Massive Open Online Courses (MOOCs): data on higher education

The data presented in this article are based on provides a systematic and organized review of 219 studies regarding using of Massive Open Online Courses (MOOCs) in higher education from 2012 to 2017. Consequently, the extant, peer-reviewed literature relating to MOOCs was methodically assessed, a...

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Main Authors:	Al-Rahmi, Waleed Mugahed, Aldraiweesh, Ahmed, Yahaya, Noraffandy, Kamin, Yusri, Zeki, Akram M.
Format:	Article
Language:	English English English
Published:	Elsevier 2019
Subjects:	T Technology (General)
Online Access:	http://irep.iium.edu.my/71211/ http://irep.iium.edu.my/71211/ http://irep.iium.edu.my/71211/ http://irep.iium.edu.my/71211/1/71211%20Massive%20Open%20Online%20Courses.pdf http://irep.iium.edu.my/71211/2/71211%20Massive%20Open%20Online%20Courses%20WOS.pdf http://irep.iium.edu.my/71211/3/71121_Massive%20Open%20Online%20Courses_SCOPUS.pdf

id	iium-71211
recordtype	eprints
spelling	iium-712112019-07-12T07:14:55Z http://irep.iium.edu.my/71211/ Massive Open Online Courses (MOOCs): data on higher education Al-Rahmi, Waleed Mugahed Aldraiweesh, Ahmed Yahaya, Noraffandy Kamin, Yusri Zeki, Akram M. T Technology (General) The data presented in this article are based on provides a systematic and organized review of 219 studies regarding using of Massive Open Online Courses (MOOCs) in higher education from 2012 to 2017. Consequently, the extant, peer-reviewed literature relating to MOOCs was methodically assessed, as a means of formulating a classification for MOOC-focused scholarly literature. The publication journal, country of origin, researchers, release data, theoretical approach, models, methodology and study participants were all factors used to assess and categorise the MOOC. These data contribute to materials required by readers who are interested in different aspects related to the literature of using Massive Open Online Courses (MOOCs) in higher education. Intention to use, interaction, engagement, motivations and satisfaction were five dynamics assessed in relation to the improvement of MOOCs. Students’ academic performance can be influenced by MOOC which has the advantage of facilitating the learning process through offering materials and enabling the share of information Elsevier 2019-02 Article PeerReviewed application/pdf en http://irep.iium.edu.my/71211/1/71211%20Massive%20Open%20Online%20Courses.pdf application/pdf en http://irep.iium.edu.my/71211/2/71211%20Massive%20Open%20Online%20Courses%20WOS.pdf application/pdf en http://irep.iium.edu.my/71211/3/71121_Massive%20Open%20Online%20Courses_SCOPUS.pdf Al-Rahmi, Waleed Mugahed and Aldraiweesh, Ahmed and Yahaya, Noraffandy and Kamin, Yusri and Zeki, Akram M. (2019) Massive Open Online Courses (MOOCs): data on higher education. Data in Brief, 22. pp. 118-125. ISSN 2352-3409 https://ac.els-cdn.com/S2352340918315324/1-s2.0-S2352340918315324-main.pdf?_tid=37a47755-6d33-48d1-9e4a-760cf68523a5&acdnat=1552981603_562636477bcdef44803fb904545dc3d0 10.1016/j.dib.2018.11.139
repository_type	Digital Repository
institution_category	Local University
institution	International Islamic University Malaysia
building	IIUM Repository
collection	Online Access
language	English English English
topic	T Technology (General)
spellingShingle	T Technology (General) Al-Rahmi, Waleed Mugahed Aldraiweesh, Ahmed Yahaya, Noraffandy Kamin, Yusri Zeki, Akram M. Massive Open Online Courses (MOOCs): data on higher education
description	The data presented in this article are based on provides a systematic and organized review of 219 studies regarding using of Massive Open Online Courses (MOOCs) in higher education from 2012 to 2017. Consequently, the extant, peer-reviewed literature relating to MOOCs was methodically assessed, as a means of formulating a classification for MOOC-focused scholarly literature. The publication journal, country of origin, researchers, release data, theoretical approach, models, methodology and study participants were all factors used to assess and categorise the MOOC. These data contribute to materials required by readers who are interested in different aspects related to the literature of using Massive Open Online Courses (MOOCs) in higher education. Intention to use, interaction, engagement, motivations and satisfaction were five dynamics assessed in relation to the improvement of MOOCs. Students’ academic performance can be influenced by MOOC which has the advantage of facilitating the learning process through offering materials and enabling the share of information
format	Article
author	Al-Rahmi, Waleed Mugahed Aldraiweesh, Ahmed Yahaya, Noraffandy Kamin, Yusri Zeki, Akram M.
author_facet	Al-Rahmi, Waleed Mugahed Aldraiweesh, Ahmed Yahaya, Noraffandy Kamin, Yusri Zeki, Akram M.
author_sort	Al-Rahmi, Waleed Mugahed
title	Massive Open Online Courses (MOOCs): data on higher education
title_short	Massive Open Online Courses (MOOCs): data on higher education
title_full	Massive Open Online Courses (MOOCs): data on higher education
title_fullStr	Massive Open Online Courses (MOOCs): data on higher education
title_full_unstemmed	Massive Open Online Courses (MOOCs): data on higher education
title_sort	massive open online courses (moocs): data on higher education
publisher	Elsevier
publishDate	2019
url	http://irep.iium.edu.my/71211/ http://irep.iium.edu.my/71211/ http://irep.iium.edu.my/71211/ http://irep.iium.edu.my/71211/1/71211%20Massive%20Open%20Online%20Courses.pdf http://irep.iium.edu.my/71211/2/71211%20Massive%20Open%20Online%20Courses%20WOS.pdf http://irep.iium.edu.my/71211/3/71121_Massive%20Open%20Online%20Courses_SCOPUS.pdf
first_indexed	2023-09-18T21:41:05Z
last_indexed	2023-09-18T21:41:05Z
_version_	1777413144722800640

Massive Open Online Courses (MOOCs): data on higher education

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