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Where is research on massive open online courses headed? A data analysis of the MOOC Research Initiative

TitleWhere is research on massive open online courses headed? A data analysis of the MOOC Research Initiative
Publication TypeJournal Article
Year of Publication2014
AuthorsGasevic, D., Kovanovic V., Joksimovic S., & Siemens G.
EditorsMcGreal, R., & Conrad D.
PublisherThe International Review of Research in Open and Distributed Learning
Volume15
Start Page134
Issue5
Pagination134-176
Date Published11/2014
Type of WorkSpecial Issue: Research into Massive Open Online Courses
ISSN1492-3831
Keywordscontent analysis, education research, MOOC, MOOC research analysis, MOOC Research Initiative
Abstract

This paper reports on the results of an analysis of the research proposals submitted to the MOOC Research Initiative (MRI) funded by the Gates Foundation and administered by Athabasca University. The goal of MRI was to mobilize researchers to engage into critical interrogation of MOOCs. The submissions – 266 in Phase 1, out of which 78 was recommended for resubmission in the extended form in Phase 2, and finally, 28 funded – were analyzed by applying conventional and automated content analysis methods as well as citation network analysis methods. The results revealed the main research themes that could form a framework of the future MOOC research: i) student engagement and learning success, ii) MOOC design and curriculum, iii) self-regulated learning and social learning, iv) social network analysis and networked learning, and v) motivation, attitude and success criteria. The theme of social learning received the greatest interest and had the highest success in attracting funding. The submissions that planned on using learning analytics methods were more successful. The use of mixed methods was by far the most popular. Design-based research methods were also suggested commonly, but the questions about their applicability arose regarding the feasibility to perform multiple iterations in the MOOC context and rather a limited focus on technological support for interventions. The submissions were dominated by the researchers from the field of education (75% of the accepted proposals). Not only was this a possible cause of a complete lack of success of the educational technology innovation theme, but it could be a worrying sign of the fragmentation in the research community and the need to increased efforts towards enhancing interdisciplinarity.

URLhttp://www.irrodl.org/index.php/irrodl/article/view/1954
Rights

Creative Commons Attribution 4.0 International (CC BY 4.0)

Short TitleIRRODL
Original PublicationThe International Review of Research in Open and Distance Learning
Refereed DesignationRefereed
AttachmentSize
1954-15545-1-PB.pdf966.85 KB
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