Open AccessThe Changes in Massive Open Online Courses (MOOCs) Studies between 2012 and 2017- A Review of Literature
Author(s) -
Abdulaziz Alzahrani
Publication year - 2018
Publication title -
world journal of education
Language(s) - English
Resource type - Journals
eISSN - 1925-0754
pISSN - 1925-0746
DOI - 10.5430/wje.v8n4p59
Subject(s) - qualitative research , empirical research , multimethodology , psychology , mathematics education , medical education , sociology , social science , medicine , philosophy , epistemology
In recent decades, the use of Massive Open Online Courses (MOOCs) has changed according to the different goalsand studies that have been applied. Therefore, it is very important to explore and examine these changes and identifythe development of use and conception of MOOCs. This research is considered empirical in nature and focuses onstudies published between 2012 and 2017. The current study is conducted on three scientific databases to collectthose studies that matched the research method and achieved its goal. Nine hundred seventy-nine studies wereconsidered, and 37 studies have been selected for this study and will be analyzed based on study design and othervariables. The collected studies utilized the qualitative method, quantitative method, and mixed-method approaches.These studies were analyzed through the use of MOOCs according to students’ views, instructors’ views, andstudents’ and instructors’ views. The results showed a different understanding of MOOCs between the students’views, instructors’ views, and students’ and instructors’ views. Recommendations and future research opportunitiesare also discussed.