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.
Highlights
Introduction the Quality of massive open online courses (MOOCs)SustainabilityCurrently, innovative education is often wrongly characterised as involving continual introduction of new technologies [1,2]
The quality of MOOCs was observed and analysed from different points of view based on the results of a systematic literature review analysing 103 selected studies
Our main result was the development of a quality framework as a categorisation scheme for aspects of the quality of MOOCs, distinguishing four dimensions: organisational, technical, social, and pedagogical
Summary
Innovative education is often wrongly characterised as involving continual introduction of new technologies [1,2]. The OER movement can be considered one of the most significant effects of digital innovation in the educational field [1]. The idea behind this movement is to make all created educational resources openly and freely available through appropriate repositories [4]. This allows all learners worldwide to re-use, adapt, and take advantage of these learning opportunities, in order to enable education as a common good [5]
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