Please use this identifier to cite or link to this item: https://ruomo.lib.uom.gr/handle/7000/1567
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dc.contributor.authorPerifanou, Maria-
dc.contributor.authorEconomides, Anastasios A.-
dc.date.accessioned2023-03-02T08:24:24Z-
dc.date.available2023-03-02T08:24:24Z-
dc.date.issued2022-
dc.identifier10.19173/irrodl.v23i3.6294en_US
dc.identifier.issn1492-3831en_US
dc.identifier.urihttps://doi.org/10.19173/irrodl.v23i3.6294en_US
dc.identifier.urihttps://ruomo.lib.uom.gr/handle/7000/1567-
dc.description.abstractPrevious 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 recommendation include undertaking marketing campaigns to increase the number of partners, the number of MOOCs offered, and the platforms’ visibility.en_US
dc.language.isoenen_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.sourceThe International Review of Research in Open and Distributed Learningen_US
dc.subjectFRASCATI::Natural sciences::Computer and information sciencesen_US
dc.subjectFRASCATI::Social sciences::Educational sciencesen_US
dc.subjectFRASCATI::Engineering and technology::Electrical engineering, Electronic engineering, Information engineeringen_US
dc.subject.otherMassive open online courseen_US
dc.subject.otherMOOCen_US
dc.subject.otherMOOCsen_US
dc.subject.otherusers’ engagementen_US
dc.subject.otherMOOC platformen_US
dc.subject.otheropen educationen_US
dc.titleThe Landscape of MOOC Platforms Worldwideen_US
dc.typeArticleen_US
dc.contributor.departmentΤμήμα Οικονομικών Επιστημώνen_US
local.identifier.volume23en_US
local.identifier.issue3en_US
local.identifier.firstpage104en_US
local.identifier.lastpage133en_US
Appears in Collections:Department of Economics

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