Understanding learning and teaching in MOOCs from the perspectives of students and instructors: A review of literature from 2014 to 2016
| Published | May 2017 |
| Conference | 5th European MOOCs Stakeholders Summit, EMOOCs 2017, Madrid, Spain, May 22-26, 2017, Digital Education: Out to the World and Back to the Campus |
| Series | Lecture Notes in Computer Science Edition 1, Volume 10254, Pages 176-181 |
| Publisher | Springer International Publishing |
| Editors | Kloos, Carlos Delgado · Jermann, Patrick · Pérez-Sanagustín, Mar · Seaton, Daniel T. · White, Su |
| Country | Spain, Europe |
ABSTRACT
This article presents the results of a literature review on key learning and teaching dimensions in MOOCs. 95 studies published from January 2014 to October 2016 were selected for review. Four important learning and teaching dimensions were identified, and relationships between these dimensions were presented. The key dimensions and sub-dimensions reported in this literature review are student factors (education background, country of origin, age, gender, and motivation), teaching context (motivation, challenge, and pedagogical preference), student engagement (emotional, social, behavioural, and cognitive engagement), and learning outcomes (perception, retention, and grade). The review provides evidence of a relationship between student factors and engagement and a relationship between student engagement and learning outcomes.| Keywords | literature review · MOOC · student instructor |
| Published at | Madrid |
| ISBN | 978-3-319-59044-8 |
| Refereed | Yes |
| Rights | © Springer International Publishing AG 2017 |
| DOI | 10.1007/978-3-319-59044-8_20 |
| URL | https://link.springer.com/chapter/10.1007/978-3-319-59044-8_20 |
| Export options | BibTex · EndNote · Tagged XML · Google Scholar |
Viewed by 380 distinct readers
CLOUD COMMUNITY REVIEWS
The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.
Click a star to be the first to rate this document
▶ POST A COMMENT
SIMILAR RECORDS
Tagging OER for skills profiling: User perspectives and interactions at no cost
Kawachi, Paul; Yin, Shuangxu
This Paper reports our research on how open educational resources (OER) should be labelled not only with social tagging but also for skills profiling. We have previously reported the need for wider use of skills ...
Match: perspectives
Exploring MOOC from education and Information Systems perspectives: a short literature review
Saadatdoost, Robab; Sim, Alex Tze Hiang; Jafarkarimi, Hosein; Mei Hee, Jee
Massive Open Online Courses (MOOCs) have gained significance as a new paradigm in education. MOOCs are open to any interested person and provide education products for a scalable number of learners who have access to ...
Match: perspectives; literature review
What we teach: K-12 school district curriculum adoption process, 2017
Allen, Elaine I.; Seaman, Jeff
Over three-quarters of K-12 districts have made at least one full-course curricula adoption decision over the past three years, with the need to meet changing standards driving most of these decisions, according to the ...
Understanding open source for open education
Klein, Lindy; Abas, Zoraini Wati; Jung, Insung; Luca, JosephEditors
Open Education is a phrase used to refer to various types of education offerings. This paper examines the history of the New Age Open Education, providing information for individuals to learn more about, and become ...
Match: understanding
A social justice framework for understanding Open Educational Resources and practices in the Global South
Hodgkinson-Williams, Cheryl; Trotter, Henry
At the heart of the open educational resources (OER) movement is the intention to provide affordable access to culturally relevant education to all. This imperative could be described as a desire to provide education in ...
Match: understanding
Understanding student engagement in large-scale open online courses: A machine learning facilitated analysis of student’s reflections in 18 highly rated MOOCs
Hew, Khe Foon; Qiao, Chen; Tang, Ying
Although massive open online courses (MOOCs) have attracted much worldwide attention, scholars still understand little about the specific elements that students find engaging in these large open courses. This study ...
Match: understanding
Ressources educatives libres en France: Regards, perspectives et recommandations
Touzé, Sophie; IITE
Match: perspectives; Europe
The best part was the contact!: Understanding postgraduate students’ experiences of wrapped MOOCs
Jaffer, Tasneem; Govender, Shanali; Brown, Cheryl
Mandated to provide support to postgraduate students, the Office of Postgraduate Studies at the University of Cape Town operates in a context characterised by limited funding and resourcing, varied student preparedness ...
Match: understanding
Breaking Barriers: Understanding and Removing Barriers to OER Use
Carson, Brandon
While there are many benefits to the use of OER, such as cost savings for students, increased access to resources, and the ability for faculty to adapt the resources to meet their specific needs, new and experienced ...
Match: understanding
Understanding learners’ motivation and learning strategies in MOOCs
Alario-Hoyos, Carlos; Estévez-Ayres, Iria; Pérez-Sanagustín, Mar; Kloos, Carlos Delgado; Fernández-Panadero, Carmen
MOOCs (Massive Open Online Courses) have changed the way in which OER (Open Educational Resources) are bundled by teachers and consumed by learners. MOOCs represent an evolution towards the production and offering of ...
Match: understanding
