Massive open online courses (MOOCs) have gained rising popularity as a transformative approach to making education accessible to a global audience. This bibliometric review aims to map the evolving landscape of MOOCs research from 2008 to 2023, analyzing 2,026 Scopus-indexed articles using VOSviewer 1.6.20. The findings highlight a publication surge, particularly after 2013, driven by technological advancements and the global shift toward accessible education. China and the US were found to lead in publication volume, and journals such as ‘the International Review of Research in Open and Distance Learning (IRRODL)’ and ‘computers and education’ stand out for their publications and influence. Further, the co-authorship analysis reveals a core group of 17 prominent authors; however, many authors remain unconnected, indicating potential for future collaboration. Meanwhile, the co-citation analysis highlights influential works emphasizing instructional quality and self-regulated learning in MOOCs. Additionally, keyword occurrence marks emerging research themes, including ‘e-learning,’ ‘distance learning,’ ‘self-regulated learning,’ and the integration of ‘AI and learning analytics,’ demonstrating the field’s technological evolution within MOOCs. These findings suggest that MOOCs, enriched with advanced technologies, can enhance educational accessibility, particularly in underserved regions, contributing to sustainable development goal 4 (SDG 4).
Krishnan et al. (Sat,) studied this question.
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