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Understanding learning and teaching in MOOCs from the perspectives of students and instructors: A review of literature from 2014 to 2016

TitleUnderstanding learning and teaching in MOOCs from the perspectives of students and instructors: A review of literature from 2014 to 2016
Publication TypeConference Proceedings
Year of Publication2017
AuthorsDeng, R., Benckendorff P., & Gannaway D.
EditorsKloos, C. D., Jermann P., Pérez-Sanagustín M., Seaton D. T., & White S.
PublisherDigital Education: Out to the World and Back to the Campus
Series TitleLecture Notes in Computer Science
Volume10254
Edition1
Pagination176–181
Date Published05/2017
Secondary PublisherSpringer International Publishing
Place PublishedMadrid, Spain
Type of Work5th European MOOCs Stakeholders Summit, EMOOCs 2017, Madrid, Spain, May 22-26, 2017
ISBN Number978-3-319-59044-8
Keywordsliterature review, MOOC, student instructor
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.

URLhttps://link.springer.com/chapter/10.1007/978-3-319-59044-8_20
DOIhttps://doi.org/10.1007/978-3-319-59044-8_20
Rights

© Springer International Publishing AG 2017

Refereed DesignationRefereed
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