A Systematic Review on Engagement, Motivation, and Performance in MOOCs During the Post-Pandemic Time

Abstract

Since the outbreak of the pandemic in 2019, pandemic prevention and control has gradually become normal, and internet-based massive open online courses (MOOCs) have become widely available. Aiming to give an insight into learner engagement, motivation, and learning performance in MOOCs in the post-pandemic time, this study reviewed 52 articles through VOSviewer clustering and preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines. It is concluded that learners’ engagement in MOOCs is restricted by their own management strategy and psychological factors; in addition, learners in MOOCs are motivated by internal or external factors, thus making different responses; lastly, the study finds that in addition to engagement and motivation, the technical conditions of online learning can also affect learning performance to a large or small extent. It is expected that this study can provide reference for the future study into these aspects in MOOCs, especially in the post-pandemic time.