A Meta-Analysis of MOOC-Based Academic Achievement, Engagement, Motivation, and Self-Regulation During the COVID-19 Pandemic
International Journal of E-Collaboration
; 18(1):1-17, 2022.
Article
in English
| ProQuest Central | ID: covidwho-1879527
ABSTRACT
Massive open online courses (MOOCs)-based education has gained a great popularity especially during this special COVID-19 pandemic time. This study, aiming to summarize the effectiveness of MOOCs, seems meaningful and necessary. Through a meta-analysis using Stata/MP 14.0, this study concludes that MOOCs-based education could significantly improve academic achievements and motivation rather than self-regulation and engagement compared with the non-MOOCs-based approach. Blended, independent, and gamified instead of interactive MOOCs could significantly improve academic achievements compared with their counterparts. Different approaches to MOOCs could not predict academic achievements. Future research into MOOCs-based education could focus on how to blend elements of gamification and interaction, as well as instructional methods, with MOOCs-based education.
Full text:
Available
Collection:
Databases of international organizations
Database:
ProQuest Central
Type of study:
Reviews
Language:
English
Journal:
International Journal of E-Collaboration
Year:
2022
Document Type:
Article
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