Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges

By Khe Foon Timothy Hew, Wing Sum Cheung. 2014

999 citations recorded by the source corpus.

Subfields: Computer Science Applications, Education

View Paper: https://www.semanticscholar.org/paper/79c0bc3444b5a65999aa64841bb70914c6e4172b

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In Computer Science Applications

In Education

Citations in the corpus

The MOOC dropout phenomenon and retention strategies (2020, methodology): “Despite high enrollment rates, MOOCs face the problem of dropout rates as high as 90% (Eriksson et al., 2017; Hew & Cheung, 2014; Jordan, 2014; Yang et al., 2017).”
Understanding the massive open online course (MOOC) student experience: An examination of attitudes, motivations, and barriers (2017, background): “Indeed, our findings regarding the motivating power of the certificate offers a counterpoint to the work of Hew and Cheung (2014) and others (Greene, Oswald, & Pomerantz, 2015; Phan, McNeil, & Robin, 2016), while affirming the deduction that many learners are not seeking any sort of credential or co”
Understanding the MOOCs continuance: The role of openness and reputation (2015, background): “Novel technological solutions continue to emerge to address educational concerns that are not unique to MOOCs, such as prominent student support, the reliable assessment of authentic student performance, and the elimination of cheating (Hew & Cheung, 2014).”
A review of AI teaching and learning from 2000 to 2020 (2022, methodology): “The relevant articles were qualitatively classified using the constant comparative method espoused by Glaser (1965), as has been done in other recent systematic reviews (e.g., Hew & Cheung, 2014; Williams et al., 2013).”
Supporting Self-Regulated Learning in Online Learning Environments and MOOCs: A Systematic Review (2018, background): “Hew and Cheung (2014) found that learners drop out for a variety of reasons including having no one to ask for help, lack of time to follow through the course, insufficient prior knowledge, and inability to understand course content.”
A Systematic Analysis and Synthesis of the Empirical MOOC Literature Published in 2013–2015 (2016, background): “…other challenges mentioned in the reviews include economic challenges (e.g., the high cost of running a MOOC, or lack of a business model; Hew & Cheung, 2014; Jacoby, 2014), limitations of mass teaching methods (Kennedy, 2014), accreditation (Liyanagunawardena et al., 2013), and the…”