MOOCs as a Research Agenda: Changes Over Time

Zhang, Shunan; Che, ShaoPeng; Nan, Dongyan; Kim, Jang Hyun

doi:https://doi.org/10.19173/irrodl.v23i4.6361

Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In J. Kuhl & J. Beckmann (Eds.), Action control (pp. 11-39). Springer. https://doi.org/10.1007/978-3-642-69746-3_2

Google Scholar

Alraimi, K. M., Zo, H., & Ciganek, A. P. (2015). Understanding the MOOCs continuance: The role of openness and reputation. Computers & Education, 80, 28-38. https://doi.org/10.1016/j.compedu.2014.08.006

Google Scholar 10.1016/j.compedu.2014.08.006

Barak, M., Watted, A., & Haick, H. (2016). Motivation to learn in massive open online courses: Examining aspects of language and social engagement. Computers & Education, 94, 49-60. https://doi.org/10.1016/j.compedu.2015.11.010

Google Scholar 10.1016/j.compedu.2015.11.010

Bhattacharya, S., Singh, A., & Hossain, M. M. (2020). Health system strengthening through massive open online courses (MOOCs) during the COVID-19 pandemic: An analysis from the available evidence. Journal of Education and Health Promotion, 9. https://doi.org/10.4103/jehp.jehp_377_20

Google Scholar 10.4103/jehp.jehp_377_20

Brahimi, T., & Sarirete, A. (2015). Learning outside the classroom through MOOCs. Computers in Human Behavior, 51, 604-609. https://doi.org/10.1016/j.chb.2015.03.013

Google Scholar 10.1016/j.chb.2015.03.013

Breslow, L., Pritchard, D. E., DeBoer, J., Stump, G. S., Ho, A. D., & Seaton, D. T. (2013). Studying learning in the worldwide classroom: Research into edX’s first MOOC. Research & Practice in Assessment, 8, 13-25. https://eric.ed.gov/?id=ej1062850

Google Scholar

Bulfin, S., Pangrazio, L., & Selwyn, N. (2014). Making ‘MOOCs’: The construction of a new digital higher education within news media discourse. International Review of Research in Open and Distributed Learning, 15(5), 290-305. https://doi.org/10.19173/irrodl.v15i5.1856

Google Scholar 10.19173/irrodl.v15i5.1856

Callon, M., Courtial, J.-P., Turner, W. A., & Bauin, S. (1983). From translations to problematic networks: An introduction to co-word analysis. Social Science Information, 22(2), 191-235. https://doi.org/10.1177/053901883022002003

Google Scholar 10.1177/053901883022002003

Che, S., Kamphuis, P., Zhang, S., Zhao, X., & Kim, J. H. (2022). A visualization analysis of crisis and risk communication research using Citespace. International Journal of Environmental Research and Public Health, 19(5), 2923. https://doi.org/10.3390/ijerph19052923

Google Scholar 10.3390/ijerph19052923

Chen, C. (2017). Science mapping: A systematic review of the literature. Journal of Data and Information Science, 2(2). https://doi.org/10.1515/jdis-2017-0006

Google Scholar

Chen, C., Hu, Z., Liu, S., & Tseng, H. (2012). Emerging trends in regenerative medicine: A scientometric analysis in CiteSpace. Expert Opinion on Biological Therapy, 12(5), 593-608. https://doi.org/10.1517/14712598.2012.674507

Google Scholar 10.1517/14712598.2012.674507

Chen, C., & Leydesdorff, L. (2014). Patterns of connections and movements in dual‐map overlays: A new method of publication portfolio analysis. Journal of the Association for Information Science and Technology, 65(2), 334-351. https://doi.org/10.1002/asi.22968

Google Scholar 10.1002/asi.22968

Chen, X., & Liu, Y. (2020). Visualization analysis of high-speed railway research based on CiteSpace. Transport Policy, 85, 1-17. https://doi.org/10.1016/j.tranpol.2019.10.004

Google Scholar

Chongfu, Z., Kun, Q., Yawei, W., Yin, H., & Heng, Z. (2009). On experiment and analysis of MOOCS-based optical labels for optical packets switching. 2009 2nd IEEE International Conference on Broadband Network & Multimedia Technology. https://doi.org/10.1109/icbnmt.2009.5348516

Google Scholar 10.1109/icbnmt.2009.5348516

Daniel, J. (2012). Making sense of MOOCs: Musings in a maze of myth, paradox and possibility. Journal of Interactive Media in Education, 2012(3). http://doi.org/10.5334/2012-18

Google Scholar 10.5334/2012-18

Gmür, M. (2003). Co-citation analysis and the search for invisible colleges: A methodological evaluation. Scientometrics, 57(1), 27-57. https://doi.org/10.1023/a:1023619503005

Google Scholar

Guàrdia, L., Maina, M., & Sangrà, A. (2013). MOOC design principles: A pedagogical approach from the learner’s perspective. eLearning Papers(33). https://r-libre.teluq.ca/596/

Google Scholar

Hew, K. F., & Cheung, W. S. (2014). Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Review, 12, 45-58. https://doi.org/10.1016/j.edurev.2014.05.001

Google Scholar 10.1016/j.edurev.2014.05.001

Hone, K. S., & El Said, G. R. (2016). Exploring the factors affecting MOOC retention: A survey study. Computers & Education, 98, 157-168. https://doi.org/10.1016/j.compedu.2016.03.016

Google Scholar 10.1016/j.compedu.2016.03.016

Hou, J., Yang, X., & Chen, C. (2018). Emerging trends and new developments in information science: A document co-citation analysis (2009-2016). Scientometrics, 115(2), 869-892. https://doi.org/10.1007/s11192-018-2695-9

Google Scholar 10.1007/s11192-018-2695-9

Hoy, M. B. (2014). MOOCs 101: An introduction to massive open online courses. Medical Reference Services Quarterly, 33(1), 85-91. https://doi.org/10.1080/02763869.2014.866490

Google Scholar 10.1080/02763869.2014.866490

Jordens, J. Z., & Zepke, N. (2009). A network approach to curriculum quality assessment. Quality in Higher Education, 15(3), 279-289. https://doi.org/10.1080/13538320903399125

Google Scholar 10.1080/13538320903399125

Kaplan, A. M., & Haenlein, M. (2016). Higher education and the digital revolution: About MOOCs, SPOCs, social media, and the Cookie Monster. Business Horizons, 59(4), 441-450. https://doi.org/10.1016/j.bushor.2016.03.008

Google Scholar 10.1016/j.bushor.2016.03.008

Kizilcec, R. F., Pérez-Sanagustín, M., & Maldonado, J. J. (2017). Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses. Computers & Education, 104, 18-33. https://doi.org/10.1016/j.compedu.2016.10.001

Google Scholar 10.1016/j.compedu.2016.10.001

Kizilcec, R. F., Piech, C., & Schneider, E. (2013). Deconstructing disengagement: analyzing learner subpopulations in massive open online courses. Proceedings of the Third International Conference on Learning Analytics and Knowledge. https://doi.org/10.1145/2460296.2460330

Google Scholar 10.1145/2460296.2460330

Kolowich, S. (2013). The professors who make the MOOCs. The Chronicle of Higher Education, 18, 1-12. https://urlzs.com/ZQDPM

Google Scholar

Kop, R. (2011). The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course. International Review of Research in Open and Distributed Learning, 12(3), 19-38. https://doi.org/10.19173/irrodl.v12i3.882

Google Scholar 10.19173/irrodl.v12i3.882

Kovanović, V., Gašević, D., Joksimović, S., Hatala, M., & Adesope, O. (2015). Analytics of communities of inquiry: Effects of learning technology use on cognitive presence in asynchronous online discussions. The Internet and Higher Education, 27, 74-89. https://doi.org/10.1016/j.iheduc.2015.06.002

Google Scholar 10.1016/j.iheduc.2015.06.002

Lee, Y., Kozar, K. A., & Larsen, K. R. (2003). The technology acceptance model: Past, present, and future. Communications of the Association for Information Systems, 12(1), 50. https://doi.org/10.17705/1cais.01250

Google Scholar

Littlejohn, A., Hood, N., Milligan, C., & Mustain, P. (2016). Learning in MOOCs: Motivations and self-regulated learning in MOOCs. The Internet and Higher Education, 29, 40-48. https://doi.org/10.1016/j.iheduc.2015.12.003

Google Scholar 10.1016/j.iheduc.2015.12.003

Liyanagunawardena, T. R., Adams, A. A., & Williams, S. A. (2013). MOOCs: A systematic study of the published literature 2008-2012. International Review of Research in Open and Distributed Learning, 14(3), 202-227. https://doi.org/10.19173/irrodl.v14i3.1455

Google Scholar 10.19173/irrodl.v14i3.1455

Margaryan, A., Bianco, M., & Littlejohn, A. (2015). Instructional quality of massive open online courses (MOOCs). Computers & Education, 80, 77-83. https://doi.org/10.1016/j.compedu.2014.08.005

Google Scholar 10.1016/j.compedu.2014.08.005

McAuley, A., Stewart, B., Siemens, G., & Cormier, D. (2010). The MOOC model for digital practice. https://urlzs.com/KMFcR

Google Scholar

Meho, L. I., & Yang, K. (2006). A new era in citation and bibliometric analyses: Web of Science, Scopus, and Google Scholar. arXiv preprint cs/0612132. https://doi.org/10.1002/meet.14504301185

Google Scholar

Mongeon, P., & Paul-Hus, A. (2016). The journal coverage of Web of Science and Scopus: A comparative analysis. Scientometrics, 106(1), 213-228. https://doi.org/10.1007/s11192-015-1765-5

Google Scholar 10.1007/s11192-015-1765-5

Pappano, L. (2012). The year of the MOOC. The New York Times, 2(12), 2012. https://www.lernspielwiese.com/cms/lib07/MN01909547/Centricity/Domain/272/The%20Year%20of%20the%20MOOC%20NY%20Times.pdf

Google Scholar

Rowan, Y., & Hartnett, M. (2019). How have MOOCs been portrayed in the New Zealand public media? Journal of Open, Flexible and Distance Learning, 23(2), 25-41. https://doi.org/10.1080/01587919.2019.1656153

Google Scholar

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68. https://doi.org/10.1037/0003-066X.55.1.68

Google Scholar 10.1037/0003-066x.55.1.68

Schuwer, R., Gil-Jaurena, I., Aydin, C. H., Costello, E., Dalsgaard, C., Brown, M., Jansen, D., & Teixeira, A. (2015). Opportunities and threats of the MOOC movement for higher education: The European perspective. International Review of Research in Open and Distributed Learning, 16(6), 20-38. https://doi.org/10.19173/irrodl.v16i6.2153

Google Scholar 10.19173/irrodl.v16i6.2153

Shi, Y., & Liu, X. (2019). Research on the literature of green building based on the Web of Science: A scientometric analysis in CiteSpace (2002-2018). Sustainability, 11(13), 3716. https://doi.org/10.3390/su11133716

Google Scholar 10.3390/su11133716

Sunar, A. S., White, S., Abdullah, N. A., & Davis, H. C. (2016). How learners’ interactions sustain engagement: A MOOC case study. IEEE Transactions on Learning Technologies, 10(4), 475-487. https://doi.org/10.1109/tlt.2016.2633268

Google Scholar 10.1109/tlt.2016.2633268

Synnestvedt, M. B., Chen, C., & Holmes, J. H. (2005). CiteSpace II: Visualization and knowledge discovery in bibliographic databases. AMIA Annual Symposium Proceedings. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1560567/

Google Scholar

Van Eck, N. J., & Waltman, L. (2014). Visualizing bibliometric networks. In Y. Ding, R. Rousseau & d. Wolfram (Eds.), Measuring scholarly impact (pp. 285-320). Springer. https://doi.org/10.1007/978-3-319-10377-8_13

Google Scholar 10.1007/978-3-319-10377-8_13

Veletsianos, G., & Shepherdson, P. (2015). Who studies MOOCs? Interdisciplinarity in MOOC research and its changes over time. International Review of Research in Open and Distributed Learning, 16(3), 1-17. https://doi.org/10.19173/irrodl.v16i3.2202

Google Scholar 10.19173/irrodl.v16i3.2202

Wahid, R., Ahmi, A., & Alam, A. (2020). Growth and collaboration in massive open online courses: A bibliometric analysis. International Review of Research in Open and Distributed Learning, 21(4), 292-322. https://doi.org/10.19173/irrodl.v21i4.4693

Google Scholar 10.19173/irrodl.v21i4.4693

Wu, B., & Chen, X. (2017). Continuance intention to use MOOCs: Integrating the technology acceptance model (TAM) and task technology fit (TTF) model. Computers in Human Behavior, 67, 221-232. https://doi.org/10.1016/j.chb.2016.10.028

Google Scholar 10.1016/j.chb.2016.10.028

Yang, D., Sinha, T., Adamson, D., & Rosé, C. P. (2013). Turn on, tune in, drop out: Anticipating student dropouts in massive open online courses. Proceedings of the 2013 NIPS Data-driven education workshop. https://doi.org/10.7765/9781526102720.00010

Google Scholar

Yuan, L., & Powell, S. (2013). MOOCs and open education: Implications for higher education. https://www.cetis.org.uk/

Google Scholar

Zhang, J. (2016). Can MOOCs be interesting to students? An experimental investigation from regulatory focus perspective. Computers & Education, 95, 340-351. https://doi.org/10.1016/j.compedu.2016.02.003

Google Scholar 10.1016/j.compedu.2016.02.003

Zheng, X., Zhang, J., & Yang, X. (2019). Visual analysis of MOOC research using Citespace from 2012 to 2018. 2019 International Joint Conference on Information, Media and Engineering (IJCIME). https://doi.org/10.1109/ijcime49369.2019.00033

Google Scholar 10.1109/ijcime49369.2019.00033

Zhou, M. (2016). Chinese university students’ acceptance of MOOCs: A self-determination perspective. Computers & Education, 92, 194-203. https://doi.org/10.1016/j.compedu.2015.10.012

Google Scholar 10.1016/j.compedu.2015.10.012

MOOCs as a Research Agenda: Changes Over Time[Record]

Abstract

Bibliography

Abstracts

Abstract

Appendices

Bibliography

Citation Tools

Cite this article

Export the record for this article