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Mapping the Terrain of MOOC Research
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A keynote speech I gave at the Doctoral Forum of MOOC Research in Beijing.
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Mapping the Terrain of MOOC Research
1.
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 chenbd@umn.edu bodong.ch
2.
todaysmeet.com/MOOC
3.
陈瑞元《藏族女孩》(The Tibetan Girl) ProfessorWilliam H. Goodyear
4.
My Journey ʺI was (almost like) that girl.ʺ Beijing Normal, Peking University University of Toronto, Canada University of Minnesota, USA
5.
My Journey in MOOCs
6.
As a cMOOC Learner
7.
As an xMOOC Learner Credit: Ramin Rahimian / NYT
8.
As an xMOOC Learner Credit: Coursera
9.
As a Data Analyst/Scientist Examining the relationship between student intent, expectations, behaviours and outcomes in six Coursera MOOCs at the University of Toronto
10.
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)
11.
Agenda Map 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
12.
13.
14.
MOOC Research Initiative (MRI) The Dividing Point, 2013 $835K in total, $10‑25K each Athabasca University 266 ‑> 78 ‑> 28 Final reports online
15.
Research on cMOOCs
16.
Research on xMOOCs (edX and alike) (Ebben & Murphy, 2014)
17.
Mapping the Terrain: A Bibliometric 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?
18.
Data Scopus A major academic index. Searched on September 15th, 2017. Query TITLE‑ABS‑KEY ( mooc* ) OR TITLE‑ABS‑KEY ( ʺmassive open online course*ʺ ) Dataset 2301 in total (since 2000) * A few surprising guests to be removed
19.
Data Analyses Descriptive analysis Keyword co‑occurence analysis Bibliographic Coupling (Garfield, 1990)
20.
21.
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
22.
Ebben & Murphy, 2014 An earlier study based on 25 articles from 2009‑2013.
23.
Gasevic et al., 2014 An early study based on 78 Phase 2 MRI submissions.
24.
US: 31% Spain: 9% UK: 9% China: 7%
25.
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
26.
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
27.
Interdisciplinarity 跨学科 Research fragmentation (e.g., EdTech vs. LS) A study of literature during 2013‑2015 1. Mostly Education and CS 2. Greater representation of CS 3. Increasing interdisciplinary (Gasevic et al., 2014; Liyanagunawardena et al., 2013; Veletsianos & Shepherdson, 2015)
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Research Topics/Themes MOOC literature during 2008‑2012 learner agency connectivism actor network theory learner experience pedagogies technology ... (Liyanagunawardena et al., 2013)
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Research Topics/Themes MOOC literature during 2009‑2013 cMOOCs (2009–2012) engagement creativity xMOOCs (2012–2013) learning analytics assessment critical discourse (Ebben & Murphy, 2014)
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Research Topics/Themes 68 MRI Phase 2 submissions in 2013 Engagement and learning success MOOC design and curriculum Self‑regulated and social learning SNA and networked learning Motivation, a itude and success criteria (Gašević et al., 2014)
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Research Topics/Themes 2301 MOOC Literature during 2008‑2015 Bibliographic Coupling (Garfield, 1990) (Chen, Grauwin, & Lund, in preparation)
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Live Demo
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Research Topics/Themes 2301 MOOC Literature during 2008‑2015 Keywords Co‑occurrence (Chen, Grauwin, & Lund, in preparation)
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Live Demo 2
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Put In Your Work!
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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
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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.
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Not Only About MOOCs! Raise our collective vioce Challenge the international status quo Tackle 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.
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What will you think next time?
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Thank You! • chenbd@umn.edu bodong.ch
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