A Systematic Review of Questionnaire-Based Quantitative Research on MOOCs

Massive open online courses (MOOCs) have attracted much interest from educational researchers and practitioners around the world. There has been an increase in empirical studies about MOOCs in recent years, most of which used questionnaire surveys and quantitative methods to collect and analyze data...

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Autores principales:	Mingxiao Lu, Tianyi Cui, Zhenyu Huang, Hong Zhao, Tao Li, Kai Wang
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2021
Materias:	MOOC factors-goals graph (F-G graph) questionnaire-based survey quantitative analysis research topics Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/2e3c236b51714afc9c859d96c2809118
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spelling	oai:doaj.org-article:2e3c236b51714afc9c859d96c28091182021-12-02T19:20:52ZA Systematic Review of Questionnaire-Based Quantitative Research on MOOCs10.19173/irrodl.v22i2.52081492-3831https://doaj.org/article/2e3c236b51714afc9c859d96c28091182021-01-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/5208https://doaj.org/toc/1492-3831Massive open online courses (MOOCs) have attracted much interest from educational researchers and practitioners around the world. There has been an increase in empirical studies about MOOCs in recent years, most of which used questionnaire surveys and quantitative methods to collect and analyze data. This study explored the research topics and paradigms of questionnaire-based quantitative research on MOOCs by reviewing 126 articles available in the Science Citation Index (SCI) and Social Sciences Citation Index (SSCI) databases from January 2015 to August 2020. This comprehensive overview showed that: (a) the top three MOOC research topics were the factors influencing learners’ performance, dropout rates and continuance intention to use MOOCs, and assessing MOOCs; (b) for these three topics, many studies designed questionnaires by adding new factors or adjustments to extant theoretical models or survey instruments; and (c) most researchers used descriptive statistics to analyze data, followed by the structural equation model, and reliability and validity analysis. This study elaborated on the relationship of research topics and key factors in the research models by building factors-goals (F-G) graphs. Finally, we proposed some directions and recommendations for future research on MOOCs. Mingxiao LuTianyi CuiZhenyu HuangHong ZhaoTao LiKai WangAthabasca University PressarticleMOOCfactors-goals graph (F-G graph)questionnaire-based surveyquantitative analysisresearch topicsSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 22, Iss 2 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	MOOC factors-goals graph (F-G graph) questionnaire-based survey quantitative analysis research topics Special aspects of education LC8-6691
spellingShingle	MOOC factors-goals graph (F-G graph) questionnaire-based survey quantitative analysis research topics Special aspects of education LC8-6691 Mingxiao Lu Tianyi Cui Zhenyu Huang Hong Zhao Tao Li Kai Wang A Systematic Review of Questionnaire-Based Quantitative Research on MOOCs
description	Massive open online courses (MOOCs) have attracted much interest from educational researchers and practitioners around the world. There has been an increase in empirical studies about MOOCs in recent years, most of which used questionnaire surveys and quantitative methods to collect and analyze data. This study explored the research topics and paradigms of questionnaire-based quantitative research on MOOCs by reviewing 126 articles available in the Science Citation Index (SCI) and Social Sciences Citation Index (SSCI) databases from January 2015 to August 2020. This comprehensive overview showed that: (a) the top three MOOC research topics were the factors influencing learners’ performance, dropout rates and continuance intention to use MOOCs, and assessing MOOCs; (b) for these three topics, many studies designed questionnaires by adding new factors or adjustments to extant theoretical models or survey instruments; and (c) most researchers used descriptive statistics to analyze data, followed by the structural equation model, and reliability and validity analysis. This study elaborated on the relationship of research topics and key factors in the research models by building factors-goals (F-G) graphs. Finally, we proposed some directions and recommendations for future research on MOOCs.
format	article
author	Mingxiao Lu Tianyi Cui Zhenyu Huang Hong Zhao Tao Li Kai Wang
author_facet	Mingxiao Lu Tianyi Cui Zhenyu Huang Hong Zhao Tao Li Kai Wang
author_sort	Mingxiao Lu
title	A Systematic Review of Questionnaire-Based Quantitative Research on MOOCs
title_short	A Systematic Review of Questionnaire-Based Quantitative Research on MOOCs
title_full	A Systematic Review of Questionnaire-Based Quantitative Research on MOOCs
title_fullStr	A Systematic Review of Questionnaire-Based Quantitative Research on MOOCs
title_full_unstemmed	A Systematic Review of Questionnaire-Based Quantitative Research on MOOCs
title_sort	systematic review of questionnaire-based quantitative research on moocs
publisher	Athabasca University Press
publishDate	2021
url	https://doaj.org/article/2e3c236b51714afc9c859d96c2809118
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A Systematic Review of Questionnaire-Based Quantitative Research on MOOCs

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