The study reflects an overview of MOOC research for higher education (HE) and professional development (PD). Massive open online course (MOOC) has attracted the attention of educational stakeholders. The phenomenon has been studied from various perspectives at different points of time. Though few researchers stressed the impact of MOOC HE, some remain skeptical about its relevance to school education. MOOC is even researched on PD. However, we believe that HE and PD go side by side. There is no water-tight separation between the two. Such an argument leads us to go for this systematic review which included 81 publications of different forms within the time frame of 2008-2020. Connectivism theory remained the backbone of this research. A mixed-method of research approach has been followed here. Content analysis and discourse analysis have been used to analyze the data. Significance and scope for future research have been incorporated.
Table of Contents
Introduction
Literature Review
Rationale of the Study
Method and Sample
Significance and Limitations
Findings and Discussions
Conclusion and Implications for Future Research
Objectives & Key Themes
This literature review explores the intersection of Massive Open Online Courses (MOOCs) with higher education (HE) and professional development (PD). It aims to challenge the perceived separation between these fields and provide a comprehensive overview of research trends, methodologies, and thematic focuses within the MOOC landscape from 2008 to 2020.
- Examination of the pedagogical evolution of MOOCs from connectivism to constructivism.
- Analysis of research trends, publication frequency, and geographical distribution of authors.
- Evaluation of diverse research methodologies, theoretical frameworks, and data collection techniques.
- Investigation into the discourse surrounding MOOCs and their potential for HE and PD.
- Identification of research gaps and future directions for the MOOC academic community.
Excerpt from the Book
Introduction
The journey of massive open online course (MOOC) started in 2008. The first MOOC was conducted by George Siemens, Stephen Downes, and Dave Cormier, named Connectivism and Connective Knowledge 2008. In due course, MOOC had changed its pedagogy from connectivism to constructivism through Sebastian Thrun. Later on, other pedagogic forms of MOOC evolved in the literature. In the year 2012 when Lauren Pappano declared that year as “the year of MOOC” the phenomena came to the limelight of the greater educational-community (Pappano, 2012).
Within this thirteen years (2008-2020), MOOC has been studied from various perspectives at different points of time. Because of some attractive features, in the early years, MOOC attained hype in its presence. The phenomenon came to the epistemology with much promise, but later on, many of those came under strong argumentations, especially based on their ontological/axiological views. Thus through critical analysis, gradually the MOOC research trends towards a plateau.
Summary of Chapters
Introduction: This chapter outlines the historical evolution of MOOCs from 2008 to 2020 and discusses their shifting pedagogical forms.
Literature Review: This section synthesizes key findings from previous reviews on MOOCs, highlighting themes like mobile-learning, skill-gap mitigation, and the role of MOOCs in professional development.
Rationale of the Study: This chapter argues for the interconnectedness of higher education and professional development, justifying the need for a systematic review to explore this relationship.
Method and Sample: This section describes the descriptive research approach, the configurative review model, and the selection criteria used to curate 81 research publications for the study.
Significance and Limitations: This chapter details the scholarly contribution of the review while acknowledging limitations regarding the inclusion of non-peer-reviewed sources and language constraints.
Findings and Discussions: This extensive section presents a detailed quantitative and qualitative analysis of the research corpus, including metrics on publication years, author demography, methodologies, and discourse types.
Conclusion and Implications for Future Research: This concluding chapter summarizes the study's insights and suggests future directions, emphasizing the need for greater research parity and open access to MOOC-related data.
Keywords
massive open online course, MOOC, higher education, professional development, connectivism, constructivism, systematic review, research trends, qualitative analysis, discourse analysis, digital learning, pedagogy, educational stakeholders, skill-gap, meta-analysis
Frequently Asked Questions
What is the core focus of this research paper?
The paper provides a comprehensive systematic literature review of how Massive Open Online Courses (MOOCs) have been researched in the context of higher education and professional development between 2008 and 2020.
What are the central themes explored in the study?
The central themes include the pedagogical evolution of MOOCs, the geographical trends in MOOC research, the methodologies applied in studies, and the overarching discourse (positive, negative, or neutral) surrounding these courses.
What is the primary objective of this review?
The objective is to synthesize research findings to demonstrate that there is no rigid separation between higher education and professional development, and to provide the education community with a reflection on current MOOC research trends.
Which scientific methodology was utilized?
The research followed a descriptive, mixed-method approach using a systematic review model and content/discourse analysis to synthesize 81 selected publications.
What topics are covered in the main body of the paper?
The main body covers demographic analyses of authors, detailed examinations of theoretical frameworks, data collection and analysis techniques, and thematic categorizations of MOOC research.
Which keywords best characterize this work?
The study is characterized by keywords such as MOOC, higher education, professional development, connectivism, systematic review, and research trends.
Why did the author include non-peer-reviewed sources?
The author included publications like newspaper articles, blog posts, and conference proceedings because they offer valuable epistemological views that contribute to a broader understanding of the phenomenon.
What are the findings regarding the geographical origin of MOOC research?
The findings indicate a significant concentration of research, with nearly 50% of the research corpus originating from just three nations: the USA, the UK, and India.
How does the paper categorize the pedagogical tone of existing research?
The research discourse is classified into three categories: "positive" (41%), "neutral/critical" (50%), and "negative" (9%).
What does the author suggest for future research?
The author suggests that future research should focus on achieving parity between different research focus areas and highlights the urgent need for free, open access to all MOOC-related data and publications.
- Citation du texte
- Mustefa Jibril (Auteur), 2021, MOOC for Higher Education and Professional Development. A Literature Review, Munich, GRIN Verlag, https://www.grin.com/document/1163190
