Accepted for/Published in: JMIR Research Protocols
Date Submitted: Dec 21, 2021
Date Accepted: Mar 30, 2022
Pedagogical Approaches and Learning Activities, Content and Resources used in the design of Massive Open Online Courses (MOOCs) in the Health Sciences: A Scoping Review Protocol
ABSTRACT
Background:
Developing online, widely accessible educational courses, such as Massive Open Online Courses (MOOCs), offer novel opportunities to advancing academic research and the educational system in resource-constrained countries. Despite much literature on the use of design-related features and principles of different pedagogical approaches when developing MOOCs, there are reports of inconsistency between the pedagogical approach and the learning activities, content or resources in MOOCs
Objective:
We present a protocol for a scoping review aiming to systematically identify and synthesize literature on the pedagogical approaches used, and the learning activities, content, and resources used to facilitate social interaction and collaboration among postgraduate learners in MOOCs across the Health Sciences
Methods:
We will follow a six-step procedure for scoping reviews to conduct a search of published and grey literature in the following databases: Medline via Ovid, ERIC, SCOPUS, Web of Science and PsychINFO. Two reviewers will screen titles, abstracts, and relevant full texts independently to determine eligibility for inclusion. The team will extract data using a pre-defined charting form and synthesize results in accordance with the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR).
Results:
The scoping review is currently ongoing. As of March 2022, we have done initial data searches and screened title and abstract of findings but revised the search string due to inaccurate results. We aim to start analysing the data in June 2023 and expect to complete the scoping review by December 2023
Conclusions:
With the results of this review, we hope to report on the use of pedagogical approaches, and what learning activities, content and resources that foster social and collaborative learning processes, and to further present how practitioners and academics can harvest our findings to bridge the gap between pedagogics and learning activities in the instructional design of MOOCs for postgraduate students in the Health Sciences
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