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A Systematic Literature Review on the Quality of MOOCs

Author

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  • Christian M. Stracke

    (Faculty of Educational Sciences, Open Universiteit, 6401 DL Heerlen, The Netherlands)

  • Giada Trisolini

    (Department of Educational Sciences, University of Bologna, 40126 Bologna, Italy)

Abstract

This paper presents the findings from a systematic literature review on the quality of massive open online courses (MOOCs). The main research question was “How can the quality criteria for MOOCs identified in the analysed studies from the systematic literature review be best organised in a categorisation scheme?” The systematic literature review was conducted using the PRISMA procedures. After conducting the screening and eligibility analysis according the pre-defined criteria, 103 studies were finally selected. The analysis was done in iterative cycles for continuous improvements of the assignments and clustering of the quality criteria. The final version was validated in consensus through the categorisation and assignment of all 103 studies in a consistent way to four dimensions (pedagogical, organisational, technological, and social) and their sub-categories. This quality framework can be re-used in future MOOC research and the discussion of the analysed studies provides a current literature overview on the quality of MOOCs.

Suggested Citation

  • Christian M. Stracke & Giada Trisolini, 2021. "A Systematic Literature Review on the Quality of MOOCs," Sustainability, MDPI, vol. 13(11), pages 1-26, May.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:11:p:5817-:d:559763
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    References listed on IDEAS

    as
    1. Kenneth Bailey, 1984. "A three-level measurement model," Quality & Quantity: International Journal of Methodology, Springer, vol. 18(3), pages 225-245, May.
    2. Brent J. Evans & Rachel B. Baker & Thomas S. Dee, 2016. "Persistence Patterns in Massive Open Online Courses (MOOCs)," The Journal of Higher Education, Taylor & Francis Journals, vol. 87(2), pages 206-242, March.
    3. David Moher & Alessandro Liberati & Jennifer Tetzlaff & Douglas G Altman & The PRISMA Group, 2009. "Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-6, July.
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    Cited by:

    1. Christian Dagenais & Aurélie Hot & Anne Bekelynck & Romane Villemin & Esther Mc Sween-Cadieux & Valéry Ridde, 2024. "MOOC-based blended learning for knowledge translation capacity-building: A qualitative evaluative study," PLOS ONE, Public Library of Science, vol. 19(2), pages 1-13, February.
    2. Marco Yamba-Yugsi & Lourdes Atiaja Atiaja & Sergio Luján-Mora & Jose Luis Eguia-Gomez, 2022. "Determinants of the Intention to Use MOOCs as a Complementary Tool: An Observational Study of Ecuadorian Teachers," Sustainability, MDPI, vol. 14(22), pages 1-11, November.
    3. Ruiqi Deng, 2021. "Emotionally Engaged Learners Are More Satisfied with Online Courses," Sustainability, MDPI, vol. 13(20), pages 1-19, October.
    4. Annchen Mielmann, 2021. "Being Innovative in Running an Online Food Research Project in Consumer Sciences during the COVID-19 Pandemic," Sustainability, MDPI, vol. 13(24), pages 1-22, December.

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