There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.
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.