What do we want to know about MOOCs? Results from a machine learning approach to a systematic literature mapping review

  1. Ignacio Despujol
  2. Linda Castañeda
  3. Victoria I. Marín
  4. Carlos Turró
Revista:
International Journal of Educational Technology in Higher Education

ISSN: 2365-9440

Año de publicación: 2022

Número: 19

Tipo: Artículo

DOI: 10.1186/S41239-022-00359-1 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: International Journal of Educational Technology in Higher Education

Objetivos de desarrollo sostenible

Resumen

By the end of 2020, over 16,300 Massive Open Online Courses (MOOCs) from 950 universities worldwide had enrolled over 180 million students. Interest in MOOCs has been matched by signifcant research on the topic, including a considerable number of reviews. This study uses Machine Learning techniques and human expert supervision to generate a comprehensive systematic literature mapping review that overcomes some limitations of the traditional ones and provides a broader overview of the content and main topics studied in the specialized literature devoted to MOOCs. The sample consisted of 6320 publications automatically classifed within six research topics, denominated by human experts: institutional approach, pedagogical approach, evaluation, analytics, participation, and educational resources. The content analysis of the topics identifed was conducted using visual network analysis, which supported the identifcation of diferent thematic sub-clusters and endorsed the classifcation. Results from the review show that the lowest production of MOOC papers is within the topics of the pedagogical approach and educational resources. In contrast, participation and evaluation are the most frequent ones. In addition, the most cited papers are on the topics of analytics and resources, being the pedagogical approach and the institutional approach the less cited. This highlights the need for more MOOC research from a pedagogical perspective and calls upon the presence of educators.

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Fuente de los datos: Dialnet