Systematic review of MOOC research in mainland China

PurposeThe popularity of massive open online courses (MOOCs) has attracted worldwide research interest. This study aims to identify and summarize the research foci (e.g. themes, methods, contexts, etc.) and discuss the new directions and trends of MOOC research in the context of Mainland China.Desig...

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Vydané v:	Library hi tech Ročník 41; číslo 5; s. 1476 - 1497
Hlavní autori:	Cheng, Jiawen, Yuen, Allan H.K., Chiu, Dickson K.W.
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	Bradford Emerald Publishing Limited 31.10.2023 Emerald Group Publishing Limited
Predmet:	Alternative approaches Big Data Content analysis Context Data analysis Data collection Distance learning Educational research Electronic publishing Empirical analysis Foci Interdisciplinary research Literature reviews New technology Online instruction Paradigms Popularity Portable computers Qualitative research Research applications Research methodology Researchers Scaffolding Statistics Systematic review Canada United States > US China Mainland China Systematic review Research trends Methodological issues MOOCs
ISSN:	0737-8831, 2054-166X
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Abstract	PurposeThe popularity of massive open online courses (MOOCs) has attracted worldwide research interest. This study aims to identify and summarize the research foci (e.g. themes, methods, contexts, etc.) and discuss the new directions and trends of MOOC research in the context of Mainland China.Design/methodology/approachA systematic review of the published MOOC research papers in Mainland China was conducted with the following inclusion criteria: (1) papers written in English; (2) context focused on Mainland China; and (3) empirical studies. Three main issues were explored with the selected 70 papers: (1) research methods (data collection and analysis); (2) the research foci; and (3) research objects.FindingsThe results found that the major MOOC research in China was quantitative, mostly using one method to collect data. Most studies collected data through the databases of MOOC platforms and survey techniques, which was consistent with the widely used descriptive statistics for data analysis. Learner-focused themes were investigated the most, aligning with the result that learners were the most popular research objects.Practical implicationsThe findings suggest that using new technology tools, such as the Big Data approach for learning analytics, may transform traditional MOOC research into new practices. Transdisciplinary research concepts may also provide an alternative evolving model for constructing collaboratively dynamic research frameworks under the changing technologies and paradigms. Meanwhile, educational research traditions, such as qualitative methods, contribute to scaffolding MOOC research for more pragmatic applications.Originality/valueMost systematic reviews on MOOCs focus on general or regional contexts other than Mainland China, and scant MOOC review is based on published English papers about Mainland China.
AbstractList	PurposeThe popularity of massive open online courses (MOOCs) has attracted worldwide research interest. This study aims to identify and summarize the research foci (e.g. themes, methods, contexts, etc.) and discuss the new directions and trends of MOOC research in the context of Mainland China.Design/methodology/approachA systematic review of the published MOOC research papers in Mainland China was conducted with the following inclusion criteria: (1) papers written in English; (2) context focused on Mainland China; and (3) empirical studies. Three main issues were explored with the selected 70 papers: (1) research methods (data collection and analysis); (2) the research foci; and (3) research objects.FindingsThe results found that the major MOOC research in China was quantitative, mostly using one method to collect data. Most studies collected data through the databases of MOOC platforms and survey techniques, which was consistent with the widely used descriptive statistics for data analysis. Learner-focused themes were investigated the most, aligning with the result that learners were the most popular research objects.Practical implicationsThe findings suggest that using new technology tools, such as the Big Data approach for learning analytics, may transform traditional MOOC research into new practices. Transdisciplinary research concepts may also provide an alternative evolving model for constructing collaboratively dynamic research frameworks under the changing technologies and paradigms. Meanwhile, educational research traditions, such as qualitative methods, contribute to scaffolding MOOC research for more pragmatic applications.Originality/valueMost systematic reviews on MOOCs focus on general or regional contexts other than Mainland China, and scant MOOC review is based on published English papers about Mainland China.
Author	Cheng, Jiawen Chiu, Dickson K.W. Yuen, Allan H.K.
Author_xml	– sequence: 1 givenname: Jiawen orcidid: 0000-0002-6928-0288 surname: Cheng fullname: Cheng, Jiawen email: chjiawen@connect.hku.hk – sequence: 2 givenname: Allan H.K. surname: Yuen fullname: Yuen, Allan H.K. email: allan.yuen@yccece.edu.hk – sequence: 3 givenname: Dickson K.W. orcidid: 0000-0002-7926-9568 surname: Chiu fullname: Chiu, Dickson K.W. email: dicksonchiu@ieee.org
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Snippet	PurposeThe popularity of massive open online courses (MOOCs) has attracted worldwide research interest. This study aims to identify and summarize the research...
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SubjectTerms	Alternative approaches Big Data Content analysis Context Data analysis Data collection Distance learning Educational research Electronic publishing Empirical analysis Foci Interdisciplinary research Literature reviews New technology Online instruction Paradigms Popularity Portable computers Qualitative research Research applications Research methodology Researchers Scaffolding Statistics Systematic review
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Title	Systematic review of MOOC research in mainland China
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