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The Landscape of MOOC Platforms Worldwide

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Title: The Landscape of MOOC Platforms Worldwide
Language: English
Authors: Perifanou, Maria, Economides, Anastasios A.
Source: International Review of Research in Open and Distributed Learning. Sep 2022 23(3):104-133.
Availability: Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Peer Reviewed: Y
Page Count: 30
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Postsecondary Education
Descriptors: MOOCs, Global Approach, Partnerships in Education, International Cooperation, Open Educational Resources, Access to Education, Educational Technology, Foreign Countries, Institutional Cooperation, Postsecondary Education
Geographic Terms: Asia, Middle East, Europe, Australia, Latin America, Africa, North America
ISSN: 1492-3831
Abstract: Previous studies have mainly investigated major massive open online course (MOOC) platforms such as Coursera, edX, and Udemy. This study used 21 metrics to explore 35 MOOC platforms from across the world. Five Web analytics tools were used to analyze these MOOC platforms using data from MOOC platform directories and exploration of platform sites. The findings revealed that many universities, companies, and organizations have cooperated with the platforms and provided MOOCs through them. Major global platforms have offered thousands of MOOCs while regional platforms were more likely to have offered dozens. Some large platforms had millions of registered users while others registered just thousands. The major global platforms were established in the US to offer MOOCs mainly in English, though they offered MOOCs in other languages as well. The regional platforms offered MOOCs mainly in local languages, and to some extent in English and other languages. Some platforms engaged users for long periods while others failed to keep users after they viewed the first page of the platform. On average, a visitor stayed on a platform for 8 minutes visited 7.2 pages per visit. Major global platforms attracted users from all over the world, while regional platforms mainly attracted users from countries where the regional platform language was spoken. Some platforms had very few accessibility and contrast errors while other platforms performed poorly. Most platforms were mobile-friendly. However, administrators of almost all MOOC platforms should take actions to increase the speed of their platform. Other recommendations include undertaking marketing campaigns to increase the number of partners, the number of MOOCs offered, and the platforms' visibility.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1359917
Database: ERIC
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Items – Name: Title
  Label: Title
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  Data: The Landscape of MOOC Platforms Worldwide
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Perifanou%2C+Maria%22">Perifanou, Maria</searchLink><br /><searchLink fieldCode="AR" term="%22Economides%2C+Anastasios+A%2E%22">Economides, Anastasios A.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Review+of+Research+in+Open+and+Distributed+Learning%22"><i>International Review of Research in Open and Distributed Learning</i></searchLink>. Sep 2022 23(3):104-133.
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  Data: Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
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  Data: 30
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  Data: 2022
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22MOOCs%22">MOOCs</searchLink><br /><searchLink fieldCode="DE" term="%22Global+Approach%22">Global Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22International+Cooperation%22">International Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Open+Educational+Resources%22">Open Educational Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Cooperation%22">Institutional Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Asia%22">Asia</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+East%22">Middle East</searchLink><br /><searchLink fieldCode="DE" term="%22Europe%22">Europe</searchLink><br /><searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink><br /><searchLink fieldCode="DE" term="%22Latin+America%22">Latin America</searchLink><br /><searchLink fieldCode="DE" term="%22Africa%22">Africa</searchLink><br /><searchLink fieldCode="DE" term="%22North+America%22">North America</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1492-3831
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Previous studies have mainly investigated major massive open online course (MOOC) platforms such as Coursera, edX, and Udemy. This study used 21 metrics to explore 35 MOOC platforms from across the world. Five Web analytics tools were used to analyze these MOOC platforms using data from MOOC platform directories and exploration of platform sites. The findings revealed that many universities, companies, and organizations have cooperated with the platforms and provided MOOCs through them. Major global platforms have offered thousands of MOOCs while regional platforms were more likely to have offered dozens. Some large platforms had millions of registered users while others registered just thousands. The major global platforms were established in the US to offer MOOCs mainly in English, though they offered MOOCs in other languages as well. The regional platforms offered MOOCs mainly in local languages, and to some extent in English and other languages. Some platforms engaged users for long periods while others failed to keep users after they viewed the first page of the platform. On average, a visitor stayed on a platform for 8 minutes visited 7.2 pages per visit. Major global platforms attracted users from all over the world, while regional platforms mainly attracted users from countries where the regional platform language was spoken. Some platforms had very few accessibility and contrast errors while other platforms performed poorly. Most platforms were mobile-friendly. However, administrators of almost all MOOC platforms should take actions to increase the speed of their platform. Other recommendations include undertaking marketing campaigns to increase the number of partners, the number of MOOCs offered, and the platforms' visibility.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 30
        StartPage: 104
    Subjects:
      – SubjectFull: MOOCs
        Type: general
      – SubjectFull: Global Approach
        Type: general
      – SubjectFull: Partnerships in Education
        Type: general
      – SubjectFull: International Cooperation
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      – SubjectFull: Open Educational Resources
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      – SubjectFull: Access to Education
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      – SubjectFull: Educational Technology
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Institutional Cooperation
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      – SubjectFull: Postsecondary Education
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      – SubjectFull: Asia
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      – SubjectFull: Middle East
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      – SubjectFull: Europe
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      – SubjectFull: Latin America
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      – SubjectFull: Africa
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      – SubjectFull: North America
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      – TitleFull: The Landscape of MOOC Platforms Worldwide
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