The pedagogical quality of MOOCs based on a systematic review of JCR and Scopus publications (2013-2015)
Universitat Oberta of Catalunya, Josep M. Duart, Rosabel Roig-Vila, Santiago Mengual Andrés, Miguel-Ángel MASEDA DURÁN
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Abstract
: MOOCs are seen as the latest devel opment in online learning and since their launch in 2008 they have become an inte gral part of university course curricula. We are currently at an early stage in the deve lopment of MOOCs; few studies have been published on their assessment so far. Con sequently, this paper is based on a literature review, using the main academic databases JCR and Scopus, on 33 articles published bet ween 2013 and 2015 with the objective of de termining the educational quality of MOOCs. The methodology is based on a literature review procedure in which seven categories were distinguished when carrying out the analysis: course planning, contents, metho dology, resources and activities, motivation, communication, and assessment and certifi cation. The results of this study show that the assessment of the quality of MOOCs refers to a slightly higher than average quality, except for the three variables of content, resources and activities, and assessment. However, it warns of a lack of studies that assess the peda gogical quality of MOOCs and so we suggest further studies are needed with greater meth odological rigour to obtain conclusive results.
TL;DRThe results of this study show that the assessment of the quality of MOOCs refers to a slightly higher than average quality, except for the three variables of content, resources and activities, and assessment. (Semantic Scholar)