The MOOCs

LeCounte, John F.; Johnson, Detra

doi:10.4018/978-1-4666-8170-5.ch011

Cited by 7 publications

(2 citation statements)

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“…Open education processes challenge educators to change their practices [17] fundamentally to favor educational innovation. In MOOCs, there is a challenge for content production to become more creative, both in educational institutions and in corporate environments [18]. Many communities face difficulties in using open resources because of a lack of access to the internet and technology [19].…”

Section: Introductionmentioning

confidence: 99%

Challenges for Open Education with Educational Innovation: A Systematic Literature Review

Montoya¹,

Soledad²

2020

Sustainability

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Open education can enrich learning environments and support the processes of educational innovation. The objective of this article is to analyze the evidence published about open education in the period 2014–2019 to identify future challenges. We performed a Systematic Literature Review (SLR), identifying 245 articles on the topic of open education in the databases, Web of Science (WOS), and Scopus, from January 2014 to June 2019. We filtered to obtain the most relevant data by applying inclusion, exclusion, and quality criteria. The results yield information on (1) the characteristics of the publications; (2) the methodological trends; (3) the central and transversal dimensions of the topic; and (4) the innovative educational practices that have been implemented. The article concludes with a presentation of the challenges that are linked to coverage, empirical evidence, co-creation, and innovation. The contribution of this research is to add value to the body of knowledge available to trainers, researchers, and decision-makers interested in open education and educational innovation.

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Section: Introductionmentioning

confidence: 99%

Challenges for Open Education with Educational Innovation: A Systematic Literature Review

Montoya¹,

Soledad²

2020

Sustainability

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“…MOOCs are also known for their openness and ability to support peer evaluation and reviews, which can enrich the learning experience. In addition, learners can easily access quizzes using modern devices [ 21 ].…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Investigating the acceptance and use of massive open online courses (MOOCs) for health informatics education

Alharbi

2023

BMC Med Educ

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Background This study investigated the acceptance and use of massive open online courses (MOOCs) among health informatics educators and students in Saudi Arabian academic institutions. A theoretical model based on the unified theory of acceptance and use of technology (UTAUT), self-determination theory (SDT), and channel expansion theory (CET) was used to identify factors that affect MOOC adoption in health informatics education. Methods A survey research design was employed, and cross-sectional data were collected from health informatics instructors and students in academic institutions in Saudi Arabia. A total of 145 completed responses were used in the final analysis of the data. Results The findings indicated that performance and effort expectancy were important factors that could predict the acceptance and use of MOOCs among health informatics instructors and students. Additionally, perceived media richness affected the actual use of health informatics MOOCs among students and instructors in Saudi Arabian academic institutions. The results of this study show that autonomy, relatedness, and competence must be considered in the design of health informatics MOOCs. Conclusions A combination of these models can effectively explain the adoption and use of MOOCs in emerging fields such as health informatics.

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