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European Conference on Massive Open Online Courses

EMOOCs 2017: Digital Education: Out to the World and Back to the Campus pp 176–181Cite as

Understanding Learning and Teaching in MOOCs from the Perspectives of Students and Instructors: A Review of Literature from 2014 to 2016

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Part of the book series: Lecture Notes in Computer Science ((LNISA,volume 10254))

Abstract

This article presents the results of a literature review on key learning and teaching dimensions in MOOCs. 95 studies published from January 2014 to October 2016 were selected for review. Four important learning and teaching dimensions were identified, and relationships between these dimensions were presented. The key dimensions and sub-dimensions reported in this literature review are student factors (education background, country of origin, age, gender, and motivation), teaching context (motivation, challenge, and pedagogical preference), student engagement (emotional, social, behavioural, and cognitive engagement), and learning outcomes (perception, retention, and grade). The review provides evidence of a relationship between student factors and engagement and a relationship between student engagement and learning outcomes.

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References

  1. Hew, K.F., Cheung, W.S.: Students’ and instructors’ use of massive open online courses (MOOCs): motivations and challenges. Educ. Res. Rev. 12, 45–58 (2014)

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Author information

Authors and Affiliations

  1. UQ Business School, The University of Queensland, Brisbane, Australia

    Ruiqi Deng & Pierre Benckendorff

  2. Institute for Teaching and Learning Innovation (ITaLI), The University of Queensland, Brisbane, Australia

    Deanne Gannaway

Authors
  1. Ruiqi Deng
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  2. Pierre Benckendorff
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  3. Deanne Gannaway
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Corresponding author

Correspondence to Ruiqi Deng .

Editor information

Editors and Affiliations

  1. Universidad Carlos III de Madrid, Leganés (Madrid), Spain

    Carlos Delgado Kloos

  2. École Polytechnique Fédérale de Lausanne, Lausanne, Switzerland

    Patrick Jermann

  3. Pontifical Catholic University of Chile, San Joaquín, Santiago de Chile, Chile

    Mar Pérez-Sanagustín

  4. Harvard University, Cambridge, Massachusetts, USA

    Daniel T. Seaton

  5. University of Southampton, Southampton, United Kingdom

    Su White

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© 2017 Springer International Publishing AG

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Cite this paper

Deng, R., Benckendorff, P., Gannaway, D. (2017). Understanding Learning and Teaching in MOOCs from the Perspectives of Students and Instructors: A Review of Literature from 2014 to 2016. In: Delgado Kloos, C., Jermann, P., Pérez-Sanagustín, M., Seaton, D., White, S. (eds) Digital Education: Out to the World and Back to the Campus. EMOOCs 2017. Lecture Notes in Computer Science(), vol 10254. Springer, Cham. https://doi.org/10.1007/978-3-319-59044-8_20

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  • DOI: https://doi.org/10.1007/978-3-319-59044-8_20

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-59043-1

  • Online ISBN: 978-3-319-59044-8

  • eBook Packages: Computer ScienceComputer Science (R0)

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