DECODING A DECADE OF MOOCS: A COMPREHENSIVE BIBLIOMETRIC ANALYSIS OF GROWTH, COLLABORATION, AND IMPACT.

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Title:	DECODING A DECADE OF MOOCS: A COMPREHENSIVE BIBLIOMETRIC ANALYSIS OF GROWTH, COLLABORATION, AND IMPACT.
Authors:	Watrianthos, Ronal¹, Ahmad, Selamat Triono¹, Muskhir, Mukhlidi¹
Source:	Journal of Educators Online. Jan2026, Vol. 23 Issue 1, p1-16. 16p.
Subject Terms:	Massive open online courses, Higher education, Instructional innovations, Bibliometrics, Technology convergence, Cooperativeness
Abstract:	This study employs a comprehensive bibliometric analysis of MOOC research literature from 2013 to 2022 to elucidate its evolution and impact. A total of 5,376 publications were analyzed using the Web of Science database. The analysis employed multiple bibliometric approaches including trend analysis, topic modeling, collaboration network analysis, and citation impact assessment. The findings indicate an exponential growth in MOOC publications through 2018, followed by a period of stabilization at 500-600 articles annually. Over time, however, there has been a discernible shift in research priorities, moving away from more general conceptual work and towards the development of specific pedagogical and technological innovations. Our analysis indicates that MOOC research has reached a point of maturity, with potential avenues for further inquiry into pedagogical approaches, technological integration, and sociocultural influences as MOOCs continue to exert a transformative influence on higher education. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This study employs a comprehensive bibliometric analysis of MOOC research literature from 2013 to 2022 to elucidate its evolution and impact. A total of 5,376 publications were analyzed using the Web of Science database. The analysis employed multiple bibliometric approaches including trend analysis, topic modeling, collaboration network analysis, and citation impact assessment. The findings indicate an exponential growth in MOOC publications through 2018, followed by a period of stabilization at 500-600 articles annually. Over time, however, there has been a discernible shift in research priorities, moving away from more general conceptual work and towards the development of specific pedagogical and technological innovations. Our analysis indicates that MOOC research has reached a point of maturity, with potential avenues for further inquiry into pedagogical approaches, technological integration, and sociocultural influences as MOOCs continue to exert a transformative influence on higher education. [ABSTRACT FROM AUTHOR]
ISSN:	1547500X