MOOC in a timeline: A systematic literature review

Abstract

Massive and open online courses (MOOC) have become an emerging educational phenomenon with enormous potential for educational transformation and democratization. After almost a decade of its first launch, a great deal of research has been carried out to try to understand its scope and limitations as a flexible and personalized learning instrument. In order to increase such understanding, a systematic review of literature on studies published between 2009 and 2019 about MOOCs has been carried out. A 6-step method was applied to review 486 studies, based on filtering, abstracting, in-depth reading and data extraction and interpretation processes. The results show a large number and diversity of research focuses on MOOCs, some booming, others in decline and others of ephemeral nature. Among them are the Open Educational Practices, the design of MOOCs, the generation of engagement, dropout and connectivism. The research focuses represent the main concerns of educators and researchers regarding what appears to be the advent of a new educational order, which currently supports lifelong learning and future learning environments framed in society 4.0.