Massive Open Online Courses (MOOC) in corporate contexts

a literature review

Abstract

This study aims to investigate how Massive Open Online Courses (MOOC) have been adopted as formative spaces within organizations, with a focus on identifying the practices and strategies applied to reduce dropout rates in these courses. To achieve this goal, a systematic literature review was conducted, consulting databases such as Web of Science, Scopus, and SciELO, in search of articles related to the topic published between 2018 and 2022. After applying inclusion and exclusion criteria, only five articles were considered relevant, highlighting a research gap in the field. The results emphasize MOOCs as relevant formative spaces for professional qualification and requalification in corporate contexts. Their contribution to other functions, including career management, recruitment, talent retention, and the marketing of products or services, is also identified. However, a significant challenge identified is fostering workers’ motivation to complete the courses. The results indicate the need to promote alignment between workers’ expectations and organizational goals and to develop strategies that value individual needs, autonomy, and learner performance. Highlighted strategies include enhancing learning through adaptive pedagogical approaches, as well as the promotion of monetary and non-monetary incentives for performance recognition. The study identified a significant gap in literature: the absence of studies on the challenges of the self-instructional pedagogical approach in MOOC.