Öz
Kaynakça
- Ahmad M.A., Hussin A.R.C., Yusof A.F. (2020) Motivations of Teaching in Massive Open Online Course: Review of the Literature. In: Saeed F., Mohammed F., Gazem N. (eds) Emerging Trends in Intelligent Computing and Informatics. IRICT 2019. Advances in Intelligent Systems and Computing, vol 1073. Springer, Cham
- Akcayir, G., & Akcayir, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334-345.
- Aljaraideh, Y. (2019). Massive open online learning (MOOC) benefits and challenges: A case study in Jordanian context. International Journal of Instruction, 12(4), 65-78.
- Andrikopoulos, A., & Kostaris, K. (2017). Collaboration networks in accounting research. Journal of International Accounting, Auditing and Taxation, 28, 1-9.
- Beller, E. M., Glasziou, P. P., Altman, D. G., Hopewell, S., Bastian, H., Chalmers, I., ... & PRISMA for Abstracts Group. (2013). PRISMA for abstracts: reporting systematic reviews in journal and conference abstracts. PLoS Med, 10(4), 1-14.
- Betihavas, V., Bridgman, H., Kornhaber, R., & Cross, M. (2016). The evidence for ‘flipping out’: A systematic review of the flipped classroom in nursing education. Nurse education today, 38, 15-21.
Öz
Massive open online courses (MOOCs) have also received interest from researchers worldwide; however, there was no comprehensive review of the MOOC research. This paper aims to identify the MOOCs research scientific landscape as the trend from publications worldwide. In assessing research trends, the bibliometric network analysis using distance-based network mapping in VOSviewer was applied in this review. The 3,211 eligible articles published between 2011 and 2020 confirmed three main research clusters: learning system, human characteristics and higher education clusters. The results also showed that terms, such as ‘learning systems’, ‘gender differences’ and ‘flipped classroom’ emerged as ongoing research trends. In addition, these findings indicated that the overall productivity rates in the Middle East and Gulf regions were low. Besides, the authorship mapping indicated an absence of the small-world properties. A discussion of the findings and directions for further research are also provided. Based on the network analysis method, this paper presents the researchers’ alternative method to review literature using an approach that possibly includes mostly published articles related to MOOCs.
Anahtar Kelimeler
Kaynakça
- Ahmad M.A., Hussin A.R.C., Yusof A.F. (2020) Motivations of Teaching in Massive Open Online Course: Review of the Literature. In: Saeed F., Mohammed F., Gazem N. (eds) Emerging Trends in Intelligent Computing and Informatics. IRICT 2019. Advances in Intelligent Systems and Computing, vol 1073. Springer, Cham
- Akcayir, G., & Akcayir, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334-345.
- Aljaraideh, Y. (2019). Massive open online learning (MOOC) benefits and challenges: A case study in Jordanian context. International Journal of Instruction, 12(4), 65-78.
- Andrikopoulos, A., & Kostaris, K. (2017). Collaboration networks in accounting research. Journal of International Accounting, Auditing and Taxation, 28, 1-9.
- Beller, E. M., Glasziou, P. P., Altman, D. G., Hopewell, S., Bastian, H., Chalmers, I., ... & PRISMA for Abstracts Group. (2013). PRISMA for abstracts: reporting systematic reviews in journal and conference abstracts. PLoS Med, 10(4), 1-14.
- Betihavas, V., Bridgman, H., Kornhaber, R., & Cross, M. (2016). The evidence for ‘flipping out’: A systematic review of the flipped classroom in nursing education. Nurse education today, 38, 15-21.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Bölüm | Articles |
| Yazarlar | |
| Yayımlanma Tarihi | 30 Mart 2022 |
| Gönderilme Tarihi | 22 Şubat 2021 |
| Yayımlandığı Sayı | Yıl 2022 Cilt: 23 Sayı: 2 |