Progress and new directions for teaching and learning in MOOCs
Progress and new directions for teaching and learning in MOOCs
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DOI：
10.1016/j.compedu.2018.10.019
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发表时间：
2019-02-01
影响因子：
12
通讯作者：
Gannaway, Deanne
中科院分区：
文献类型：
--
作者：
Deng, Ruiqi;Benckendorff, Pierre;Gannaway, Deanne
本文对大规模开放式在线课程（MOOCs）的学习和教学景观相关文献进行了叙述性回顾。过去对MOOC文献的回顾主要集中在确定趋势和对MOOC研究进行分类。综合最近的经验性贡献的学习和教学在MOOC是稀缺的。该综述评估了2014年至2016年期间发表的102项关于MOOC学习和教学方面的学术研究。这些研究分析使用比格斯的教学和学习的3 P模型作为组织框架。分析探讨了四个关键的学习和教学因素：学习者因素，教学环境，学习者参与和学习成果。分析得出了五个重要结论：（1）对MOOC非主流消费者的实证研究很少;（2）在基于实证的MOOC研究中，学习者因素的作用过于简单化;（3）没有尝试协调不同的测量学习者参与MOOC的方法;（4）学习成果的测量缺乏复杂性，通常基于单一变量;（5）学习者参与MOOC的方法不合理。及（5）许多重要的学与教因素之间的关系尚未厘清。有人认为，继续孤立地研究学习和教学因素，而不考虑它们如何相互作用，并不能推动研究领域的发展。
This paper presents a narrative review of the literature related to the landscape of learning and teaching in Massive Open Online Courses (MOOCs). Past reviews of the MOOC literature have primarily focused on identifying trends and categorising MOOC studies. Syntheses of recent empirical contributions on learning and teaching in MOOCs are scarce. This review evaluated 102 academic studies published between 2014 and 2016 on the learning and teaching aspects of MOOCs. These studies were analysed using Biggs' 3P Model of Teaching and Learning as an organising framework. The analysis examines four key learning and teaching factors: learner factors, teaching context, learner engagement, and learning outcomes. Five important findings emerged from this analysis: (1) evidence-based research on non-mainstream consumers of MOOCs is scarce; (2) the role of learner factors is oversimplified in evidence-based MOOC research; (3) there is no attempt to reconcile different approaches to measuring learner engagement with MOOCs; (4) measures of learning outcomes lack sophistication and are often based on single variables; and (5) the relationships between many of the key learning and teaching factors have not been clarified. It is argued that continuing to study learning and teaching factors in isolation without considering how they interact with each other does not move the research field forward.