We will follow the 6-step systematic procedure for scoping reviews as outlined by Arksey and O'Malley [20]. This procedure includes (a) identifying the research question; (b) identifying relevant studies; (c) selecting studies; (d) charting the data; (e) collating, summarizing, and reporting the data; and (f) an optional consultation exercise. We will also use the PRISMA-ScR (Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews) checklist to further guide what we report in this protocol and the final review [21] while adhering to recommendations made in recent methodological scoping review papers that advance the procedure proposed by Arksey and O’Malley [22-24].

As the findings of the proposed scoping review can inform a potential revision of the MOOC How to Write a PhD Proposal, we account for the theoretical positioning underpinning the work to develop this MOOC and the pedagogical approach used in the design phase. The work aligns with the knowledge creation metaphor of learning, where learning is viewed “as a process of knowledge creation which concentrates on mediated processes where common objects of activity are developed collaboratively” [25]. In a computer-mediated online learning setting, such as an MOOC, an underlying principle of the knowledge creation approach to learning is that each learner’s effort to advance knowledge and skills occurs in, and benefits from, participation in the social online community [25,26]. This understanding is in line with the pedagogical approach of cMOOCs and the blended learning approaches used in MOOCs. However, when embarking on developing the MOOC in PhD proposal writing, we had to adjust the thinking underlying the course design to accommodate the blended learning approach integrated in the online learning platform FutureLearn. Although we designed the key activities in accordance with the social knowledge creation approach to learning, the blended learning principles integrated in the FutureLearn platform also accommodated other ways of learning (eg, acquisition learning [25]).

Each learner who registers for the MOOC on PhD proposal writing is assumed to have a research idea, but to develop the research idea into a plan or proposal (the common object of activity), the learners are encouraged to actively participate in the key learning activities or tasks that require social interactions and extensive collaboration with other learners (eg, reviewing the work of others together with other participants). Through these forms of feedback and collaborative work, participants could learn from others by reading the work of others and integrating key elements of PhD proposal writing into their own work.

To ensure consistency throughout this scoping review, the lead researcher will spearhead the work during each stage of the review process [27]. We will set up an iterative process to ensure a well-crafted scoping review that demonstrates procedural transparency and methodological rigor [21,22]. We are a research team with experience in conducting exploratory research and various types of literature reviews in the fields of medicine, nursing, education, and sports science. Throughout the process, we will also track refinements of the proposed protocol [22].

The first step of the systematic scoping review process involves identifying and defining the parameters of the research question [20]. This is usually done a priori to guide the literature searches, followed by an iterative process of refinement based on familiarization with the identified research evidence [27]. Our preliminary research question is “What are the pedagogical approaches, and the learning activities, content, and resources used to foster social interaction and collaborative learning processes when designing MOOCs for postgraduate students in the Health Sciences?” We designed our research question to be broad, to generate a large but also manageable pool of data to establish an overview of the topic investigated [20,22]. We have formulated the following subquestions to further guide our scoping inquiry:

Defining and operationalizing the concepts of a review question is useful to clarify the scope [24]. It guides the subsequent phases of exploration and clarifies the final review report [28]. For this study protocol, the term “design” refers to the development phase of MOOCs preceding the online launch. We define postgraduate studies as academic studies above the master’s level (eg, MA, MSc, and MPhil) or equivalent (eg, MD). As such, we refer to postgraduate students as a group of people who have completed their master’s thesis or similar academic degrees. When using the phrase “PhD proposal,” we refer to a research protocol’s specific format, genre, and style of writing needed when developing a PhD project proposal or presenting a stringent research plan, and, as such, preparing for work that meets the requirements for writing research articles or manuscripts of project results.

The third step of the scoping review is an iterative assessment of the identified literature using the defined eligibility criteria [20,21]. A flowchart will illustrate the selection process of the literature [21]. It will specify the number of duplicates that are removed and the references excluded on the basis of either the title or abstract or the full text [34].

We will include all studies that report on conceptual or theoretical frameworks or pedagogical approaches used to guide design considerations; selection or structuring of content, learning activities, and resources that are assumed to stimulate social interaction and collaboration; or participant views of learning material anticipated to foster social learning in cMOOCs and hybrid MOOCs. We will exclude studies or reports that describe learning material, content, or resources in xMOOCs or comparisons of online learning platforms, grading, or assessment of learner achievements, or outcome or operational or technical issues (eg, weekly supervision of courses and considerations during the launch of MOOCs), as well as studies that target participants at the undergraduate level at HEIs.

We will review studies using an iterative 2-step approach [24]. The first step involves importing all references into the app-based literature review program Covidence to screen the title and abstract in accordance with inclusion or exclusion criteria. To do so, we will hold team meetings at the beginning, midpoint, and end to discuss progress as well as any challenges and uncertainties (the number of references identified dictates the number of meetings required) related to study inclusion. If necessary, the search strategy will be refined. The second step involves the full reading of the retained studies and reports to decide on final inclusion. We will first extract the references from Covidence back into EndNote to acquire the full-text version of the studies or reports before the references are imported back to Covidence for the full read.

During the study selection process, two reviewers will screen titles, abstracts, and relevant texts independently to determine eligibility for inclusion in this scoping review [21,24]. If the first reviewer chooses to include a reference, the second reviewer will verify his or her selection of the specific study. If there are divergences between reviewers, a third reviewer will be consulted.

We will use the Mixed Methods Appraisal Tool (MMAT) to appraise the quality of the published literature identified [36]. The MMAT tool includes an extensive assessment procedure of qualitative, quantitative, and mixed methods studies. To appraise the quality of gray literature, we will use the AACODS (Authority, Accuracy, Coverage, Objectivity, Date and Significance) checklist [37]. We will not perform a full assessment of methodological robustness as we argue that it is more important and appropriate for a scoping review to capture breadth in the literature rather than a limited sample of methodological quality-assessed studies used for systematic reviews.

The fourth step of the scoping review process entails organizing and synthesizing the data in accordance with key themes [20]. Based on initial discussions, the research team plans to extract and chart a mixture of general information about the studies or reports in this scoping review. More specifically, we will extract the names of the authors, year of publication, study location, type of document source, aims, and any assessments of target groups or participants. Underpinned by the knowledge creation approach to learning, we will extract specific information from each study and report related to conceptual or theoretical frameworks and pedagogical approaches; selection or structuring of social, collaborative learning activities, content, and resources; and participant evaluations of any material viewed as helpful in cMOOCs or hybrid MOOCs to stimulate interaction and collaboration.

We will develop a predefined Microsoft Excel data charting form. Refinement of the charting form may be necessary, as data extraction is an iterative process involving continual assessment, evaluation, and updating [34]. To ensure consistent data extraction, the lead researcher will undertake a pilot of the form on a random sample of 5-10 studies. In consultation with the full research team, we will modify, if necessary, to mitigate inconsistencies and uncertainties of use to ensure coherence with the research question [24,27].

The fifth phase of the scoping review process entails summarizing and reporting findings in a clear and consistent way [20]. Throughout the reporting phase, we will follow the recommendations of the PRISMA-ScR guidelines when writing up the final review [21]. We will summarize and describe each identified study’s characteristics (eg, author name, study location, and year of publication), as well as the pedagogical and theoretical or conceptual approach used in the design of the MOOC, the learning activities, content, and resources adopted and any participant evaluation of materials used in MOOCs. We will then report the output with an emphasis on describing how the findings relate to the subquestions guiding the scoping review before discussing the implications for pedagogical practice and instructional design of MOOCs targeting prospective postgraduate students in the health sciences.

The sixth stage of the scoping review process is an optional consultation stage [20]. We agree with other researchers who argue that consultation could be useful for knowledge translation [23,24]. We will consider inviting relevant stakeholders, such as international PhD students from LMICs and experts in online, computer-mediated pedagogies, to advice on how to provide appropriate, useable learning resources, and how learning activities or material identified can be used to underpin inclusive, collaborative learning processes among students with diverse backgrounds in a potential revision of the MOOC How To Write a PhD Proposal.

To disseminate findings, we seek to publish the scoping review in an international peer-reviewed journal with a scope that includes the use of collaborative pedagogies in computer-mediated and online learning environments. We also aim to disseminate the findings to professionals and other colleagues in postgraduate studies to potentially inspire improved instructional designs of MOOCs.