Learner and instructor-related challenges for learners’ engagement in MOOCs: a review of 2014–2020 publications in selected SSCI indexed journals

Abstract

The present study reviewed papers published in the Web of Science database from 2014 to 2020 in SSCI indexed journals on learner- and instructor-related challenges for learners’ engagement in MOOCs based on the Technology-Based Learning Model. The focus is on research design, instructor-related factors that foster and frustrate learner engagement, learner-related engagement hindering factors, and the foci of investigation. In terms of design, quantitative designs were implemented most, followed by mixed method designs. As for instructor-related factors that foster learners’ engagement, focusing on learners’ SRL skills, learner-learner interaction, intrinsic motivation, and providing timely feedback were mentioned by most studies. As for instructor-related frustrating factors, poor MOOC designs, which lack learner interaction and motivating strategies, instructors’ lack of experience, and time for preparation, were identified in a number of studies. As for the learner-related factors which hinder engagement, lack of SRL skills, lack of adequate background skills, and economic barriers were identified as the hindering factors in a number of studies. As for the foci of investigation, motivation/interest, learning strategies, interactions, and engagement are the most identified foci of the studies. A proposed learner engagement MOOC framework, discussion based on the results, followed by implications for future research directions and conclusions are presented.

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