A Systematic Review on Engagement, Motivation, and Performance in MOOCs During the Post-Pandemic Time

Yanfei Shen, Lili Chu, Song Yang, Xueli Zhang and Zhonggen Yu
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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
Zhonggen Yu: Faculty of Foreign Studies, Beijing Language and Culture University, Beijing, China

International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 2024, vol. 19, issue 1, 1-21

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.

Date: 2024
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International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) is currently edited by Mahesh S. Raisinghani

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