Figure 1
Interest over time on Google Trends for MOOCs – Worldwide, 1/1/11–8/9/24 (Google Trends 2024).
Table 1
Comparative table of papers in this special collection.
| PAPER | FOCUS | METHODOLOGY | APPROACH |
|---|---|---|---|
| Beyond Boundaries: The Role of Learning Types in Shaping MOOC Learner Engagement and Progression | Learning design Learner engagement | Mixed methods | Case study (of a university’s MOOCs) |
| The Importance of Offline Options for Online Learners | Learning design online/offline material | Qualitative – phenomenology | Case study (of a module) |
| Educators’ Perceptions and Experiences of Online Teacher Professional Development | Professional development | Qualitative-phenomenology | Case study (of a MOOC) |
| Addressing Global Challenges By Contextualising Learning At Scale: Future Professional Learning For The Health Sector | Professional learning and development at scale | Qualitative | Case study (of a programme design) |
| The Effects of a Teacher-Curated LMOOC on EFL Students: A Case Study | Impact of blended learning with MOOCs on students’ outcomes | Mixed methods | Case study (of a language module) |
| Understanding Accessibility in MOOCs: Findings and Recommendations for Future Designs | Accessibility in MOOCs | Systematic review | Systematic review |
Table 2
Mapping of papers in current collection against research priority areas identified by Ferguson et al. (2017).
| BEYOND BOUNDARIES: THE ROLE OF LEARNING TYPES IN SHAPING MOOC LEARNER ENGAGEMENT AND PROGRESSION | THE IMPORTANCE OF OFFLINE OPTIONS FOR ONLINE LEARNERS | EDUCATORS’ PERCEPTIONS AND EXPERIENCES OF ONLINE TEACHER PROFESSIONAL DEVELOPMENT | ADDRESSING GLOBAL CHALLENGES BY CONTEXTUALISING LEARNING AT SCALE: FUTURE PROFESSIONAL LEARNING FOR THE HEALTH SECTOR | THE EFFECTS OF A TEACHER-CURATED LMOOC ON EFL STUDENTS: A CASE STUDY | UNDERSTANDING ACCESSIBILITY IN MOOCS: FINDINGS AND RECOMMENDATIONS FOR FUTURE DESIGNS | |
|---|---|---|---|---|---|---|
| Develop a strategic approach to learning at scale | ||||||
| Develop appropriate pedagogy for learning at scale | ||||||
| Identify and share effective learning designs | ||||||
| Support discussion more effectively | ||||||
| Clarify learner expectations | ||||||
| Develop educator teams | ||||||
| Widen access | ||||||
| Develop new approaches to assessment and accreditation |