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MOOCs Reshaping Undergraduate Health Education: A Systematic Review

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Title: MOOCs Reshaping Undergraduate Health Education: A Systematic Review
Language: English
Authors: Melike Aydemir Arslan, Asiye Ata, Sevda Kucuk
Source: International Review of Research in Open and Distributed Learning. 2026 27(1):235-264.
Availability: Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Peer Reviewed: Y
Page Count: 30
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Education Level: Higher Education
Postsecondary Education
Descriptors: MOOCs, Undergraduate Study, Health Education, Computer Uses in Education, Educational Research, Student Satisfaction, Research Methodology, Educational Practices, Program Effectiveness, Foreign Countries, Allied Health Occupations Education
Geographic Terms: China, North America, Europe, Australia, Asia, Guatemala, Egypt
ISSN: 1492-3831
Abstract: Given the growing demand for flexible and accessible health education, massive open online courses (MOOCs) have been recognized as instrumental in expanding undergraduate learning. This systematic review was conducted to investigate the use of MOOCs in undergraduate health education, focusing on publication trends, geographic distribution, and key research variables. A total of 31 peer-reviewed articles were reviewed, and data were sourced from six international databases: Web of Science, Scopus, ERIC, EBSCOHost, ScienceDirect, and PubMed. It was found that MOOCs have been integrated into undergraduate health education since 2014, with a notable increase in publications observed after 2022. The highest number of studies was published in China. Student satisfaction was identified as the most frequently studied variable, and medical education was reported as the dominant field. Quantitative research were predominantly used, with sample sizes between 101 and 300 participants. Questionnaires were commonly employed as a data collection tool, and many studies were based on custom-developed MOOCs for their research. Courses were typically between 4 and 6 weeks duration. Improved clinical skills were frequently reported as outcomes, while the lack of practical experience in MOOC-based learning was identified as a major limitation. More practice-oriented teaching approaches were recommended by most studies. To enhance the effectiveness of MOOCs in health education, more innovative and practical implementation strategies are needed. Future research is encouraged to address these gaps and strengthen the impact of MOOCs on undergraduate health programs. The growing role of MOOCs in health education is highlighted, particularly the need to integrate practical components for greater educational impact.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1501294
Database: ERIC
FullText Links:
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  Data: MOOCs Reshaping Undergraduate Health Education: A Systematic Review
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  Data: <searchLink fieldCode="SO" term="%22International+Review+of+Research+in+Open+and+Distributed+Learning%22"><i>International Review of Research in Open and Distributed Learning</i></searchLink>. 2026 27(1):235-264.
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  Data: Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
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  Data: Given the growing demand for flexible and accessible health education, massive open online courses (MOOCs) have been recognized as instrumental in expanding undergraduate learning. This systematic review was conducted to investigate the use of MOOCs in undergraduate health education, focusing on publication trends, geographic distribution, and key research variables. A total of 31 peer-reviewed articles were reviewed, and data were sourced from six international databases: Web of Science, Scopus, ERIC, EBSCOHost, ScienceDirect, and PubMed. It was found that MOOCs have been integrated into undergraduate health education since 2014, with a notable increase in publications observed after 2022. The highest number of studies was published in China. Student satisfaction was identified as the most frequently studied variable, and medical education was reported as the dominant field. Quantitative research were predominantly used, with sample sizes between 101 and 300 participants. Questionnaires were commonly employed as a data collection tool, and many studies were based on custom-developed MOOCs for their research. Courses were typically between 4 and 6 weeks duration. Improved clinical skills were frequently reported as outcomes, while the lack of practical experience in MOOC-based learning was identified as a major limitation. More practice-oriented teaching approaches were recommended by most studies. To enhance the effectiveness of MOOCs in health education, more innovative and practical implementation strategies are needed. Future research is encouraged to address these gaps and strengthen the impact of MOOCs on undergraduate health programs. The growing role of MOOCs in health education is highlighted, particularly the need to integrate practical components for greater educational impact.
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  Data: EJ1501294
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 30
        StartPage: 235
    Subjects:
      – SubjectFull: MOOCs
        Type: general
      – SubjectFull: Undergraduate Study
        Type: general
      – SubjectFull: Health Education
        Type: general
      – SubjectFull: Computer Uses in Education
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      – SubjectFull: Educational Research
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      – SubjectFull: Student Satisfaction
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      – SubjectFull: Research Methodology
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      – SubjectFull: Educational Practices
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Allied Health Occupations Education
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      – SubjectFull: China
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      – SubjectFull: North America
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      – SubjectFull: Europe
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      – SubjectFull: Asia
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      – SubjectFull: Guatemala
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      – SubjectFull: Egypt
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      – TitleFull: MOOCs Reshaping Undergraduate Health Education: A Systematic Review
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