Research Trends in K–12 MOOCs: A Review of the Published Literature
Massive Open Online Courses (MOOCs) appeared in the area of educational technologies in 2008. Until 2013, academic research into MOOCs focused mainly on their application to adults as well as students or graduates of tertiary education. However, since 2013, the rising number of K–12 students enroll...
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Athabasca University Press
2020
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oai:doaj.org-article:06d35e8acb2a40c391c46fa21cede3742021-12-02T19:26:00ZResearch Trends in K–12 MOOCs: A Review of the Published Literature 10.19173/irrodl.v21i3.46501492-3831https://doaj.org/article/06d35e8acb2a40c391c46fa21cede3742020-03-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/4650https://doaj.org/toc/1492-3831 Massive Open Online Courses (MOOCs) appeared in the area of educational technologies in 2008. Until 2013, academic research into MOOCs focused mainly on their application to adults as well as students or graduates of tertiary education. However, since 2013, the rising number of K–12 students enrolled in higher education MOOCs made MOOCs a de facto reality in pretertiary education and triggered universities, governments, and MOOC providers to (a) develop MOOCs specifically designed for pretertiary education, and (b) research their potential and value in K–12 educational settings. This resulted in a notable number of K–12 MOOCs and pilot research works in the literature that focused on the potential of MOOCs in compulsory education settings, as well as on their ability to reshape and transform the current educational K–12 framework. This work seeks to (a) trace, analyze, and review the existing literature on K–12 MOOCs, (b) identify representative MOOC implementations, (c) classify and organize research trends and patterns, and (d) reveal MOOCs’ potential value and impact on K–12 settings. The research used a narrative literature review methodology in order to critically review and qualitatively analyze twenty-one research publications in a systematic manner. Analysis of relevant works demonstrated that MOOCs, under a set of prerequisites, can be effectively incorporated into and positively affect pretertiary education. Philippos KoutsakasGeorge ChorozidisAngeliki KaramatsoukiCharalampos KaragiannidisAthabasca University PressarticleMOOCK-12 educationcompulsory-age educationnarrative reviewSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 21, Iss 3 (2020) |
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DOAJ |
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DOAJ |
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EN |
| topic |
MOOC K-12 education compulsory-age education narrative review Special aspects of education LC8-6691 |
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MOOC K-12 education compulsory-age education narrative review Special aspects of education LC8-6691 Philippos Koutsakas George Chorozidis Angeliki Karamatsouki Charalampos Karagiannidis Research Trends in K–12 MOOCs: A Review of the Published Literature |
| description |
Massive Open Online Courses (MOOCs) appeared in the area of educational technologies in 2008. Until 2013, academic research into MOOCs focused mainly on their application to adults as well as students or graduates of tertiary education. However, since 2013, the rising number of K–12 students enrolled in higher education MOOCs made MOOCs a de facto reality in pretertiary education and triggered universities, governments, and MOOC providers to (a) develop MOOCs specifically designed for pretertiary education, and (b) research their potential and value in K–12 educational settings. This resulted in a notable number of K–12 MOOCs and pilot research works in the literature that focused on the potential of MOOCs in compulsory education settings, as well as on their ability to reshape and transform the current educational K–12 framework. This work seeks to (a) trace, analyze, and review the existing literature on K–12 MOOCs, (b) identify representative MOOC implementations, (c) classify and organize research trends and patterns, and (d) reveal MOOCs’ potential value and impact on K–12 settings. The research used a narrative literature review methodology in order to critically review and qualitatively analyze twenty-one research publications in a systematic manner. Analysis of relevant works demonstrated that MOOCs, under a set of prerequisites, can be effectively incorporated into and positively affect pretertiary education.
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| format |
article |
| author |
Philippos Koutsakas George Chorozidis Angeliki Karamatsouki Charalampos Karagiannidis |
| author_facet |
Philippos Koutsakas George Chorozidis Angeliki Karamatsouki Charalampos Karagiannidis |
| author_sort |
Philippos Koutsakas |
| title |
Research Trends in K–12 MOOCs: A Review of the Published Literature |
| title_short |
Research Trends in K–12 MOOCs: A Review of the Published Literature |
| title_full |
Research Trends in K–12 MOOCs: A Review of the Published Literature |
| title_fullStr |
Research Trends in K–12 MOOCs: A Review of the Published Literature |
| title_full_unstemmed |
Research Trends in K–12 MOOCs: A Review of the Published Literature |
| title_sort |
research trends in k–12 moocs: a review of the published literature |
| publisher |
Athabasca University Press |
| publishDate |
2020 |
| url |
https://doaj.org/article/06d35e8acb2a40c391c46fa21cede374 |
| work_keys_str_mv |
AT philipposkoutsakas researchtrendsink12moocsareviewofthepublishedliterature AT georgechorozidis researchtrendsink12moocsareviewofthepublishedliterature AT angelikikaramatsouki researchtrendsink12moocsareviewofthepublishedliterature AT charalamposkaragiannidis researchtrendsink12moocsareviewofthepublishedliterature |
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