mapping the terrain of mooc research
TRANSCRIPT
Mapping the Terrain of MOOC Research描绘慕课研究地形地貌
Bodong Chen • 陈伯栋 Assistant Professor • 助理教授
University of Minnesota • 明尼苏达大学
陈瑞元《藏族女孩》(The Tibetan Girl) ProfessorWilliam H. Goodyear
My JourneyʺI was (almost like) that girl.ʺBeijing Normal, Peking UniversityUniversity of Toronto, CanadaUniversity of Minnesota, USA
My Journey in MOOCs
As a cMOOC Learner
As an xMOOC Learner
Credit: Ramin Rahimian / NYT
As an xMOOC Learner
Credit: Coursera
As a Data Analyst/Scientist
Examining the relationship between student intent, expectations,behaviours and outcomes in six Coursera MOOCs at the
University of Toronto
As an Investigator
MOOCs as an alternative for teacher professional development:Examining persistent teacher‑learners in one Chinese MOOC
(Lead: Wang; co‑lead: Chen & Shang)
AgendaMap the terrain of MOOC research 已经都做了什么Ways to contribute to the literature 怎么做Call for meaningful change‑making 为何做
干货 + 鸡汤
MOOC Research Initiative (MRI)The Dividing Point, 2013
$835K in total, $10‑25K eachAthabasca University266 ‑> 78 ‑> 28Final reports online
Research on cMOOCs
Research on xMOOCs(edX and alike)
(Ebben & Murphy, 2014)
Mapping the Terrain: ABibliometric Study
一项关于慕课的文献计量学研究(Chen, Grauwin, & Lund, in preparation)
Who are producing scientific knowledge about MOOCs?What topics are they researching?How the terrain is changing over time?
DataScopus
A major academic index. Searched on September 15th, 2017.
QueryTITLE‑ABS‑KEY ( mooc* ) OR TITLE‑ABS‑KEY ( ʺmassive
open online course*ʺ )
Dataset2301 in total (since 2000) * A few surprising guests to be removed
Data AnalysesDescriptive analysisKeyword co‑occurence analysisBibliographic Coupling (Garfield, 1990)
Rank Language Record count % of 2301
1 English 2204 95.78
2 Spanish 32 1.39
3 Chinese 11 0.48
4 German 10 0.43
5 English; Italian 8 0.35
6 French 8 0.35
7 English; Spanish 5 0.22
Ebben & Murphy, 2014 An earlier study based on 25 articles from 2009‑2013.
Gasevic et al., 2014 An early study based on 78 Phase 2 MRI submissions.
US: 31%Spain: 9%UK: 9%China: 7%
Rank Subject category Count %
1 Social Sciences 510 22.16
2 Computer Science 286 12.43
3 Chemistry 113 4.91
4 Engineering 111 4.82
5 Business 52 2.26
6 Materials Science 49 2.13
7 Medicine 48 2.09
8 Arts and Humanities 33 1.43
9 Mathematics 33 1.43
10 Chemical Engineering 30 1.3
Rank Publication source Count % of 2301
1 Lect. Notes Comput. Sci. 104 4.52
2 LS ‑ Proc. ACM Conf. Learn. Scale 77 3.35
3 ACM Int. Conf. Proc. Ser. 71 3.09
4 Int. Rev. Res. Open Distance Learn. 60 2.61
5 CEUR Workshop Proc. 56 2.43
6 L@S ‑ ACM Conf. Learn. Scale 40 1.74
7 Commun. Comput. Info. Sci. 39 1.69
8 ASEE Annu. Conf. Expos. Conf. Proc. 32 1.39
9 Proc. Front. Educ. Conf. FIE 28 1.22
10 Distance Educ. 24 1.04
Interdisciplinarity 跨学科Research fragmentation
(e.g., EdTech vs. LS)
A study of literature during 2013‑2015
1. Mostly Education and CS2. Greater representation of CS3. Increasing interdisciplinary
(Gasevic et al., 2014; Liyanagunawardena et al., 2013; Veletsianos & Shepherdson, 2015)
Research Topics/ThemesMOOC literature during 2008‑2012
learner agencyconnectivismactor network theorylearner experiencepedagogiestechnology ...(Liyanagunawardena et al., 2013)
Research Topics/ThemesMOOC literature during 2009‑2013
cMOOCs (2009–2012)engagementcreativity
xMOOCs (2012–2013)learning analyticsassessmentcritical discourse(Ebben & Murphy, 2014)
Research Topics/Themes68 MRI Phase 2 submissions in 2013
Engagement and learning successMOOC design and curriculumSelf‑regulated and social learningSNA and networked learningMotivation, a�itude and success criteria
(Gašević et al., 2014)
Research Topics/Themes2301 MOOC Literature during 2008‑2015
Bibliographic Coupling (Garfield, 1990)
(Chen, Grauwin, & Lund, in preparation)
Live Demo
Research Topics/Themes2301 MOOC Literature during 2008‑2015
Keywords Co‑occurrence(Chen, Grauwin, & Lund, in preparation)
Live Demo 2
Put In Your Work!
Common Pitfalls需尽量避免的常见陷阱
Ill‑informed 综述不够Mis‑aligned 方法上条理不清Theory‑free 无理论支撑Insignificant 意义较弱
Why experimental design at all? Why to mine ʺbigʺ data at all?
实证主义 Positivism 后实证主义 Postpositivism实用主义 Pragmatism批判理论 Critical Theory现象学 Phenomenology
Reich, J. (2015). Rebooting MOOC Research. Science, 347(6217), 34–35.
Not Only About MOOCs!Raise our collective vioceChallenge the international status quoTackle hidden assumptions, e.g.:What does learning mean?Who knows stuff? Who owns knowledge?
MOOCs as a tool to address equity issues related to location, class, socio‑economic status, race, culture, etc.
What will you think next time?
