Research on MOOCs in Major Referred Journals

The Role and Place of Content


  • Abdelghani Babori Université de Lille (France), Université de Hassan 1, Settat (Maroc)
  • Abdelkarim Zaid École Supérieure du Professorat et de l'Éducation COMUE de Lille Nord de France
  • Hicham Fihri Fassi Université de Hassan 1, Settat (Maroc)



MOOC, research review, didactics, content


Over the last decade, several studies have focused on massive open online courses (MOOCs). The synthesis presented here concentrates on these studies and aims to examine the place held by content in these studies, especially those produced between 2012 and 2018: sixty-five peer reviewed papers are identified through five major educational technology research journals. The analysis revealed that these research articles covered a wide diversity of content. Content was mainly defined in terms of objectives of MOOCs, prerequisites required for participation in the MOOC, types of learning scenarios, and, though rarely, through the strategies used to convey content. In addition, empirical studies adopted a variety of conceptual frameworks which focused mainly on learning strategies without relating to the content in question. Finally, content was seldom considered as a research object. These results can provide MOOC researchers and instructors with insights for the study and design of MOOCs by taking into account the specificity of their content.




How to Cite

Babori, A., Zaid, A., & Fihri Fassi, H. (2019). Research on MOOCs in Major Referred Journals: The Role and Place of Content. The International Review of Research in Open and Distributed Learning, 20(3).



Literature Reviews