Integrating Digital Well-being into MOOCs: A Ten-Year Review of Trends in China's Higher Education
Abstract
Digital well-being serves as a crucial indicator of the quality and effectiveness of education across countries worldwide. In this context, the rising prominence of Massive Open Online Courses (MOOC) within China's higher education sector warrants further investigation; however, there is a paucity of studies examining how digital well-being contributes to the evolution of MOOC, with limited empirical support available. To address this gap, this study employs literature retrieval and analysis methods, selecting 20 journal articles to offer a comprehensive perspective on the development of MOOC in Chinese higher education. It elucidates background characteristics, developmental trends, theoretical frameworks, and the role of digital well-being in facilitating future advancements in MOOC to resolve value-related challenges encountered during their development process. The findings indicate that the progression of MOOC aligns with digital well-being requirements, suggesting that integration with big data and intelligent systems represents an emerging trend. This synthesis provides novel insights into leveraging digital well-being to enhance MOOC implementation within educational settings in China.
References
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Y. Tong and Z. H. Zhan, “An evaluation model based on procedural behaviors for predicting MOOC learning performance: Students online learning behavior analytics and algorithms construction,” Interactive Technology and Smart Education, vol. 20, no. 3, pp. 291-312, 2023. doi: https://doi.org/10.1108/ITSE-10-2022-0133
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M. Antoninis, Digital literacy skills: from a framework to a measure [EB/OL]. Available at http://uis.unesco.org/en/blog/digital-literacy-skills-framework-measure
C. Burr, M. Taddeo, and L. Floridi, “The ethics of digital well-being: A thematic review,” Science and Engineering Ethics, vol. 26, pp. 2313-2343, 2020. doi: https://doi.org/10.1007/ s11948-020-00175-8
H. Norman, N. H. Adnan, N, Nordin, M. Ally, A. Tsinakos, "The educational digital divide for vulnerable students in the pandemic: Towards the new agenda 2030," Sustainability, vol. 14, pp. 10332, 2022. doi: https://doi.org/10.3390/su141610332
F. Scott, L. T. Trang, and F. A. Jayne, “Digital wellbeing: A review of the JISC guidance from the UK and Vietnam,” Higher Education, Skills and Work-Based Learning, vol. 14, no. 2, pp. 435-442, 2024.doi: https://doi.org/10.1108/HESWBL-04-2023-0099
M. R. Alberto, and D. R. Luigi, “Teaching and learning "Digital Wellbeing". Future Generation Computer Systems, vol. 149, pp. 494-508, 2024. doi: https://doi.org/10.1016 /J.FUTURE.2023.08.003
D. Pizzul, E. Sala, and A. Caliandro, “Evaluating the impact of a peer-education digital literacy course on older adults' digital skills and wellbeing: A mixed-methods study protocol,” Frontiers in Sociology, vol. 9, pp. 1432607, 2024. doi: https://doi.org/10.3389/FSOC.2024.1432607
E. Steinar, Y. Brian, and M. Bruce, “‘Our old pastor thinks the mobile phone is a source of evil.’ Capturing contested and conflicting insights on digital wellbeing and digital detoxing in an age of rapid mobile connectivity,” Media International Australia, vol. 189, no. 1, pp. 89103, 2023. doi: https://doi.org/10.1177/1329878X221090992
R. A. Monge, D. R. Luigi and L. Danielle, “Understanding digital wellbeing within complex technological contexts,” International Journal of Human-Computer Studies, vol. 175, 2023. doi: https://doi.org/10.1016/J.IJHCS.2023.103034
S. G. Wang, B. Wu, and Y. J. Xu, “A decade of MOOC: Building a more inclusive digital learning platform: A review of the 2022 World MOOC and Online Education Conference,” Chinese Journal of Educational Informatization, vol. 29, no. 01, pp. 102-110, 2023.
W. Q. Liang, “Comparative research on major MOOC platforms in China from the perspective of learners and its enlightenment,” Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019) (Advances in Social Science, Education and Humanities Research, Vol.329), International Science and Culture for Academic Contacts, 2019. doi: https://doi.org/10.2991/ICCESSH19.2019.155
B. H. Qi, “Analysis of the combination of information technology and government functions – Take China MOOC as an example,” MATEC Web of Conferences, vol. 267, pp. 02015, 2019. doi: https://doi.org/10.1051/matecconf/201926702015
M. J. Page, J. E. McKenzie, P. M. Bossuyt, I. Boutron, T. C. Hoffmann, C. D. Mulrow, ... and D. Moher, “The PRISMA 2020 statement: An updated guideline for reporting systematic reviews,” PLOS Medicine, vol. 18, no. 3, pp. e1003583, 2021. doi: https://doi.org/10.1371/JOURNAL.PMED.1003583
X. Zhu, and G. Yan, “The importance and guarantee content of MOOC mixed teaching mode,” Journal of Educational Research, vol. 58, no. 3, pp. 175-189, 2019.
M. Z. Liu, S. H. Zha, and W. He, “Digital transformation challenges: A case study regarding the MOOC development and operations at higher education institutions in China,” TechTrends, vol. 63, no. 5, pp. 621-630, 2019. doi: https://doi.org/10.1007/s11528-01900409-y
Q. Li,“China’s MOOC Research Hotspot Based on the Visual Co-Word Network Map: 19942018,”Open Journal of Social Sciences, vol. 6, no. 9, pp.151-163,2018. doi: https://doi.org/10.4236/jss.2018.69010
C. L. Huang and J. W. Chen, “SWOT analysis on the development of MOOC in China's higher education,” American Journal of Educational Research, vol. 4, no. 6, pp. 488-490, 2016. doi: https://doi.org/10.12691/education-4-6-8;10.12691/education-4-6-8
X. Y. Zheng, “The enlightenment of MOOC for the college English teaching in China,” Higher Education of Social Science, vol. 8, no. 6, pp. 57-60, 2015. doi: https://doi.org/10.3968/7153
J. W. Gao, L. Yang and J. Zou, “Comparison of the influence of massive open online courses and traditional teaching methods in medical education in China: A meta-analysis,” Biochemistry and Molecular Biology Education, vol. 49, no. 4, pp. 639-651, 2021. doi: https://doi.org/10.1002/BMB.21523
T. T. Tong and H. Z. Li, “Demand for MOOC - An application of big data,” China Economic Review, vol. 51, pp. 194-207, 2017. doi: https://doi.org/10.1016/j.chieco.2017.05.007
Y. Xiong, Q. Ling and X. L. Li. “Ubiquitous e-Teaching and e-Learning: China’s Massive Adoption of Online Education and Launching MOOCs Internationally during the COVID-19 Outbreak,” Wireless Communications and Mobile Computing, no.1, 2021. doi: https://doi.org/ 10.1155/2021/6358976
S. Liu, T. Gao and T. Z. Li, “Design and implementation of large-scale MOOC platform in colleges and universities,” International Journal of Advanced Pervasive and Ubiquitous Computing (IJAPUC), vol. 9, no. 1, 2017. doi: https://doi.org/10.4018/IJAPUC.2017010103
A. M. F. Yousef, U. Schroeder and M. Wosnitza, “A usability evaluation of a blended MOOC environment: An experimental case study,” The International Review of Research in Open and Distributed Learning, vol. https://doi.org/10.19173/irrodl.v16i2.2032 16, no. 2, pp. 69-93, 2015. doi:
J. Billsberry and I. Alony, “The MOOC post-mortem: Bibliometric and systematic analyses of research on massive open online courses (MOOCs), 2009 to 2022,” Journal of Management Education, vol. 48, no. 4, pp. 634-670, 2024. doi: https://doi.org/10.1177 /10525629231190840
Z. Liu, Q. H. Tang and Q. Y. Fan, “Profiling students learning engagement in MOOC discussions to identify learning achievement: An automated configurational approach,” Computers & Education, vol. 219, pp. 105109, 2024. doi: https://doi.org/10.1016 /J.COMPEDU.2024.105109
S. I. Ramirez Luelmo, E. M. Nour and R. Bachelet, “Detection and asynchronous flow prediction in a MOOC,” SN Computer Science, vol. 5, no. 5, 2024. doi: https://doi.org/10.1007/S42979-024-02838-W
R. Y. Tian, J. J. Cai and C. Z. Li, “Self-supervised pre-training model based on multi-view for MOOC recommendation,” Expert Systems with Applications, vol. 252, pp. 124143, 2024. doi: https://doi.org/10.1016/J.ESWA.2024.124143
S. Farahnaz, J. H. Y. Lee and Y. S. Msryem, “Analyzing learners' engagement in a micromasters program compared to non-degree MOOC,” Journal of Research on Technology in Education, 56, no. 3, pp. 233-247, 2024. doi: https://doi.org/10.1080/ 15391523.2022.2121342
F. X. Zhang and F. F. Wang, “Study on abnormal behaviour recognition of MOOC online English learning based on multi-dimensional data mining” International Journal of Continuing Engineering Education and Life-Long Learning, vol. 34, no. 1, pp. 111-122, 2024. doi: https://doi.org/10.1504/IJCEELL.2024.135225
Y. Tong and Z. H. Zhan, “An evaluation model based on procedural behaviors for predicting MOOC learning performance: Students online learning behavior analytics and algorithms construction,” Interactive Technology and Smart Education, vol. 20, no. 3, pp. 291-312, 2023. doi: https://doi.org/10.1108/ITSE-10-2022-0133
Z. H. Gong, “The development of medical MOOCs in China: Current situation and challenges,” Medical Education Online, vol. 23, no. 1, pp. 1527624, 2018. doi: https://doi.org/10.1080/10872981.2018.1527624
T. T. Ding, “Research and practice of MOOC based innovative education in universities under the background of "Internet Plus",” Journal of Physics: Conference Series, vol. 1992, no. 4, 2021. doi: https://doi.org/10.1088/1742-6596/1992/4/042012
D. S. Chen and G. P. Yan, “MPOC experiential learning model of engineering education based on distributed flip in local engineering colleges and universities in "Post MOOC" era,” Journal of Discrete Mathematical Sciences and Cryptography, vol. 20, no. 6-7, pp. 13751379, 2017. doi: https://doi.org/10.1080/09720529.2017.1392449
Published
2025-01-17
How to Cite
HU, Xiao; NORMAN, Helmi; NORDIN, Norazah.
Integrating Digital Well-being into MOOCs: A Ten-Year Review of Trends in China's Higher Education.
Yugoslav Journal of Operations Research, [S.l.], jan. 2025.
ISSN 2334-6043.
Available at: <https://yujor.fon.bg.ac.rs/index.php/yujor/article/view/1316>. Date accessed: 18 jan. 2025.
doi: https://doi.org/10.2298/YJOR240815056H.
Issue
Section
Research Articles
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
