Ronal Watrianthos, Selamat Triono Ahmad, Mukhlidi Muskhir
This study examines the evolution of Massive Open Online Course (MOOC) research from 2015 to 2024 by employing a comprehensive analysis of index keywords from 3,652 articles extracted from Scopus. By employing a combined methodological approach of strategic diagram analysis and temporal evolution, we investigated the evolution of research themes, priorities, and methodological approaches across two distinct periods: pre-COVID-19 pandemic (2015–2019) and pandemic/postpandemic (2020–2024). Our analysis demonstrates notable shifts in the intellectual structure of MOOC research, characterized by an increasing integration between technological innovation and pedagogical approaches. Learning Analytics emerged as a dominant theme in the initial period (D: 0.89, C: 0.92) and subsequently evolved to become integrated with AI applications in the subsequent period (D: 0.92, C: 0.91). This study identified a clear shift from operational concerns toward broader societal impacts, as evidenced by the emergence of themes such as Sustainable Development (D: 0.42, C: 0.76) and SDG Integration (D: 0.39, C: 0.71) in the latter period. The evolution of theme interaction patterns from linear bilateral relationships to complex multilateral networks indicates maturation of the field. Our findings indicate that MOOC research has evolved from disparate research streams to integrated ecosystems, which increasingly address global educational challenges. This evolution has significant implications for the future development of online education, particularly regarding the integration of technological advancement with pedagogical innovation while addressing broader societal needs. © 2026, Grand Canyon University. All rights reserved.
Universitas Negeri Padang, Indonesia; Universitas Negeri Medan, Indonesia
