MOOCs: Origins, concept and didactic Applications: A systematic review of the literature (2012-2019)

Abstract

Nowadays, learning and teaching processes cannot be understood without technology. Among all digital resources available for education, Massive Open Online Courses (MOOCs) stand as great online tools that can facilitate the learning process of any type of content. In this sense, literature about MOOCs’ implications in education has increased exponentially in recent years. This paper presents the results of a systematic literature review on MOOCs’ origins and definition, their typologies and platforms, their strengths and limitations, the concept of specialization courses, and their didactic applications for Foreign Language Learning. The review followed a four-stage methodology for the analysis and synthesis of a total of 55 studies published between the years 2012 and 2019. Findings revealed that, although MOOCs have great potential for education, few studies have addressed neither the possibilities of these courses for Foreign Language Learning nor the potential of specialization courses. Main conclusions entail the need to face MOOCs’ limitations to get the most out of them as well as more research on their potential for Foreign Language Learning and the possibilities of brand-new typologies such as nanoMOOCs.