Reflections on the last decade of MOOC research

Abstract Massive open online courses (MOOCs) represent important pedagogical transformations that aim at unlimited participation and open access to high‐quality educational experiences and resources. MOOCs are quite different from classical distance learning settings in terms of their open‐access features, such as open licensing of course content, and their use of specific infrastructures for communications and learning tools. Studies over the past 2 years (2018, 2019) have examined the multitude of experimental business models for MOOCs. However, MOOCs have also experimented with a wide variety of course content, teaching and learning methods, and assessment strategies. Very few articles have systematically examined these significant changes. To address this gap, we conducted an extensive, qualitative meta‐analyses of over 200 peer‐reviewed articles describing research on MOOCs. This analysis is organized around the following questions: (a) How can we classify existing MOOCs in terms of their support for learners and learning? (b) Which learners are benefiting from MOOCs, and to what degree have MOOCs explored approaches to student‐centered learning? (c) To what degree are MOOCs meeting the needs of different learner audiences? (d) How can MOOC providers and participants communicate effectively to support student learning and engagement? (e) How can student activities be monitored to ensure that assessments of learning are performed effectively? The results of these analyses provide a reflection on the last decade of MOOC research and discussing the main achievements and the major research directions pursued in those years and points toward areas in need of additional research and development.