Massive Open Online Courses (MOOCs): Data on higher education

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ID: 48449
2019
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Abstract
The data presented in this article are based on provides a systematic and organized review of 219 studies regarding using of Massive Open Online Courses (MOOCs) in higher education from 2012 to 2017. Consequently, the extant, peer-reviewed literature relating to MOOCs was methodically assessed, as a means of formulating a classification for MOOC-focused scholarly literature. The publication journal, country of origin, researchers, release data, theoretical approach, models, methodology and study participants were all factors used to assess and categorise the MOOC. These data contribute to materials required by readers who are interested in different aspects related to the literature of using Massive Open Online Courses (MOOCs) in higher education. Intention to use, interaction, engagement, motivations and satisfaction were five dynamics assessed in relation to the improvement of MOOCs. Students’ academic performance can be influenced by MOOC which has the advantage of facilitating the learning process through offering materials and enabling the share of information. Keywords: Massive Open Online Courses (MOOCs), Higher education, Systematic literature review
Reference Key
alrahmi2019massivedata Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Al-Rahmi, Waleed;Aldraiweesh, Ahmed;Yahaya, Noraffandy;Kamin, Yusri Bin;Zeki, Akram M.;
Journal Data in brief
Year 2019
DOI
DOI not found
URL
http://www.sciencedirect.com/science/article/pii/S2352340918315324
Keywords
Education Medicine (General) Computer applications to medicine. Medical informatics Science (General) İslam economics as a science public aspects of medicine education (general) social sciences sociology (general)

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