The Metaverse has been the centre of attraction for educationists for quite some time. This field got renewed interest with the announcement of social media giant Facebook as it rebranding and positioning it as Meta. While several studies conducted literature reviews to summarize the findings related to the Metaverse in general, no study to the best of our knowledge focused on systematically summarizing the finding related to the Metaverse in education. To cover this gap, this study conducts a systematic literature review of the Metaverse in education. It then applies both content and bibliometric analysis to reveal the research trends, focus, and limitations of this research topic. The obtained findings reveal the research gap in lifelogging applications in educational Metaverse. The findings also show that the design of Metaverse in education has evolved over generations, where generation Z is more targeted with artificial intelligence technologies compared to generation X or Y. In terms of learning scenarios, there have been very few studies focusing on mobile learning, hybrid learning, and micro learning. Additionally, no study focused on using the Metaverse in education for students with disabilities. The findings of this study provide a roadmap of future research directions to be taken into consideration and investigated to enhance the adoption of the Metaverse in education worldwide, as well as to enhance the learning and teaching experiences in the Metaverse.

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Abstract:Massive open online courses (MOOCs) provide opportunities for learners to benefit from initiatives that are promoted by prestigious universities worldwide. The introduction of MOOCs in 2008 has since then transformed education globally. Consequently, MOOCs should be acknowledged as a pedagogical innovation and recognized as change agents and facilitators in the transition of opening up education, in the transition from traditional campus education to open online learning arenas, which increases learners' access to and equity in lifelong learning. There is a need to consider MOOCs as a natural part of universities' course offerings and business models and to recognize MOOCs as valuable for learners. Furthermore, MOOCs should be regarded as valuable learning and educational initiatives in the same way that journals and books are recognized. Learners should be able to take MOOCs either at their own university or from other providers. Moreover, MOOCs should be valued in policies, strategies, and action plans, and they should be included in processes of quality enhancement and quality assurance. This paper points out the merits of the innovative use of MOOCs in higher education. In this qualitative literature research, a content method analysis was conducted through a systematic review of the literature. Through the findings from the literature research it is suggested that MOOCs could be permanent change agents that boost innovation in higher education learning arenas. In particular, the findings revealed the benefits of MOOCs in various areas, such as lifelong learning, professional competence development, validation of learning, and degree recognition, in addition to clarifying several business models of higher education.

Purpose The purpose of this paper is to focus on the implementation and evaluation of knowledge management and e-transformation strategies of higher educational institutions in distance education. After an evaluation of higher educational practices in different countries, distance education was considered a different strategy and was emphasized as an advantage in competitiveness. Design/methodology/approach The study reflects a case study in the context of qualitative research. A written view report was conducted to evaluate the awareness of digital efficiency and roles of the teachers in learning environments and evaluation processes in the organizational structure. The qualitative data were evaluated through Nvivo qualitative data analysis. When the literature is overviewed, it can be observed that there are limited studies in this field. Findings As a result, distance education contributes a lot to providing equal opportunities in education. It is of great importance that individuals are aware of their roles in the process of accessibility, institutional support, technological infrastructure, support provided for students, learning-teaching environments and evaluation of distance education programs based on equality and life-long learning. In applications of different countries evaluated by Salmon et al. (2014) based on Carpe Diem Model, it is argued that knowledge management and sharing, the role of teachers and digital capability in distance education applications are crucial. Research limitations/implications The study is limited to 35 research participants. Practical implications Internationalization has become an important issue in higher educational activities. Social implications Diffusion of the uses of knowledge management practice in distance education is important. Originality/value The study has a great value on the use of international perspectives and the Carpe Diem Model for the evaluation.

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