Design and Learning Strategies Applied in Mooc: A Meta-Analysis

Abstract

The purpose of the study is to examines the dominant design and learning strategy used by various MOOCs platforms to foster students’ Self Directed Learning. Method used in the study was based on the search of relevant literature through online database such as IEEE Explore, ProQuest, ScienceDirect and ResearchGate. The keywords in the search for the relevant literature include MOOCs and learning strategy, MOOCs and design strategy, MOOCs and Self Directed Learnig. The result of the meta-analysis revealed that the most frequently used learning strtegies by the various MOOCs platforms are the social construcvist and peer-to-peer approach to learning. These two strategies are found to be related to cMOOCs and xMOOCs. Similarly, of all the designs the dominant design strategy use by MOOCs providers is cMOOC and partially the blended or hybrid MOOCs. The study revealed the dominant learning strategies employed by MOOCs platforms. This may help other MOOCs designers to give emphasis to the use of best learning strategies and perhaps improve on the existing ones. The findings may also have implication to students willling to acquire knowledge through MOOCs to choose the appropriate instruction strategy that will Foster SDL.

Mapping the Landscape of Authentic Leadership: A Bibliometric Analysis of its Influence on Entrepreneurial Performance

“…The data extracted from the 1,050 included documents will be analyzed using a combination of bibliometric and PRISMA-based techniques. This review followed many research paper that applied bibliometric analysis for instance (Abuhassna et al, 2023;Abuhassna et al, 2022a;Abuhassna et al, 2022b: Abuhassna et al, 2022dVan et al, 2021;Mamman et al, 2017;AlShehhi et al, 2022a;AlShehhi et al, 2022b;AlShehhi et al, 2022c;Yaarubi et al, 2022;Kiyomi et al, 2022). The primary objective of the analysis is to map the research landscape concerning authentic leadership and its influence on entrepreneurial performance.…”

Unlocking the Future of Arabic languages teaching: Exploring Communicative Language Teaching Methodology

“…The research process adheres to established guidelines for conducting SLRs (Kitchenham et al, 2009). This SLR followed the same methods from previous research (Abuhassna et al, 2023;Abuhassna et al, 2022b: Abuhassna et al, 2022d; Van et al, 2021;Mamman et al, 2017;AlShehhi et al, 2022a;AlShehhi et al, 2022b;AlShehhi et al, 2022c;Yaarubi et al, 2022;Kiyomi et al, 2022)…”

A Model and Tool to Support Pedagogical Scenario Building for Connectivist MOOC

“…(Bonk et al, 2016 ;Chotel, 2017 ;Kennedy, 2014 ;Pomerol et al, 2015 ;Sambe et al, 2018 ). D'autres travaux proposent des solutions et des modèles pour soutenir les enseignants dans la phase de conception des MOOC (Alario-hoyos et al, 2014 ;Ferguson et al, 2016 ;Hatzipanagos, 2015 ;Mamman et al, 2017 ;Blanco et al, 2013 ;Fassbinder et al, 2017 ;Fidalgo-Blanco et al, 2015 ;Guàrdia et al, 2013 ;Jasnani, 2013 ;King et al, 2014;Ross & Bayne, 2014 ;Sergis et al, 2016 ;Staubitz & Meinel, 2017;Xiao & Pardamean, 2016). Certain de ces travaux visent principalement à démontrer l'intérêt et les bénéfices d'une méthodologie et d'une méthode scénarisation et de mise en oeuvre de tels cours.…”