Abstract

This study presents a comprehensive bibliometric analysis of research trends in Massive Open Online Courses (MOOCs) from 2015 to 2024. Using data from the Scilit database, we analyzed 707 peer-reviewed articles to identify patterns in research output, citation networks, and international collaboration. The analysis employed VOSviewer and Scimago Graphica tools to examine publication trends, author collaborations, citation patterns, and geographical distribution of MOOC research. Results reveal a steady increase in research output from 2015 to 2021, with self-regulated learning and learner engagement emerging as dominant themes. The United States and the United Kingdom lead in publications and citations, while emerging contributions from countries like Malaysia and China indicate growing global interest. Citation analysis identified key influential papers, with the most cited work focusing on self-regulated learning strategies (547 citations). Co-authorship analysis revealed 86 collaboration clusters, highlighting both the collaborative nature of MOOC research and opportunities for increased international cooperation. Keyword analysis evolved from fundamental implementation concerns to sophisticated applications of artificial intelligence and personalized learning. The findings suggest a maturing field emphasizing technological integration, learner support systems, and cross-cultural adaptations. This study provides valuable insights for researchers, educators, and policymakers involved in MOOC development and implementation while identifying emerging trends and future research directions in online education.

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