Investigating MOOCs through blog mining

Authors

  • Yong Chen Old Dominion University

DOI:

https://doi.org/10.19173/irrodl.v15i2.1695

Keywords:

MOOC, MOOCs, Online learning, blog mining

Abstract

MOOCs (massive open online course) is a disruptive innovation and a current buzzword in higher education. However, the discussion of MOOCs is disparate, fragmented, and distributed among different outlets. Systematic, extensively published research on MOOCs is unavailable. This paper adopts a novel method called blog mining to analyze MOOCs. The findings indicate, while MOOCs have benefitted learners, providers, and faculty who develop and teach MOOCs, challenges still exist, such as questionable course quality, high dropout rate, unavailable course credits, ineffective assessments, complex copyright, and limited hardware. Future research should explore the position of MOOCs and how it can be sustained.

Author Biography

Yong Chen, Old Dominion University

Mr. Yong Chen is an instructional technology specialist at Old Dominion University, Virginia. He got his MA in Educational Technology at San Diego State University. His research interests include online learning, mobile learning, security and privacy in online learning, learning management system safety, and Web 2.0 applications in teaching and learning. He has published 4 papers on peer-review journals, such as  Information and Management, and Systems Research and Behavioral Science.

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Published

2014-04-01

How to Cite

Chen, Y. (2014). Investigating MOOCs through blog mining. The International Review of Research in Open and Distributed Learning, 15(2). https://doi.org/10.19173/irrodl.v15i2.1695

Issue

Vol. 15 No. 2 (2014)

Section

Research Articles

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