Abstract

Massive Open Online Courses (MOOCs) have been described as a “next development of networked learning”, and they have the potential to mediate sensory learning. To understand this phenomenon, the present systematic review examines the research techniques, subjects, and trends of MOOC research on sensory learning, in order to provide a thorough understanding of the MOOC relevant to sensory (olfactory) learning phenomena by evaluating 65 (four studies are about multisensorial learning and 61 are about multisensorial empirical MOOCs researches) empirical MOOC studies published between 2008 and 2021 by searching through databases: PubMed, Scopus, Web of Science, and Google Scholar. The results indicated that most studies were based on quantitative research methods followed by mixed research methods and the qualitative research approaches; most of the studies were surveys, followed by platform databases and interviews; almost half of the studies were conducted using at least two methods for data collection: survey and interviews; most were replicated. The most highlighted subjects included student retention, learning experience, social learning, and engagement. Implications and studies into the future have been considered in order to obtain a more evolved understanding of the acquisition of knowledge through the senses.

Highlights

  • Massive Open Online Courses (MOOCs) have been described as a “ development of networked learning” and as a platform for expanding accessibility to higher education and supporting new education methods

  • The present systematic review examines the research techniques, subjects, and trends of MOOC research on sensory learning, in order to provide a thorough understanding of the MOOC relevant to sensory learning phenomena by evaluating 65 empirical MOOC studies published between 2008 and 2021 by searching through databases: PubMed, Scopus, Web of Science, and Google Scholar

  • The implications of what emerged have the potential to produce an evolution of MOOCs and inaugurate new avenues of research for training conveyed through multisensory stimulation

Read more

Summary

Introduction

Massive Open Online Courses (MOOCs) have been described as a “ development of networked learning” and as a platform for expanding accessibility to higher education and supporting new education methods. Coined in 2008 [1], MOOCs refer to online courses offered by colleges that draw thousands of participants, partially because they are “open”, generally referring to the fact that they do not offer credit and are free to someone with an internet connection (Figure 1). Massive Open Online Courses (MOOCs) are courses that extend the learning process to thousands of students. These courses respond to the challenges that educational and training institutions face in critical times such as these. The development and application of MOOCs in many fields of higher education and, more lately, health education and live science have increased dramatically [1,3]

Objectives
Methods
Results
Discussion
Conclusion
Full Text
Published version (Free)

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call