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

Part of the Lecture Notes in Computer Science book series (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.

Keywords

  • MOOC
  • Review
  • Student
  • Instructor

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Fig. 1.

(Adapted from Biggs [5])

Fig. 2.

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Correspondence to Ruiqi Deng .

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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

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  • Publisher Name: Springer, Cham

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