Scientific productivity on MOOCs: 2012-2016 bibliometric approach through Scopus
DOI:
https://doi.org/10.5944/ried.20.1.16662Keywords:
MOOC, bibliometrics, SCOPUS, scientific production, distance education.Abstract
Massive Open Online Courses (MOOC) could be considered as a milestone on online education over the past five years. The proliferation of courses and platforms have made this phenomenon not only a matter of educational, social and political reflection, but also a scientific research topic. This study analyzes the scientific productivity of the MOOC phenomenon based on the analysis of 752 publications indexed in the SCOPUS database during the period from 2012 to 2016. The data retrieved offers a general overview of the state of the art, the evolution throughout the recent years, the types of publications, the most representative countries and sources of information about MOOCs, the main institutional affiliations, the most cited authors and papers, as well as a co-citation analysis that presents the most outstanding works on MOOCs. Therefore, this study provides a complement to existing national and international studies that try to explain the configuration of a map of science around the MOOC phenomenon.
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