Research Article
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Year 2019, Volume: 20 Issue: 1, 223 - 247, 01.01.2019
https://doi.org/10.17718/tojde.522719

Abstract

References

  • Adam, M., Young-Wolff, K. C., Konar, E., & Winkleby, M. (2015). Massive open online nutrition and cooking course for improved eating behaviors and meal composition. International Journal of Behavioral Nutrition and Physical Activity, 12, 143. Alcock, S. E., Dufton, J. A., & Durusu-Tanriover, M. (2016). Archaeology and the MOOC: Massive, open, online, and opportunistic. Journal of Social Archaeology, 16(1), 3-31. Aleman De la Garza, L., Sancho-Vinuesa, T., & Gómez Zermeño, M. (2015). Indicators of pedagogical quality for the design of a massive open online course for teacher training. Universities and Knowledge Society Journal, 12(1), 104-118. Arias Masa, J. (2008). Evaluación de la calidad de Cursos Virtuales: Indicadores de Calidad y construcción de un cuestionario a medida. Aplicación al ambito de asignaturas de Ingeniería Telematica [Evaluation of the quality of Virtual Courses: Quality Indicators and construction of a customized questionnaire. Application to the field of Telematics Engineering subjects] (Doctoral dissertation). Universidad de Extremadura, Spain. Bae, S.-Y., Moon, J., & Morrison, J. R. (2017). Design of engineering courses as a service: Emotions, senses and implementation. International Journal of Engineering Education, 33(5), 1561-1574. Baldomero Ramírez-Fernandez, M. (2015a). MOOC appraisal: A quality perspective. Revista Iberoamericana de Educación a Distancia, 18(2), 171-195. Baldomero Ramírez-Fernandez, M. (2015b). Proposal quality certification of educational Spanish MOOC courses offer conducted by the National Institute of Educational Technologies and Teacher Training. International Journal of Educational Research and Innovation, 3, 121-133. Baldomero Ramírez-Fernandez, M., & Salmerón Silvera, J. L. (2015). Edutool®: a tool for evaluating and accrediting the quality of Moocs [EduTool®: Un instrumento para la evaluación y acreditación de la calidad de los MOOCs]. Educación XX1, 18(2), 97-123. Baldomero Ramírez-Fernandez, M., Salmerón Silvera, J. L., & López Meneses, J. L. (2015). Comparative between quality assessment tools for MOOCs: ADECUR vs Standard UNE 66181: 2012 [Comparativa entre instrumentos de evaluación de calidad de cursos MOOC: ADECUR vs Normas UNE 66181:2012]. RUSC. Universities and Knowledge Society Journal, 12(1), 131-144. Baturay, M. H. (2015). An Overview of the World of MOOCs. Procedia - Social and Behavioral Sciences, 174(Supplement C), 427-433. Bozkurt, A., Akgün-ozbek, E., & Zawacki-Richter, O. (2017). Trends and patterns in massive open online courses: Review and content analysis of research on MOOCs (2008-2015). International Review of Research in Open and Distance Learning, 18(5), 118-147. https://doi.org/10.19173/irrodl.v18i5.3080 Bozkurt, A., Keskin, N. O., & Waard, I. de. (2016). Research Trends in Massive Open Online Course (MOOC) Theses and Dissertations: Surfing the Tsunami Wave. Open Praxis, 8(3), 203-221. https://doi.org/10.5944/openpraxis.8.3.287 Bonafini, F. C., Chae, C., Park, E., & Jablokow, K. W. (2017). How much does student engagement with videos and forums in a MOOC affect their achievement? Online Learning Journal, 21(4), 223-240. https://doi.org/10.24059/olj.v21i4.1270 Cabero Almenara, J., & López Meneses, E. (2009). Descripción de un instrumento didactico para el analisis de modelos y estrategias de enseñanza de cursos universitarios en la red (A.D.E.C.U.R.). [Description of a didactic instrument for the analysis of models and strategies for teaching university courses in the network (A.D.E.C.U.R.)]. Píxel-Bit. Revista de Medios y Educación, 34, 13-30. Cabero-Almenara, J., Marín-Díaz, V., & Sampedro-Requena, B. E. (2017). Research contributions on the educational use of MOOCs. Revista Espanola de Pedagogia, 75(266), 7-27. https://doi.org/10.22550/REP75-1-2017-01 Campbell, J., Gibbs, A., Najafi, H., & Severinski, C. (2014). A comparison of learner intent and behaviour in live and archived MOOCs. International Review of Research in Open and Distance Learning, 15(5), 235-262. Castaño, C., Maíz, I., & Garay, U. (2015). Design, motivation and performance in a cooperative MOOC course. Comunicar, 44, 19-26. Chapman, S. A., Goodman, S., Jawitz, J., & Deacon, A. (2016). A strategy for monitoring and evaluating massive open online courses. Evaluation and Program Planning, 57, 55-63. Chiappe-Laverde, A., Hine, N., & Martínez-Silva, J.-A. (2015). Literature and practice: A critical review of moocs. Comunicar, 22(44), 9-18. https://doi.org/10.3916/C44-2015-01 Chen, J., Xu, W., Xu, H., Peng, W., & Xing, B. (2017). Research on vocational tendency and learning quality. Revista de la Facultad de Ingenieria, 32(6), 257-262. Chiou, Y., & Shih, T. K. (2015). Auto grouping and peer grading system in massive open online course (MOOC). International Journal of Distance Education Technologies, 13(3), 25-43. https://doi.org/10.4018/IJDET.2015070102 Christoforaki, M., & Ipeirotis, P. G. (2015). A system for scalable and reliable technical-skill testing in online labor markets. Computer Networks, 90, 110-120. https://doi.org/10.1016/j.comnet.2015.05.020 Cormier, D., & Siemens, G. (2010). Through the Open Door: Open Courses as Research, Learning, and Engagement. EDUCAUSE Review, 45(4), 31-39. Coursera. (March, 2017). Introducing Our New Infographic: How the World Learns. Retrieved March 24 , 2017 from http://coursera.tumblr.com/post/142363925112/introducing-our-new-infographic-how-the-world Duart, J. M., Roig-Vila, R., Mengual-Andrés, S., & Maseda, D. (2017). The pedagogical quality of MOOCs based on a systematic review of JCR and Scopus publications (2013-2015). Revista Española de Pedagogía, 75(266), 29-46. El Ahrache, S. I., Hassan, B., Tabaa, Y., & Medouri, A. (2013). Massive Open Online Courses: A New Dawn for Higher Education? International Journal on Computer Science and Engineering (IJCSE), 5, 323-327. Eranki, K. L. N., & Moudgalya, K. M. (2016). Comparing the Effectiveness of Self-Learning Java Workshops with Traditional Classrooms. Educational Technology & Society, 19(4), 59-74. Estévez-Ayres, I., Crespo-García, R. M., Fisteus, J. A., & Kloos, C. D. (2013). An algorithm for peer review matching in Massive courses for minimising students’ frustration. Journal of Universal Computer Science, 19(15), 2173-2197. Farhan, M., & Aslam, M. (2017). An Interactive Assessment Framework for Visual Engagement: Statistical Analysis of a TEDx Video. Eurasia Journal of Mathematics, Science and Technology Education, 13(4), 1107-1119. https://doi.org/10.12973/eurasia.2017.00661a Frick, T., & Dagli, C. (2016). MOOCs for Research: The Case of the Indiana University Plagiarism Tutorials and Tests. Technology, Knowledge and Learning, 21(2), 255-276. D. Gamage, S. Fernando and I. Perera, "Quality of MOOCs: A review of literature on effectiveness and quality aspects," 2015 8th International Conference on Ubi-Media Computing (UMEDIA), Colombo, 2015, (pp. 224-229). Ghislandi, P. (2016). “The fun they had” or about the quality of MOOC. Journal of E-Learning and Knowledge Society, 12(3), 99-114. Gisbert, J. y Bonfill, X. (2004). How to perform, evaluate and use systematic reviews and meta-analyzes? [¿Cómo realizar, evaluar y utilizar revisiones sistematicas y metaanalisis?] Gastroenterología y Hepatología, 27(3), 129-149. Goldberg, L. R., Bell, E., King, C., O’Mara, C., McInerney, F., Robinson, A., & Vickers, J. (2015). Relationship between participants’ level of education and engagement in their completion of the Understanding Dementia Massive Open Online Course Approaches to teaching and learning. BMC Medical Education, 15(1). https://doi.org/10.1186/s12909-015-0344-z Gómez Hernandez, P., Monge López, C., & Sebastian Heredero, E. (2016). 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Systematic Mapping Study 2012-2017: Quality and Effectiveness Measurement in MOOC

Year 2019, Volume: 20 Issue: 1, 223 - 247, 01.01.2019
https://doi.org/10.17718/tojde.522719

Abstract

Massive Open Online Courses (MOOCs) concentrate an important number of students and are set up as an alternative for acquiring knowledge and continuing education. The objective of this article is to analyze how the quality and effectiveness of the MOOCs were measured in empirical studies between 2012 and 2017. For which a systematic mapping study of articles was performed by using databases of Scopus and Web of Science. These articles were analyzed according to the: (1) context of the publication, (2) type of developing institutions and distribution platforms of the MOOC, and (3) characteristics of the empirical studies. It was identified that 54% of the developing institutions were universities and that 31% of the platforms that distributed the MOOC are of Coursera. These articles were also analyzed by type of study, the more frequently used indicators to measure the effectiveness, and the more frequently used focus points (approaches) to measure quality. The results of this study are useful because it allows having a general view of the most frequently utilized methodologies to measure quality and effectiveness in MOOCs.

References

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Application to the field of Telematics Engineering subjects] (Doctoral dissertation). Universidad de Extremadura, Spain. Bae, S.-Y., Moon, J., & Morrison, J. R. (2017). Design of engineering courses as a service: Emotions, senses and implementation. International Journal of Engineering Education, 33(5), 1561-1574. Baldomero Ramírez-Fernandez, M. (2015a). MOOC appraisal: A quality perspective. Revista Iberoamericana de Educación a Distancia, 18(2), 171-195. Baldomero Ramírez-Fernandez, M. (2015b). Proposal quality certification of educational Spanish MOOC courses offer conducted by the National Institute of Educational Technologies and Teacher Training. International Journal of Educational Research and Innovation, 3, 121-133. Baldomero Ramírez-Fernandez, M., & Salmerón Silvera, J. L. (2015). Edutool®: a tool for evaluating and accrediting the quality of Moocs [EduTool®: Un instrumento para la evaluación y acreditación de la calidad de los MOOCs]. Educación XX1, 18(2), 97-123. Baldomero Ramírez-Fernandez, M., Salmerón Silvera, J. L., & López Meneses, J. L. (2015). Comparative between quality assessment tools for MOOCs: ADECUR vs Standard UNE 66181: 2012 [Comparativa entre instrumentos de evaluación de calidad de cursos MOOC: ADECUR vs Normas UNE 66181:2012]. RUSC. Universities and Knowledge Society Journal, 12(1), 131-144. Baturay, M. H. (2015). An Overview of the World of MOOCs. Procedia - Social and Behavioral Sciences, 174(Supplement C), 427-433. Bozkurt, A., Akgün-ozbek, E., & Zawacki-Richter, O. (2017). Trends and patterns in massive open online courses: Review and content analysis of research on MOOCs (2008-2015). International Review of Research in Open and Distance Learning, 18(5), 118-147. https://doi.org/10.19173/irrodl.v18i5.3080 Bozkurt, A., Keskin, N. O., & Waard, I. de. (2016). Research Trends in Massive Open Online Course (MOOC) Theses and Dissertations: Surfing the Tsunami Wave. Open Praxis, 8(3), 203-221. https://doi.org/10.5944/openpraxis.8.3.287 Bonafini, F. C., Chae, C., Park, E., & Jablokow, K. W. (2017). How much does student engagement with videos and forums in a MOOC affect their achievement? Online Learning Journal, 21(4), 223-240. https://doi.org/10.24059/olj.v21i4.1270 Cabero Almenara, J., & López Meneses, E. (2009). Descripción de un instrumento didactico para el analisis de modelos y estrategias de enseñanza de cursos universitarios en la red (A.D.E.C.U.R.). [Description of a didactic instrument for the analysis of models and strategies for teaching university courses in the network (A.D.E.C.U.R.)]. Píxel-Bit. Revista de Medios y Educación, 34, 13-30. Cabero-Almenara, J., Marín-Díaz, V., & Sampedro-Requena, B. E. (2017). Research contributions on the educational use of MOOCs. Revista Espanola de Pedagogia, 75(266), 7-27. https://doi.org/10.22550/REP75-1-2017-01 Campbell, J., Gibbs, A., Najafi, H., & Severinski, C. (2014). A comparison of learner intent and behaviour in live and archived MOOCs. International Review of Research in Open and Distance Learning, 15(5), 235-262. Castaño, C., Maíz, I., & Garay, U. (2015). Design, motivation and performance in a cooperative MOOC course. Comunicar, 44, 19-26. Chapman, S. A., Goodman, S., Jawitz, J., & Deacon, A. (2016). A strategy for monitoring and evaluating massive open online courses. Evaluation and Program Planning, 57, 55-63. Chiappe-Laverde, A., Hine, N., & Martínez-Silva, J.-A. (2015). Literature and practice: A critical review of moocs. Comunicar, 22(44), 9-18. https://doi.org/10.3916/C44-2015-01 Chen, J., Xu, W., Xu, H., Peng, W., & Xing, B. (2017). Research on vocational tendency and learning quality. Revista de la Facultad de Ingenieria, 32(6), 257-262. Chiou, Y., & Shih, T. K. (2015). Auto grouping and peer grading system in massive open online course (MOOC). International Journal of Distance Education Technologies, 13(3), 25-43. https://doi.org/10.4018/IJDET.2015070102 Christoforaki, M., & Ipeirotis, P. G. (2015). A system for scalable and reliable technical-skill testing in online labor markets. Computer Networks, 90, 110-120. https://doi.org/10.1016/j.comnet.2015.05.020 Cormier, D., & Siemens, G. (2010). Through the Open Door: Open Courses as Research, Learning, and Engagement. EDUCAUSE Review, 45(4), 31-39. Coursera. (March, 2017). Introducing Our New Infographic: How the World Learns. Retrieved March 24 , 2017 from http://coursera.tumblr.com/post/142363925112/introducing-our-new-infographic-how-the-world Duart, J. M., Roig-Vila, R., Mengual-Andrés, S., & Maseda, D. (2017). The pedagogical quality of MOOCs based on a systematic review of JCR and Scopus publications (2013-2015). Revista Española de Pedagogía, 75(266), 29-46. El Ahrache, S. I., Hassan, B., Tabaa, Y., & Medouri, A. (2013). 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Details

Primary Language English
Journal Section Articles
Authors

Rocio Quılıano-terreros This is me 0000-0003-0595-4615

Darinka Ramırez-hernandez This is me 0000-0003-4789-6433

Pablo Barnıol This is me 0000-0002-4817-0215

Publication Date January 1, 2019
Submission Date March 25, 2018
Published in Issue Year 2019 Volume: 20 Issue: 1

Cite

APA Quılıano-terreros, R., Ramırez-hernandez, D., & Barnıol, P. (2019). Systematic Mapping Study 2012-2017: Quality and Effectiveness Measurement in MOOC. Turkish Online Journal of Distance Education, 20(1), 223-247. https://doi.org/10.17718/tojde.522719