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MASSIVE OPEN ONLINE COURSE IN MATHEMATICS: PERSPECTIVES ON COUNTRY, PUBLICATION TRENDS, RESEARCH APPROACHES, PARTICIPANTS, AND CONTENT ELEMENT

Jurnal Ilmiah Ilmu Terapan Universitas Jambi · Vol. 9 No. 2 (2025) · pp. 452–464

DOI
10.22437/jiituj.v9i2.36805
ISSN
2580-2259, 2580-2240
Published
2025-04-10
Publisher
LPPM Universitas Jambi
Language
en
License
creativecommons.org/licenses/by/4.0

Abstract

Massive Open Online Courses (MOOCs) have emerged as powerful tools that bridge vast learning resources with diverse global learners, particularly gaining prominence during and after the COVID-19 pandemic. While numerous studies have investigated the general application of MOOCs, limited research has specifically focused on their distribution and utilization within the field of mathematics education, especially in the post-pandemic context. This study aims to fill that gap by conducting a systematic literature review on MOOCs in mathematics, using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework to ensure a rigorous and replicable review process. At the identification stage, 2,349,886 articles were initially retrieved. After a comprehensive screening process based on inclusion and exclusion criteria, 78,191 articles were considered relevant. From this pool, 12 articles specifically addressed MOOCs in mathematics. However, only 6 articles met all the eligibility criteria for in-depth analysis. The findings reveal several key insights: (1) mathematics MOOCs are underrepresented in research, particularly in the context of school education; (2) research output on mathematics MOOCs has declined post-pandemic; (3) quantitative research methods dominate the field, limiting deeper qualitative insights; and (4) African countries remain significantly underrepresented in terms of both production and study of MOOCs in mathematics. This study contributes novel insights to the literature by highlighting geographic and methodological research gaps. It suggests that future research should explore mathematics MOOCs in school contexts, particularly using mixed-method approaches, and focus on understudied regions like Africa to promote equitable digital education access and innovation.

Keywords

Collaboration network of the authors

40 authors · 83 co-authorship links · 9 across different organisations · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Universitas Wiralodra
  • Sebelas Maret University
  • Southwest University
  • Yogyakarta State University
  • Universitas Halu Oleo
  • Diponegoro University
  • Indonesia Open University
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Indri YantiUniversitas Wiralodra2
Nirwansyah AmierAffiliation unknown2
Mahfud PaloAffiliation unknown2
Alfa NelwanAffiliation unknown2
Muh. KurniaAffiliation unknown2
Alfa F. P. NelwanAffiliation unknown2
Mery NoviyantiIndonesia Open University2
Lysaa QothrunnadaUniversitas Wiralodra1
Pipit Puji ArtiUniversitas Wiralodra1
Yokhebed YokhebedSebelas Maret University1
Sutarno SutarnoSebelas Maret University1
Mohammad MasykuriSebelas Maret University1
Baskoro Adi PrayitnoSebelas Maret University1
Edi CahyonoUniversitas Halu Oleo1
Kadir KadirAffiliation unknown1
A. PurwantoYogyakarta State University1
didik purwiyantoAffiliation unknown1
B A SetionoAffiliation unknown1
Ihsan Syawal RahmatAffiliation unknown1
Rizki Abdillah TanjungAffiliation unknown1
Astina AstinaAffiliation unknown1
M. Alfan Ikhlasul AmalAffiliation unknown1
Purwanto PurwantoDiponegoro University1
Nego LinuhungAffiliation unknown1
Sukoriyanto SukoriyantoAffiliation unknown1
Mohd Isha AwangAffiliation unknown1
Ni Komang Tri DharmayaniAffiliation unknown1
Nurul AnjartikasariAffiliation unknown1
Emmy YuanitaAffiliation unknown1
Ni Made SudewianingsihAffiliation unknown1
Maria UlfaAffiliation unknown1
Suriah SuriahAffiliation unknown1
Evi EviAffiliation unknown1
Budimawan BudimawanAffiliation unknown1
Ernaningsih ErnaningsihAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/JIITUJ/oai, first harvested 5 Nov 2026, last seen 5 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">MASSIVE OPEN ONLINE COURSE IN MATHEMATICS: PERSPECTIVES ON COUNTRY, PUBLICATION TRENDS, RESEARCH APPROACHES, PARTICIPANTS, AND CONTENT ELEMENT</dc:title>
	<dc:creator xml:lang="en">Sudirman, Sudirman</dc:creator>
	<dc:creator xml:lang="en">Rodríguez-Nieto, Camilo Andrés</dc:creator>
	<dc:creator xml:lang="en">Susandi, Ardi Dwi</dc:creator>
	<dc:creator xml:lang="en">Isnawan, Muhamad Galang</dc:creator>
	<dc:creator xml:lang="en">Pauzan, Muh</dc:creator>
	<dc:subject xml:lang="en">Mathematics</dc:subject>
	<dc:subject xml:lang="en">MOOC</dc:subject>
	<dc:subject xml:lang="en">PRISMA</dc:subject>
	<dc:subject xml:lang="en">Systematic Literature Review</dc:subject>
	<dc:description xml:lang="en">Massive Open Online Courses (MOOCs) have emerged as powerful tools that bridge vast learning resources with diverse global learners, particularly gaining prominence during and after the COVID-19 pandemic. While numerous studies have investigated the general application of MOOCs, limited research has specifically focused on their distribution and utilization within the field of mathematics education, especially in the post-pandemic context. This study aims to fill that gap by conducting a systematic literature review on MOOCs in mathematics, using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework to ensure a rigorous and replicable review process. At the identification stage, 2,349,886 articles were initially retrieved. After a comprehensive screening process based on inclusion and exclusion criteria, 78,191 articles were considered relevant. From this pool, 12 articles specifically addressed MOOCs in mathematics. However, only 6 articles met all the eligibility criteria for in-depth analysis. The findings reveal several key insights: (1) mathematics MOOCs are underrepresented in research, particularly in the context of school education; (2) research output on mathematics MOOCs has declined post-pandemic; (3) quantitative research methods dominate the field, limiting deeper qualitative insights; and (4) African countries remain significantly underrepresented in terms of both production and study of MOOCs in mathematics. This study contributes novel insights to the literature by highlighting geographic and methodological research gaps. It suggests that future research should explore mathematics MOOCs in school contexts, particularly using mixed-method approaches, and focus on understudied regions like Africa to promote equitable digital education access and innovation.</dc:description>
	<dc:publisher xml:lang="en">LPPM Universitas Jambi</dc:publisher>
	<dc:date>2025-04-10</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/JIITUJ/article/view/36805</dc:identifier>
	<dc:identifier>10.22437/jiituj.v9i2.36805</dc:identifier>
	<dc:source xml:lang="en">Jurnal Ilmiah Ilmu Terapan Universitas Jambi; Vol. 9 No. 2 (2025): Volume 9, Nomor 2, June 2025; 452-464</dc:source>
	<dc:source>2580-2259</dc:source>
	<dc:source>2580-2240</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/JIITUJ/article/view/36805/20500</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Sudirman Sudirman, Camilo Andrés Rodríguez-Nieto, Ardi Dwi Susandi, Muhamad Galang Isnawan, Muh Pauzan</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by/4.0</dc:rights>
</oai_dc:dc>