Who studies MOOCs? Interdisciplinarity in MOOC research and its changes over time

The complexity of digital and online education is becoming increasingly evident in the context of research into networked learning/participation. Interdisciplinary research is often proposed as a way to address complex scientific problems and enable researchers to bring novel perspectives into a fi...

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Autores principales:	George Veletsianos, Peter Shepherdson
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2015
Materias:	MOOC online education research interdisciplinary research Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/15a0053b6d1b4194b656be8832ed3d44
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spelling	oai:doaj.org-article:15a0053b6d1b4194b656be8832ed3d442021-12-02T19:20:40ZWho studies MOOCs? Interdisciplinarity in MOOC research and its changes over time10.19173/irrodl.v16i3.22021492-3831https://doaj.org/article/15a0053b6d1b4194b656be8832ed3d442015-06-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2202https://doaj.org/toc/1492-3831 The complexity of digital and online education is becoming increasingly evident in the context of research into networked learning/participation. Interdisciplinary research is often proposed as a way to address complex scientific problems and enable researchers to bring novel perspectives into a field other than their own. The degree to which research on Massive Open Online Courses (MOOCs) is interdisciplinary is unknown. We apply descriptive and inferential statistics to bibliometric data to investigate interdisciplinarity in MOOC research. Results show that MOOC research published in 2013-2015 was (a) mostly conducted by researchers affiliated with Education and Computer Science disciplines, (b) far from monolithic, (c) had a greater representation of authors from Computer Science than in the past, and (d) showed a trend toward being more interdisciplinary than MOOC research published in 2008-2012. Our results also suggest that empirical research on xMOOCs may be more interdisciplinary than research on cMOOCs. Greater interdisciplinarity in xMOOC research could reflect the burgeoning interest in the field, the general familiarity with the xMOOC pedagogical model, and the hype experienced by xMOOCs. Greater interdisciplinarity in the field may also provide researchers with rich opportunities to improve our understanding and practice of digital and online learning. George VeletsianosPeter ShepherdsonAthabasca University PressarticleMOOConline educationresearchinterdisciplinary researchSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 16, Iss 3 (2015)
institution	DOAJ
collection	DOAJ
language	EN
topic	MOOC online education research interdisciplinary research Special aspects of education LC8-6691
spellingShingle	MOOC online education research interdisciplinary research Special aspects of education LC8-6691 George Veletsianos Peter Shepherdson Who studies MOOCs? Interdisciplinarity in MOOC research and its changes over time
description	The complexity of digital and online education is becoming increasingly evident in the context of research into networked learning/participation. Interdisciplinary research is often proposed as a way to address complex scientific problems and enable researchers to bring novel perspectives into a field other than their own. The degree to which research on Massive Open Online Courses (MOOCs) is interdisciplinary is unknown. We apply descriptive and inferential statistics to bibliometric data to investigate interdisciplinarity in MOOC research. Results show that MOOC research published in 2013-2015 was (a) mostly conducted by researchers affiliated with Education and Computer Science disciplines, (b) far from monolithic, (c) had a greater representation of authors from Computer Science than in the past, and (d) showed a trend toward being more interdisciplinary than MOOC research published in 2008-2012. Our results also suggest that empirical research on xMOOCs may be more interdisciplinary than research on cMOOCs. Greater interdisciplinarity in xMOOC research could reflect the burgeoning interest in the field, the general familiarity with the xMOOC pedagogical model, and the hype experienced by xMOOCs. Greater interdisciplinarity in the field may also provide researchers with rich opportunities to improve our understanding and practice of digital and online learning.
format	article
author	George Veletsianos Peter Shepherdson
author_facet	George Veletsianos Peter Shepherdson
author_sort	George Veletsianos
title	Who studies MOOCs? Interdisciplinarity in MOOC research and its changes over time
title_short	Who studies MOOCs? Interdisciplinarity in MOOC research and its changes over time
title_full	Who studies MOOCs? Interdisciplinarity in MOOC research and its changes over time
title_fullStr	Who studies MOOCs? Interdisciplinarity in MOOC research and its changes over time
title_full_unstemmed	Who studies MOOCs? Interdisciplinarity in MOOC research and its changes over time
title_sort	who studies moocs? interdisciplinarity in mooc research and its changes over time
publisher	Athabasca University Press
publishDate	2015
url	https://doaj.org/article/15a0053b6d1b4194b656be8832ed3d44
work_keys_str_mv	AT georgeveletsianos whostudiesmoocsinterdisciplinarityinmoocresearchanditschangesovertime AT petershepherdson whostudiesmoocsinterdisciplinarityinmoocresearchanditschangesovertime
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Who studies MOOCs? Interdisciplinarity in MOOC research and its changes over time

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