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A Systematic Review on Engagement, Motivation, and Performance in MOOCs During the Post-Pandemic Time
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Author(s): Yanfei Shen (Department of College English, Zhejiang Yuexiu University, China), Lili Chu (Faculty of Foreign Studies, Beijing Language and Culture University, Beijing, China), Song Yang (Department of Foreign Languages of the School of Law and Humanities, China University of Mining and Technology, Beijing, China), Xueli Zhang (Department of English Studies, Faculty of Foreign Languages, Hebei Normal University of Science and Technology, Qinhuangdao City, China)and Zhonggen Yu (Faculty of Foreign Studies, Beijing Language and Culture University, Beijing, China)
Copyright: 2024
Volume: 19
Issue: 1
Pages: 21
Source title:
International Journal of Web-Based Learning and Teaching Technologies (IJWLTT)
Editor(s)-in-Chief: Mahesh S. Raisinghani (Texas Woman's University, USA)
DOI: 10.4018/IJWLTT.338216
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Abstract
Since the outbreak of the pandemic in 2019, pandemic prevention and control has gradually become normal, and internet-based massive open online courses (MOOCs) have become widely available. Aiming to give an insight into learner engagement, motivation, and learning performance in MOOCs in the post-pandemic time, this study reviewed 52 articles through VOSviewer clustering and preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines. It is concluded that learners' engagement in MOOCs is restricted by their own management strategy and psychological factors; in addition, learners in MOOCs are motivated by internal or external factors, thus making different responses; lastly, the study finds that in addition to engagement and motivation, the technical conditions of online learning can also affect learning performance to a large or small extent. It is expected that this study can provide reference for the future study into these aspects in MOOCs, especially in the post-pandemic time.
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