e.g. mhealth
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Another study reported a MOOC completion rate of less than 10% [30]. More recently, MOOC drop-out rates have ranged from 10% [31] to 85% [32].
The advantages and personal and professional gains for individuals who attend MOOCs are irrefutable, considering the impact on learning and overall knowledge pertaining to the development of skills, attitudes, confidence, and commitment [33].
JMIR Nursing 2025;8:e72957
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This challenges MOOC providers to develop innovative learning content that suits the needs and characters of users to increase student engagement and mastery of learning. The existing MOOC platforms use videos as the main information delivery method. The videos are presented in a 1-way format where students are passive viewers, making learning feel monotonous [18,19].
JMIR Med Educ 2024;10:e45468
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By identifying what drives their participation, we can enhance MOOC design and dissemination, particularly for just-in-time learning initiatives during health emergencies—a time when organizations such as the World Health Organization (WHO) and national governments increasingly rely on MOOCs to rapidly disseminate critical information to health care workers.
JMIR Med Educ 2024;10:e51915
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Considering the dynamic and complex individual learning process in a computer-mediated setting [9], it is important that learning activities, content, and resources reflect an a priori pedagogical approach underpinning the MOOC design, and that the materials offered are viewed by learners as helpful and relevant to achieve the stated learning objectives [13].
JMIR Res Protoc 2022;11(5):e35878
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In these first sessions, the preliminary storyboard of each MOOC according to the dimensions of finding, understanding, appraisal, and applying health information was defined. Subsequently, participants continued to participate in the cocreation process through a web platform between October 2017 and April 2018.
JMIR Diabetes 2021;6(4):e30603
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Benefits of Massive Open Online Course Participation: Deductive Thematic Analysis
The studies in the current synthesis derive from Alturkistani et al’s systematic review of MOOC evaluation methods [21]. Their review included studies from 2008 to 2018 that focused primarily on MOOC evaluation and studies that reviewed or applied MOOC evaluation methods. Both quantitative and qualitative studies were included, after a careful assessment of their methodological quality, as well as grey literature.
J Med Internet Res 2020;22(7):e17318
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Prior to the pandemic, the top countries for Open WHO’s most popular emergency courses were on the African continent, along with recurrent appearances by the United States and India, as these populous countries are big MOOC users.
This geographic shift is consistent with the nature of a pandemic. Rather than affecting specific parts of the world, as was the case for the 2014 Ebola outbreak, for example, the COVID-19 epidemic has accelerated into a pandemic reaching almost every country on the planet.
J Med Internet Res 2020;22(4):e19076
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Data from 8 different “runs” of the MOOC were collected. In 4 of the 8 runs, changes were made to the learning design of the MOOC, with the aim of improving digital literacy education. To evaluate the impact of these interventions, data on learner performance in and their comments around these educational interventions were collected. Data were analyzed using a mixed methods approach.
J Med Internet Res 2020;22(2):e15177
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MOOC evaluations can help analyze learning effectiveness and help improve their application [2]; however, there is a gap in the literature on MOOC evaluation methods [3]. Recent systematic reviews on MOOC research have concluded that there is a need for more research on methodologies used in MOOC research [4,5]. In addition, because of the diversity and heterogeneity of MOOCs, there is a need to focus on individual MOOCs and evaluate their effectiveness on a course level [6].
JMIR Med Educ 2019;5(1):e10982
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