This paper is in the following e-collection/theme issue:

e-Learning and Medical Education (645) Registered Report (516) Massive Open Online Courses (MOOC) (18)

Published on in Vol 22, No 4 (2020): April

Preprints (earlier versions) of this paper are available at https://preprints.jmir.org/preprint/13851, first published .
Massive Open Online Course Evaluation Methods: Systematic Review

Massive Open Online Course Evaluation Methods: Systematic Review

Massive Open Online Course Evaluation Methods: Systematic Review

Authors of this article:

Abrar Alturkistani1 Author Orcid Image ;   Ching Lam2 Author Orcid Image ;   Kimberley Foley1 Author Orcid Image ;   Terese Stenfors3 Author Orcid Image ;   Elizabeth R Blum3 Author Orcid Image ;   Michelle Helena Van Velthoven2 Author Orcid Image ;   Edward Meinert1, 2 Author Orcid Image
Article Authors Cited by (27) Tweetations (14) Metrics

Journals

  1. Blum E, Stenfors T, Palmgren P. Benefits of Massive Open Online Course Participation: Deductive Thematic Analysis. Journal of Medical Internet Research 2020;22(7):e17318 View
  2. Li X, Xuan W, Chen D, Gao H, Wang G, Guo Q, Wang Y, Song H, Cai B. Research Progress of Alzheimer’s Disease Therapeutic Drugs: Based on Renin-Angiotensin System Axis. Journal of Alzheimer's Disease 2020;78(4):1315 View
  3. NUDI R, CAMPAGNA M, PARMA A, NUDI A, BIONDI ZOCCAI G. Breakthrough healthcare technologies in the COVID-19 era: a unique opportunity for cardiovascular practitioners and patients. Panminerva Medica 2021;63(1) View
  4. Chesniak O, Drane D, Young C, Hokanson S, Goldberg B. Theory of change models deepen online learning evaluation. Evaluation and Program Planning 2021;88:101945 View
  5. Longhini J, De Colle B, Rossettini G, Palese A. What knowledge is available on massive open online courses in nursing and academic healthcare sciences education? A rapid review. Nurse Education Today 2021;99:104812 View
  6. Zhang C, Su W, Chen S, Zeng S, Liao H. A Combined Weighting Based Large Scale Group Decision Making Framework for MOOC Group Recommendation. Group Decision and Negotiation 2023;32(3):537 View
  7. Estrada-Molina O, Fuentes-Cancell D. Engagement and desertion in MOOCs: Systematic review. Comunicar 2022;30(70):111 View
  8. Zhu M, Sari A, Lee M. Trends and Issues in MOOC Learning Analytics Empirical Research: A Systematic Literature Review (2011–2021). Education and Information Technologies 2022;27(7):10135 View
  9. Adamski M, Truby H, Bennett C, Gibson S. Exploring Impacts of a Nutrition-Focused Massive Open Online Course. Nutrients 2022;14(18):3680 View
  10. Pham T, Beloncle F, Piquilloud L, Ehrmann S, Roux D, Mekontso-Dessap A, Carteaux G. Assessment of a massive open online course (MOOC) incorporating interactive simulation videos on residents’ knowledge retention regarding mechanical ventilation. BMC Medical Education 2021;21(1) View
  11. Dwyer M, Prior S, Van Dam P, O’Brien L, Griffin P. Development and Evaluation of a Massive Open Online Course on Healthcare Redesign: A Novel Method for Engaging Healthcare Workers in Quality Improvement. Nursing Reports 2022;12(4):850 View
  12. Du Z, Wang F, Wang S. Reviewer Experience vs. Expertise: Which Matters More for Good Course Reviews in Online Learning?. Sustainability 2021;13(21):12230 View
  13. Gosak L, Štiglic G, Budler L, Félix I, Braam K, Fijačko N, Guerreiro M, Lorber M. Digital Tools in Behavior Change Support Education in Health and Other Students: A Systematic Review. Healthcare 2021;10(1):1 View
  14. Kennedy E, Masuda C, Moussaoui R, Chase E, Laurillard D. Creating value from co-designing CoMOOCs with teachers in challenging environments. London Review of Education 2022;20(1) View
  15. Álvarez-Pérez Y, Perestelo-Pérez L, Rivero-Santanta A, Torres-Castaño A, Toledo-Chávarri A, Duarte-Díaz A, Mahtani-Chugani V, Marrero-Díaz M, Montanari A, Tangerini S, González-González C, Perello M, Serrano-Aguilar P. Co-Creation of Massive Open Online Courses to Improve Digital Health Literacy in Pregnant and Lactating Women. International Journal of Environmental Research and Public Health 2022;19(2):913 View
  16. Ain N, Ali S, Yasmeen R. Factors that affect the learning of undergraduate medical students in an online asynchronous course of Forensic Medicine. Innovations in Education and Teaching International 2024;61(3):503 View
  17. Zhu H, Xu J, Wang P, Bian J, Zhao Z, Liu H, Ji L. The irreplaceable role of medical massive open online courses in China during the COVID-19 pandemic. BMC Medical Education 2023;23(1) View
  18. Tézier B, Lucas Q, Johnson S, Vuillemin A, Lemonnier F, Rostan F, Guillemin F, Van Hoye A. A RE-AIM framework analysis of a sports club health promotion MOOC: the PROSCeSS MOOC. Health Promotion International 2023;38(4) View
  19. Gisondi M, Keyes T, Zucker S, Bumgardner D. Teaching LGBTQ+ Health, a Web-Based Faculty Development Course: Program Evaluation Study Using the RE-AIM Framework. JMIR Medical Education 2023;9:e47777 View
  20. Hu X, Li Z, Deng J, Han Y, Lu S, Zhang Q, Luo Z, Xiong K. Integration of Theory and Practice in Medical Morphology Curriculum in Postgraduate Training: A Flipped Classroom and Case-based Learning Exercise. Current Medical Science 2023;43(4):741 View
  21. Dagenais C, Hot A, Bekelynck A, Villemin R, Mc Sween-Cadieux E, Ridde V, Dube N. MOOC-based blended learning for knowledge translation capacity-building: A qualitative evaluative study. PLOS ONE 2024;19(2):e0297781 View

Books/Policy Documents

  1. dela Peña Bandalaria M. Handbook of Open, Distance and Digital Education. View
  2. dela Peña Bandalaria M. Handbook of Open, Distance and Digital Education. View
  3. Rulinawaty , Purwanto A, Samboteng L, Kasmad M, Basit M. Proceedings of the Fourth International Conference on Administrative Science (ICAS 2022). View
  4. Wong B, Li K, Liu M. Blended Learning. Intelligent Computing in Education. View