Massive open online courses (MOOCS): systematic literature review in Malaysian higher education

 
 
 
  • Abstract
  • Keywords
  • References
  • PDF
  • Abstract


    This study provided a systematic and organized review of 32 studies regarding using of Massive Open Online Courses (MOOCs) in Ma-laysian higher education from 2012 to 2017. This paper conducted an analysis of studies dedicated of using (MOOCs) for learning on the basis of certain dimensions namely, journal, country, author, year of publication, research methods, type of respondents, the models, and the theories. The findings obtained revealed that the interest on the topic has shown an increasing trend over recent years that it has ultimately become a well-known topic for academic research in the future. Nevertheless, to boost and enhance the using (MOOCs) for learning, it is important that future studies apply considerable use of theoretical and methodological approaches like the qualitative methods to examine the factors it will encourage students to use (MOOCs).

     

     


  • Keywords


    Massive Open Online Courses (MOOCs); Higher Education; Systematic Literature Review

  • References


      [1] Abedi, M., & Beikverdi, A. (2012, December). Rise of massive open online courses. In Engineering Education (ICEED), 2012 4th International Congress on (pp. 1-4). IEEE.

      [2] Ajzen I 1991. The theory of planned behavior, Organizational Behavior and Human Decision Processes.50, 179-211. https://doi.org/10.1016/0749-5978(91)90020-T.

      [3] Al-Atabi, M., & DeBoer, J. (2014). Teaching entrepreneurship using massive open online course (MOOC). Technovation, 34(4), 261-264. https://doi.org/10.1016/j.technovation.2014.01.006.

      [4] Al-Rahmi, W, Othman, M and Musa, M. (2014). The Improvement of Students‘Academic Performance by Using Social Media through Collaborative Learning in Malaysian Higher Education”, Asian Social Science; 10, 8, 2010-221.

      [5] Al-Rahmi W. M, & Zeki, A. M (2017). A model of using social media for collaborative learning to enhance learners’ performance on learning. Journal of King Saud University-Computer and Information Sciences, 29(4): 526-535. https://doi.org/10.1016/j.jksuci.2016.09.002.

      [6] Al-Rahmi W. M, Zeki A. M, Alias N, & Saged A (2017b). Use of social media and its impact on academic performance among university students in Malaysian Higher Education. Anthropologist, 28(1-2): 52-68. https://doi.org/10.1080/09720073.2017.1317962.

      [7] Al-Rahmi, W. M., Alias, N., Othman, M. S., Ahmed, I. A., Zeki, A. M., & Saged, A. A. (2017a). Social Media Use, Collaborative Learning and Students'academic Performance: A Systematic Literature Review of Theoretical Models. Journal of Theoretical & Applied Information Technology, 95(20).

      [8] Al-Rahmi, W. M., Alias, N., Othman, M. S., Alzahrani, A. I., Alfarraj, O., Saged, A. A., & Rahman, N. S. A. (2018). Use of E-Learning by University Students in Malaysian Higher Educational Institutions: A Case in Universiti Teknologi Malaysia. IEEE Access, 6, 14268-14276. https://doi.org/10.1109/ACCESS.2018.2802325.

      [9] Al-Rahmi, W. M., Alias, N., Othman, M. S., Marin, V. I., & Tur, G. (2018). A model of factors affecting learning performance with social media in Malaysian higher education. Computers & Education, 121, 59-72. https://doi.org/10.1016/j.compedu.2018.02.010.

      [10] Al-rahmi, W. M., Othman, M. S., & Yusuf, L. M. (2015a). Social media for collaborative learning and engagement: Adoption framework in higher education institutions in Malaysia. Mediterranean Journal of Social Sciences, 6(three S1), 246-252. https://doi.org/10.5901/mjss.2015.v6n3s1p246.

      [11] Al-rahmi, W. M., Othman, M. S., & Yusuf, L. M. (2015b). The effect of social media on researchers’ academic performance through collaborative learning in Malaysian higher education. Mediterranean Journal of Social Sciences, 6(4), 193-203. https://doi.org/10.5901/mjss.2015.v6n4s1p193.

      [12] Al-rahmi, W. M., Othman, M. S., & Yusuf, L. M. (2015c). The effectiveness of using e learning in Malaysian higher education: A case study Universiti Teknologi Malaysia. Mediterranean Journal of Social Sciences, 6(5), 625- 637. https://doi.org/10.5901/mjss.2015.v6n5s2p625.

      [13] Al-Rahmi, W., Othman, M. S., and Yusuf, L. M. (2015d). The role of social media for collaborative learning to improve academic performance of students and researchers in Malaysian higher education. The International Review of Research in Open and Distributed Learning, 16(4), 177-204. https://doi.org/10.19173/irrodl.v16i4.2326.

      [14] Al-rahmi, W. M., Othman, M. S., & Yusuf, L. M. (2015e). Exploring the factors that affect student satisfaction through using e learning in Malaysian higher education institutions. Mediterranean Journal of Social Sciences, 6(4), 299. https://doi.org/10.5901/mjss.2015.v6n4s1p299.

      [15] Al-Rahmi, W. M., & Yusuf, M. S. O. L. M. (2015f). Effect of Engagement and Collaborative Learning on Satisfaction Through the use of Social Media on Malaysian Higher Education. Research Journal of Applied Sciences, Engineering and Technology, 9(12), 1132-1142. https://doi.org/10.19026/rjaset.9.2608.

      [16] Al-rahmi, W. M., Othman, M. S., & Yusuf, L. M. (2015g). Using Social Media for Research: The Role of Interactivity, Collaborative Learning, and Engagement on the Performance of Students in Malaysian Post-Secondary Institutes. Mediterranean Journal of Social Sciences, 6(5), 536-546. https://doi.org/10.5901/mjss.2015.v6n5s2p536.

      [17] Andersen, R., & Ponti, M. (2014). Participatory pedagogy in an open educational course: challenges and opportunities. Distance Education, 35(2), 234e249. https://doi.org/10.1080/01587919.2014.917703.

      [18] Arnold, K.E., Pistilli, M.D. (2012). Course signals at Purdue: using learning analytics to increase student success. In: Proceedings of the second International Conference on Learning Analytics and Knowledge. ACM, New York, NY, USA, pp. 267–270.

      [19] Ayub, E., & Leong, L. C. (2017). Developing a Pedagogy Framework for Institution-Wide Implementation of MOOC: A Case Study from a Malaysian Private University. Advanced Science Letters, 23(2), 809-813. https://doi.org/10.1166/asl.2017.7464.

      [20] Ayub, E., Wei, G. W., & Yue, W. S. (2017, January). Exploring Factors Affecting Learners' Acceptance of MOOCs Based on Kirkpatrick's Model. In Proceedings of the eighth International Conference on E-Education, E-Business, E-Management and E-Learning (pp. 34-39). ACM.

      [21] Azhan, M. H. B. N., Saman, M. Y. B. M., & Man, M. B. (2016, March). A Framework for Collaborative Multi-Institution MOOC Environment. In Proceedings of the International Conference on Internet of things and Cloud Computing (p. 36). ACM. https://doi.org/10.1145/2896387.2896421.

      [22] Bakar, N. F. A., Yusof, A. F., Iahad, N. A., & Ahmad, N. (2017, July). Framework for embedding gamification in Massive Open Online Course (MOOC). In Research and Innovation in Information Systems (ICRIIS), 2017 International Conference on (pp. 1-5). IEEE.

      [23] Baxter, J. A., & Haycock, J. (2014). Roles and student identities in online large course forums: Implications for practice. The Int. Review of Research in Open and Distance Learning, 15(1). https://doi.org/10.19173/irrodl.v15i1.1593.

      [24] Breslow, L., Pritchard, D., de Boer, J., Stump, G., Ho, A., Seaton, D. (2013). Studying learning in the worldwide classroom: Research into edX’s first MOOC, Research & Practice in Assessment 8, pp 13- 25.

      [25] Che, X., Luo, S.,Wang, C., & Meinel, C. (2016). An attempt at MOOC localization for Chinese-speaking users. International Journal of Information and Education Technology, 6(2), 90e96. https://doi.org/10.7763/IJIET.2016.V6.665.

      [26] Chiu, C.-M., Hsu, M.-H., Sun, S.-Y., Lin, T.-C., & Sun, P.-C. (2005). Usability, quality, value and e-learning continuance decisions. Computers & Education, 45(4), 399e416. https://doi.org/10.1016/j.compedu.2004.06.001.

      [27] Cho, M.-H., & Heron, M. L. (2015). Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students' learning experiences in a self-paced online mathematics course. Distance Education, 36(1), 80e99. https://doi.org/10.1080/01587919.2015.1019963.

      [28] Clow, D. (2013). Moocs and the Funnel of participation. Third International Conference on Learning Analysis.

      [29] Comeau, J. D., & Cheng, T. L. (2013). Digital “tsunami” in higher education: Democratisation Movement towards Open and Free Education. Turkish Online Journal of Distance Education, 14(3).

      [30] Conole, G. (2013). MOOCs as disruptive technologies: Strategies for enhancing the learner experience and quality of MOOCs.2 e-Lis. Retrieved from <http:// eprints.rclis.org/19388/>.

      [31] Davis FD 1989. Perceived usefulness, perceived ease of use, and user acceptance of information technology, MIS Quarterly, 13, 3, 319-340. https://doi.org/10.2307/249008.

      [32] Davis FD, BagozziN RP, Warshaw PR 1989. User acceptance of computer-technology - a comparison of 2 theoretical-models. Management Science.35, 8, 982-1003. https://doi.org/10.1287/mnsc.35.8.982.

      [33] Fesol, S. F. A., & Salam, S. (2016, August). Towards MOOC for technical courses: A blended learning empirical analysis. In User Science and Engineering (i-USEr), 2016 fourth International Conference on (pp. 116-121). IEEE.

      [34] Fesol, S. F. A., & Salam, S. (2016, August). Towards MOOC for technical courses: A blended learning empirical analysis. In User Science and Engineering (i-USEr), 2016 fourth International Conference on (pp. 116-121). IEEE.

      [35] Fini, A. (2009). The technological dimension of a massive open online course: The case of the CCK08 course tools. The International Review of Research in Open and Distance Learning, 10(5). https://doi.org/10.19173/irrodl.v10i5.643.

      [36] Gillani, N., & Eynon, R. (2014). Communication patterns in massively open online courses. Internet and Higher Education, 23, 18e26. https://doi.org/10.1016/j.iheduc.2014.05.004.

      [37] Goh, O. S., Ghani, M. K. A., Kumar, Y. J., Choo, Y. H., & Muda, A. K. (2014, October). Massive Open Online Course (MOOC) with learning objects and intelligent agent technologies. In IT Convergence and Security (ICITCS), 2014 International Conference on (pp. 1-4). IEEE.

      [38] Hakami, N., Ali, M., White, S., & Chakaveh, S. (2017). Motivational factors that influence the use of MOOCs: learners’ perspectives a systematic literature review.

      [39] Holt, D. T., Armenakis, A. A., Harris, S. G., & Feild, H. S. (2007). Toward a Comprehensive Definition of Readiness for Change: A Review of Research and Instrumentation. Research in Organizational Change and Development, 16, 289–336. https://doi.org/10.1016/S0897-3016(06)16009-7.

      [40] Hossain, M. A., & Quaddus, M. (2012). Expectation e confirmation theory in information system research: a review and analysis. In Information systems theory (Vol. 1, pp. 441e469). New York: Springer.

      [41] Huang, J., Dasgupta, A., Ghosh, A., Manning, J., & Sanders, M. (2014). Superposter behavior in MOOC forums. In Proc. ACM Conf on Learning@scale (pp.117- 126).

      [42] Imran, A. S., Pireva, K., Dalipi, F., & Kastrati, Z. (2016, July). An Analysis of Social Collaboration and Networking Tools in eLearning. In International Conference on Learning and Collaboration Technologies (pp. 332-343). Springer International Publishing.

      [43] Iqbal, S., Naeem, M. A., & Nayyar, A. (2016, November). Status of MOOCs in Pakistan: Optimism and Concerns. In Modelling Symposium (EMS), 2016, European (pp. 237-241). IEEE.

      [44] Jones, E. R. (2005). The impact of organizational culture and reshaping capabilities on change implementation success: the mediating role of readiness for change. Journal of Management Studies, 42(2), 361–386. https://doi.org/10.1111/j.1467-6486.2005.00500.x.

      [45] Juhary, J. (2014). Perceived usefulness and ease of use of the learning management system as a learning tool. International Education Studies, 7(8), 23. https://doi.org/10.5539/ies.v7n8p23.

      [46] Lewin, T. (2013). Universities Abroad Join Partnerships on the Web. New York: The New York Times.

      [47] Li, N., Himanshu, V., Skevi, A., Zufferey, G., Blom, J., & Dillenbourg, P. (2014). Watching MOOCs together: investigating co-located MOOC study groups. Distance Education, 35, 217e233. https://doi.org/10.1080/01587919.2014.917708.

      [48] Lim, C. L., Tang, S. F., & Ravichandran, P. (2017, January). A Study on the Mediation Effects of Intention to Enroll in MOOCs on its Actual Usage. In Proceedings of the eighth International Conference on E-Education, E-Business, E-Management and E-Learning (pp. 30-33). ACM.

      [49] Loeckx, J. (2016). Blurring Boundaries in Education: Context and Impact of MOOCs. The International Review of Research in Open and Distributed Learning, 17(3). https://doi.org/10.19173/irrodl.v17i3.2395.

      [50] Mak, S., Williams, R., and Mackness, J. (2010). Blogs and forums as communication and learning tools in a MOOC. In Networked Learing Conference, (pp. 275–285).

      [51] Mat-jizat, J. E., Samsudin, N., & Yahaya, R. (2014). Higher Education Institutions (HEI) Students Take on MOOC: Case of Malaysia. International Association for Development of the Information Society.

      [52] Mazoue, J. G. (2014). The MOOC model: Challenging traditional education. EDUCAUSE. Review online. Retrieved from http://www.educause.edu/ero/article/ mooc-model-challengingtraditional-education.

      [53] Mee, C. K., Sui, L. K. M., Jano, Z., & Husin, H. (2016). The Readiness of the Administrators and Undergraduates in Using Massive Open Online Course (MOOC) in the Mandarin Subject. The Social Sciences, 11(12), 3017-3023.

      [54] Oliver, R. L. (1980). A cognitive model of the antecedents and consequences of satisfaction decisions. Journal of marketing research, 17(4), 460e469. https://doi.org/10.2307/3150499.

      [55] Ong, D., Ong, D., Jambulingam, M., & Jambulingam, M. (2016). Reducing employee learning and development costs: the use of massive open online courses (MOOC). Development and Learning in Organizations: An International Journal, 30(5), 18-21.

      [56] Othman, M. S., Tashimaimaiti, G., Yusuf, L. M., & Al-Rahmi, W. M. (2017, April). End-User Perspectives on Effectiveness of Learning Performance through Massive Open Online Course (MOOCs). In International Conference of Reliable Information and Communication Technology (pp. 699-707). Springer, Cham.

      [57] Radford, A. W., Robles, J., Cataylo, S., Horn, L., Thornton, J., & Whitfield, K. E. (2014). The employer potential of MOOCs: A mixed-methods study of human resource professionals’ thinking on MOOCs. The International Review of Research in Open and Distributed Learning, 15(5). https://doi.org/10.19173/irrodl.v15i5.1842.

      [58] Sa Don, N.F., Alias, R.A., Ohshima, N. (2015).Stakeholders’ View on Moocs Sustainability in Malaysian Higher Education: A Preliminary Study. ARPN Journal of Engineering and Applied Sciences 10(23), pp. 18104-18112.

      [59] Saadatdoost, R., Sim, A. T. H., Jafarkarimi, H., & Hee, J. M. (2016). Understanding the Setting of a MOOC: A Journey into Coursera. International Journal of Information and Communication Technology Education (IJICTE), 12(1), 77-98. https://doi.org/10.4018/IJICTE.2016010107.

      [60] Sa'don, N. F., Alias, R. A., & Ohshima, N. (2014, November). Nascent research trends in MOOCs in higher educational institutions: A systematic literature review. In Web and Open Access to Learning (ICWOAL), 2014 International Conference on (pp. 1-4). IEEE.

      [61] Salamon, H. M., Ali, N. M., Miskon, S., & Ahmad, N. (2016). INITIAL RECOMMENDATIONS OF MOOCS CHARACTERISTICS FOR ACADEMIC DISCIPLINE CLUSTERS. Journal of Theoretical and Applied Information Technology, 87(2), 204.

      [62] Santos, J. L., Roth, K. R., Huerta, A. H., & Ritter, Z. S. (2015). Tech-Centric Classrooms: A Discussion of Policy, Costs, and Access. In Mitigating Inequality: Higher Education Research, Policy, and Practice in an Era of Massification and Stratification (pp. 209-241). Emerald Group Publishing Limited.

      [63] Shroff, R. H., Vogel, D. R., & Coombes, J. (2008). Assessing individual-level factors supporting student intrinsic motivation in online discussions: a qualitative study. Journal of Information Systems Education, 19(1), 111e125.

      [64] Siemens, G. (2005). Connectivism: Learning theory for the digital age. International Journal of.

      [65] Siemens, G., 2013. Learning analytics: the emergence of a discipline. Am. Behav. Sci., https://doi.org/10.1177/0002764213498851.

      [66] Siemens, G., Gasevic, D., 2012. Guest editorial – learning and knowledge analytics. Educ. Technol. Soc. 15, 1–2.

      [67] Singh, S., & Lal, S. P. (2013, December). Educational courseware evaluation using machine-learning techniques. In e Learning, e-Management and e-Services (IC3e), 2013 IEEE Conference on (pp. 73-78). IEEE.

      [68] Sivapalan, S., Clifford, M. J., & Speight, S. (2016). Engineering education for sustainable development: using online learning to support the new paradigms. Australasian Journal of Engineering Education, 21(2), 61-73. https://doi.org/10.1080/22054952.2017.1307592.

      [69] Sunar, A. S., Abdullah, N. A., White, S., & Davis, H. (2015, May). Personalisation in MOOCs: A Critical Literature Review. In International Conference on Computer Supported Education (pp. 152-168). Springer International Publishing.

      [70] Sunar, A. S., Abdullah, N. A., White, S., & Davis, H. C. (2015). Personalisation of MOOCs: The state of the art. CSEDU 2015 - seventh International Conference on Computer Supported Education, Proceedings 1, pp. 88-97.

      [71] Tanes, Z., Arnold, K.E., King, A.S., Remnet, M.A., (2011). Using signals for appropriate feedback: perceptions and practices. Comput. Educ. 57, 2414–2422. https://doi.org/10.1016/j.compedu.2011.05.016.

      [72] Venkatesh V, Morris MG, Davis GB, Davis FD 2003. User acceptance of information technology: Toward a unified view, MIS Quarterly, 27, 3, 425-478. https://doi.org/10.2307/30036540.

      [73] Wahid, R., & Sani, M. A. M. (2015). MOOCs and Youth Employment Strategy. The Social Sciences, 10(7), 1726-1731.

      [74] Wen, M., Yang, D., & Rose, C. P. (2014). Sentiment Analysis in MOOC Discussion Forums: What does it tell us? Proceedings of Educational Data Mining

      [75] Wildavsky, B. (2014). Evolving toward significance or MOOC ado about nothing? NAFSA: Association of International Educators. Retrieved from http://www. nafsa.org/_/File/_/ie_mayjun14_forum.pdf.

      [76] Yang, D., Wen, M., Rose, C. P. (2014). Peer Influence on Attrition in Massively Open Online Courses, Proceedings of Educational Data Mining.

      [77] Yue, W. S., & Jing, T. W. (2016). SIMPLIFICATION OF GAME DEVELOPMENT LEARNING VIA MASSIVE OPEN ONLINE COURSES (MOOC): APreliminary ANALYSIS. JURNAL TEKNOLOGI, 78(2-2), 57-62.

      [78] Yusof, A., Atan N.A., Harun, J, and Doulatabadi M. (2017).Understanding learners' persistence and engagement in Massive Open Online Courses: A critical review for Universiti Teknologi Malaysia. Man in India, 97 (12) 147-157.

      [79] Zang, X., Iqbal, S., Zhu, Y., Riaz, M. S., Abbas, G., & Zhao, J. (2016, June). Are MOOCs advancing as predicted by IEEE CS 2022 Report? In Systems Informatics, Modelling and Simulation (SIMS), International Conference on (pp. 49-55). IEEE.


 

View

Download

Article ID: 15156
 
DOI: 10.14419/ijet.v7i4.15156




Copyright © 2012-2015 Science Publishing Corporation Inc. All rights reserved.