of Business Ethics, 1-25. https://doi.org/10.1007/s10551-019-04232-6
- Yousef, A. M. F., Chatti, M. A., Schroeder, U., Wosnitza, M., & Jakobs, H. (2014). MOOCs: A review of the state-of-the-art. CSEDU 2014: Proceedings of the 6th International Conference on Computer Supported Education, 3, 9-20. https://doi.org/10.5220/0004791400090020
- Zancanaro, A., & Domingues, M. J. (2017). Analysis of the scientific literature on massive open online courses (MOOCs). Ried-Revista Iberoamericana De Educacion a Distancia [Ibero-American Distance Education Magazine], 20(1), 59-80. https://doi.org/10.5944/ried.20.1.15910
- Zancanaro, A., & Domingues, M. J. (2018). Massive open online courses (MOOC) for teaching Portuguese for foreigners: A case study. Turkish Online Journal of Distance Education, 19(2), 4-20. https://doi.org/10.17718/tojde.415602
- Zancanaro, A., Todesco, J. L., & Ramos, F. (2015). A bibliometric mapping of open educational resources. International Review of Research in Open and Distributed Learning, 16(1). https://doi.org/10.19173/irrodl.v16i1.1960
- Zheng, S., Rosson, M. B., Shih, P. C., & Carroll, J. M. (2015). Understanding student motivation, behaviors and perceptions in MOOCs. Proceedings of the 18th ACM Conference on Computer Supported Cooperative Work & Social Computing, 1882-1895. https://doi.org/10.1145/2675133.2675217
- Zhu, M., Sari, A., & Bonk, C. J. (2018a). A systematic review of MOOC research methods and topics: Comparing 2014-2016 and 2016-2017. EdMedia + Innovate Learning (pp. 1673-1682). Amsterdam, Netherlands: Association for the Advancement of Computing in Education. Retrieved from http://www.trainingshare.com/pdfs/june-27/Ed_Media-Proceedings_2018_MOOC_research_review_Zhu_Sari_Bonk_Amsterdam.pdf
- Zhu, M., Sari, A., & Lee, M. M. (2018b). A systematic review of research methods and topics of the empirical MOOC literature (2014-2016). Internet and Higher Education, 37, 31-39. https://doi.org/10.1016/j.iheduc.2018.01.002