Trends in MOOCs Research: Analysis of Educational Technology Journals

Babori, Abdelghani

doi:10.3991/ijet.v15i17.14637

Cited by 9 publications

(7 citation statements)

References 37 publications

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“…Additionally, it was found that descriptive statistics as a quantitative research approach and content analysis as a qualitative research approach were generally used in the dissertations as the methods of data analysis. Although the "Thematic and discourse analysis" methods were seen to be used very little in this study, Abdelghani (2020) stated that "Thematic/Discourse analysis" is the most used analysis method after descriptive statistics in the studies they analyzed.…”

Section: Discussionmentioning

confidence: 93%

“…Kara Aydemir and Can (2019) also found that the mixed method was on the increase, especially in recent years. However, Küçük et al (2013), Göktaş et al (2012b), Asdaque & Rizvi (2019), and Abdelghani (2020) stated that quantitative research is used less. On the other hand, Anderson et al (2021) found that qualitative approaches were used more frequently.…”

Section: Discussionmentioning

confidence: 99%

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Educational Technology Research Trends: A 10-Year Content Analysis of PhD Dissertations

Gündüz

Gündüzalp

Koçak

et al. 2023

Participatory Educational Research

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This study investigates the trends of doctoral dissertations produced in Türkiye in the field of Educational Technologies. 292 doctoral dissertations were included in this study which was conducted in the design of document analysis in the period between 2011 and 2020. The dissertations were put to content analysis by using the Dissertation Analysis Form developed within the scope of this study. The results demonstrated that the approach of the mixed method research was more commonly used in the dissertations. As a research model, it has been determined that case study from qualitative approaches and quasi-experimental model from quantitative approaches are mostly preferred. It is seen that the students of the faculty of education are greatly used as the sample. It is concluded that descriptive statistical methods are mostly used during the data analysis phase and the SPSS program is the most frequently preferred data analysis program. It has been determined that simple level statistical analysis techniques are used in theses. It is clear that although effect size calculations were made, there were also studies in which the type was not specified. Of the statistical techniques used for validity and reliability, Cronbach’s Alpha internal consistency coefficient was found to be frequently used. 1376 keywords emerged in the analysed theses. These keywords were presented visually using a force-directed algorithm. Stating sampling methods clearly in studies will guide the studies to be conducted in the future. The sampling of different types of students is important in that it enriches the potential areas of study paving the way for the emergence of different perspectives.

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Section: Discussionmentioning

confidence: 93%

Section: Discussionmentioning

confidence: 99%

Educational Technology Research Trends: A 10-Year Content Analysis of PhD Dissertations

Gündüz

Gündüzalp

Koçak

et al. 2023

Participatory Educational Research

View full text Add to dashboard Cite

show abstract

“…We undertook to conduct the current review to address some notable gaps: There is a lack of up to date reviews of recent research on MOOCs [22], in particular there is a dearth of reviews that distinguish empirical studies based on primary data (human participants), and many studies as we have seen are unclear on the full details of their methodology followed. The main research question this study sought to address was to determine what impact empirical MOOC research is having and in which topic areas.…”

Section: Specialisation Of Mooc Research Reviewsmentioning

confidence: 99%

Mapping the MOOC Research Landscape: Insights from Empirical Studies

Costello

Soverino²,

Bolger³

2022

Int. J. Emerg. Technol. Learn.

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Several reviews have been conducted of empirical studies of MOOC learners and teachers.The scope and foci of such reviews has varied, as has the reporting of the details of how they were conducted.This study analysed 1,435 published articles determining 922 to be empirical studies. We analyzed the full text of 826 of these articles to which the research team had access using the scienometic tool Scival, manual researcher evaluation and topic modelling to determine: the impact as measured by citations; geographic and institutional publishing patterns; and the themes and types of MOOC research. We found that MOOC research is mostly clustered in the discipline of computer science. Learner persistence and self-regulated learning continue to be a focus of study and most impactful finding respectively as studies of previous periods have found. Research is carried out worldwide, with the most influential studies and researchers clustered in particular institutions and countries. Implications of this study are that MOOC research is clustered in certain ways which may give rise to particular biases, that researchers should consider more interdisciplinary approaches in their research and greater awareness and use of open science principles and practices in their work.

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“…In e-learning, recommendation systems are progressing with the advancement of Machine Learning algorithms and Big Data techniques. For instance, learning analysis can be handled to predict learner performance within Moodle [13]. It is therefore of utmost importance to study the evolution of recommendation systems since their emergence.…”

Section: Introductionmentioning

confidence: 99%

Towards an Evolution of E-Learning Recommendation Systems: From 2000 to Nowadays

Souabi¹,

Retbi²,

Idrissi³

et al. 2021

Int. J. Emerg. Technol. Learn.

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In e-learning, recommendation systems have proven to be highly efficient for improving learners' performance and knowledge. They can manage the different pedagogical resources and simplify the workload for the instructor and learners as well. Throughout the years, recommendation systems in e-learning have wit-nessed a major evolution since the 2000s. Several aspects have been developed, including techniques involved, test data (...). In this respect, this paper analyses the evolution of recommendation systems in e-learning since 2000 with a focus on the evolution sides. It furthermore addresses areas not fully addressed to date. A set of recommendation systems is identified and then analysed in order to define techniques used, as well as algorithms deployed.

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Trends in MOOCs Research: Analysis of Educational Technology Journals

Cited by 9 publications

References 37 publications

Educational Technology Research Trends: A 10-Year Content Analysis of PhD Dissertations

Educational Technology Research Trends: A 10-Year Content Analysis of PhD Dissertations

Mapping the MOOC Research Landscape: Insights from Empirical Studies

Towards an Evolution of E-Learning Recommendation Systems: From 2000 to Nowadays

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