Case Study as a Research Method for Analyzing MOOCs

Educational research is one of the many fields of knowledge that frequently use case studies as a research method, particularly when applying an interpretive approach. Based on literature reviews and a systematic analysis of current scientific literature, this paper examines the prevalence and char...

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Autores principales:	Ramón Montes-Rodríguez, Juan Bautista Martínez-Rodríguez, Almudena Ocaña-Fernández
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2019
Materias:	MOOC case study literature review research methods literature analysis Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/a996a8c490d54a57a0ec3f602928e4bd
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spelling	oai:doaj.org-article:a996a8c490d54a57a0ec3f602928e4bd2021-12-02T18:02:59ZCase Study as a Research Method for Analyzing MOOCs10.19173/irrodl.v20i4.42991492-3831https://doaj.org/article/a996a8c490d54a57a0ec3f602928e4bd2019-02-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/4299https://doaj.org/toc/1492-3831 Educational research is one of the many fields of knowledge that frequently use case studies as a research method, particularly when applying an interpretive approach. Based on literature reviews and a systematic analysis of current scientific literature, this paper examines the prevalence and characteristics of the case study as a methodology for research on MOOCs. Ninety-two documents were selected from the search results returned by two of the most prestigious scientific databases: Web of Science (WOS) and SCOPUS. Findings showed that (a) even when searching solely for case studies, quantitative research paradigms were more prevalent than interpretive approaches; (b) geographical distribution of these studies was partially biased; (c) case studies were less prevalent in these databases than other empirical investigations on MOOCs; (d) the data collection and data analysis methods most frequently used in the case studies were more aligned with a quantitative approach; and (e) there is still very little instructor-focused research using this methodology. In the light of these findings and their discussion, future directions for research using case study methodology are proposed, given the potential of this method to illustrate certain issues for which other approaches have proved inadequate or insufficient. Ramón Montes-RodríguezJuan Bautista Martínez-RodríguezAlmudena Ocaña-FernándezAthabasca University PressarticleMOOCcase studyliterature reviewresearch methodsliterature analysisSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 20, Iss 3 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	MOOC case study literature review research methods literature analysis Special aspects of education LC8-6691
spellingShingle	MOOC case study literature review research methods literature analysis Special aspects of education LC8-6691 Ramón Montes-Rodríguez Juan Bautista Martínez-Rodríguez Almudena Ocaña-Fernández Case Study as a Research Method for Analyzing MOOCs
description	Educational research is one of the many fields of knowledge that frequently use case studies as a research method, particularly when applying an interpretive approach. Based on literature reviews and a systematic analysis of current scientific literature, this paper examines the prevalence and characteristics of the case study as a methodology for research on MOOCs. Ninety-two documents were selected from the search results returned by two of the most prestigious scientific databases: Web of Science (WOS) and SCOPUS. Findings showed that (a) even when searching solely for case studies, quantitative research paradigms were more prevalent than interpretive approaches; (b) geographical distribution of these studies was partially biased; (c) case studies were less prevalent in these databases than other empirical investigations on MOOCs; (d) the data collection and data analysis methods most frequently used in the case studies were more aligned with a quantitative approach; and (e) there is still very little instructor-focused research using this methodology. In the light of these findings and their discussion, future directions for research using case study methodology are proposed, given the potential of this method to illustrate certain issues for which other approaches have proved inadequate or insufficient.
format	article
author	Ramón Montes-Rodríguez Juan Bautista Martínez-Rodríguez Almudena Ocaña-Fernández
author_facet	Ramón Montes-Rodríguez Juan Bautista Martínez-Rodríguez Almudena Ocaña-Fernández
author_sort	Ramón Montes-Rodríguez
title	Case Study as a Research Method for Analyzing MOOCs
title_short	Case Study as a Research Method for Analyzing MOOCs
title_full	Case Study as a Research Method for Analyzing MOOCs
title_fullStr	Case Study as a Research Method for Analyzing MOOCs
title_full_unstemmed	Case Study as a Research Method for Analyzing MOOCs
title_sort	case study as a research method for analyzing moocs
publisher	Athabasca University Press
publishDate	2019
url	https://doaj.org/article/a996a8c490d54a57a0ec3f602928e4bd
work_keys_str_mv	AT ramonmontesrodriguez casestudyasaresearchmethodforanalyzingmoocs AT juanbautistamartinezrodriguez casestudyasaresearchmethodforanalyzingmoocs AT almudenaocanafernandez casestudyasaresearchmethodforanalyzingmoocs
_version_	1718378829027737600

Case Study as a Research Method for Analyzing MOOCs

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