MOOCs: A systematic study of the published literature 2008-2012

Massive open online courses (MOOCs) are a recent addition to the range of online learning options. Since 2008, MOOCs have been run by a variety of public and elite universities, especially in North America. Many academics have taken interest in MOOCs recognising the potential to deliver education a...

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Autores principales:	Tharindu Rekha Liyanagunawardena, Andrew Alexandar Adams, Shirley Ann Williams
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2013
Materias:	MOOC Massively Open Online Course Systematic Review Connectivism Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/4f7385bc153340c3ac62425515de337c
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spelling	oai:doaj.org-article:4f7385bc153340c3ac62425515de337c2021-12-02T19:20:07ZMOOCs: A systematic study of the published literature 2008-201210.19173/irrodl.v14i3.14551492-3831https://doaj.org/article/4f7385bc153340c3ac62425515de337c2013-07-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1455https://doaj.org/toc/1492-3831 Massive open online courses (MOOCs) are a recent addition to the range of online learning options. Since 2008, MOOCs have been run by a variety of public and elite universities, especially in North America. Many academics have taken interest in MOOCs recognising the potential to deliver education around the globe on an unprecedented scale; some of these academics are taking a research-oriented perspective and academic papers describing their research are starting to appear in the traditional media of peer reviewed publications. This paper presents a systematic review of the published MOOC literature (2008-2012): Forty-five peer reviewed papers are identified through journals, database searches, searching the Web, and chaining from known sources to form the base for this review. We believe this is the first effort to systematically review literature relating to MOOCs, a fairly recent but massively popular phenomenon with a global reach. The review categorises the literature into eight different areas of interest, introductory, concept, case studies, educational theory, technology, participant focussed, provider focussed, and other, while also providing quantitative analysis of publications according to publication type, year of publication, and contributors. Future research directions guided by gaps in the literature are explored. Tharindu Rekha LiyanagunawardenaAndrew Alexandar AdamsShirley Ann WilliamsAthabasca University PressarticleMOOCMassively Open Online CourseSystematic ReviewConnectivismSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 14, Iss 3 (2013)
institution	DOAJ
collection	DOAJ
language	EN
topic	MOOC Massively Open Online Course Systematic Review Connectivism Special aspects of education LC8-6691
spellingShingle	MOOC Massively Open Online Course Systematic Review Connectivism Special aspects of education LC8-6691 Tharindu Rekha Liyanagunawardena Andrew Alexandar Adams Shirley Ann Williams MOOCs: A systematic study of the published literature 2008-2012
description	Massive open online courses (MOOCs) are a recent addition to the range of online learning options. Since 2008, MOOCs have been run by a variety of public and elite universities, especially in North America. Many academics have taken interest in MOOCs recognising the potential to deliver education around the globe on an unprecedented scale; some of these academics are taking a research-oriented perspective and academic papers describing their research are starting to appear in the traditional media of peer reviewed publications. This paper presents a systematic review of the published MOOC literature (2008-2012): Forty-five peer reviewed papers are identified through journals, database searches, searching the Web, and chaining from known sources to form the base for this review. We believe this is the first effort to systematically review literature relating to MOOCs, a fairly recent but massively popular phenomenon with a global reach. The review categorises the literature into eight different areas of interest, introductory, concept, case studies, educational theory, technology, participant focussed, provider focussed, and other, while also providing quantitative analysis of publications according to publication type, year of publication, and contributors. Future research directions guided by gaps in the literature are explored.
format	article
author	Tharindu Rekha Liyanagunawardena Andrew Alexandar Adams Shirley Ann Williams
author_facet	Tharindu Rekha Liyanagunawardena Andrew Alexandar Adams Shirley Ann Williams
author_sort	Tharindu Rekha Liyanagunawardena
title	MOOCs: A systematic study of the published literature 2008-2012
title_short	MOOCs: A systematic study of the published literature 2008-2012
title_full	MOOCs: A systematic study of the published literature 2008-2012
title_fullStr	MOOCs: A systematic study of the published literature 2008-2012
title_full_unstemmed	MOOCs: A systematic study of the published literature 2008-2012
title_sort	moocs: a systematic study of the published literature 2008-2012
publisher	Athabasca University Press
publishDate	2013
url	https://doaj.org/article/4f7385bc153340c3ac62425515de337c
work_keys_str_mv	AT tharindurekhaliyanagunawardena moocsasystematicstudyofthepublishedliterature20082012 AT andrewalexandaradams moocsasystematicstudyofthepublishedliterature20082012 AT shirleyannwilliams moocsasystematicstudyofthepublishedliterature20082012
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MOOCs: A systematic study of the published literature 2008-2012

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