Cited By

• Decision-making determinants of students participating in MOOCs: Merging the theory of planned behavior and self-regulated learning model

  Niu Lung-Guang

  Computers & Education Vol. 134, No. 1 (June 2019) pp. 50–62

• A Generalizable Framework for Multi-Scale Auditing of Digital Learning Provision in Higher Education

  Samuel R. P-J. Ross, Veronica Volz, Matthew K. Lancaster & Aysha Divan

  Online Learning Vol. 22, No. 2 (2018) pp. 249–270

• Big data for social media learning analytics: potentials and challenges

  Stefania Manca, Luca Caviglione & Juliana Raffaghelli

  Journal of e-Learning and Knowledge Society Vol. 12, No. 2 (May 21, 2016)

• A Systematic Review of MOOC Research Methods and Topics: Comparing 2014-2016 and 2016-2017

  Meina Zhu, Annisa Sari & Curtis Bonk, Indiana University, United States

  EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1673–1682

• LearningCircle.io: Lessons Learned from Organising Courses with and without a Dedicated Platform.

  Hanna Celina, Clement Lee, Patrick Olivier & Ahmed Kharrufa, Newcastle University, Open Lab, United Kingdom

  EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 76–81

• Supporting peer interactions in a MOOC: Utilizing social networking tools to personalize learning

  Nathaniel Ostashewski & Jon Dron, Athabasca University, Canada; Jennifer Howell, Curtin University, Australia

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 833–845

• Trends and Patterns in Massive Open Online Courses: Review and Content Analysis of Research on MOOCs (2008-2015)

  Aras Bozkurt & Ela Akgn-zbek, Anadolu University; Olaf Zawacki-Richter, Carl von Ossietzky University of Oldenburg

  The International Review of Research in Open and Distributed Learning Vol. 18, No. 5 (Aug 15, 2017)

• Web-based Instruction for Adult Learners: Constructivist and Connectivist Theories

  Mabel CPO Okojie, Mississippi State University, United States; Tinukwa C. Boulder, Gannon University, United States; Wei-Chieh Yu, Mississippi State University, Taiwan

  EdMedia + Innovate Learning 2017 (Jun 20, 2017) pp. 879–885

• Blogging and Microblogging for Community Building in a Virtual Field Experience

  Brianne Jackson & W. Monty Jones, Virginia Commonwealth University, United States

  Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 649–655

• Building Collaborative Learning Communities in Online Courses

  Funda Ergulec, Indiana University, United States

  EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 622–636

• Promoting Continuing Computer Science Education Through A Massively Open Online Course

  Kevin Oliver, North Carolina State University, United States

  Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 333–340

• Rethinking OER and their use: Open education as Bildung

  Markus Deimann, FernUniversitaet in Hagen; Robert Farrow, The Open University UK

  The International Review of Research in Open and Distributed Learning Vol. 14, No. 3 (Jun 03, 2013) pp. 344–360

• MOOCs: A systematic study of the published literature 2008-2012

  Tharindu Liyanagunawardena, University of Reading; Andrew Adams, Meiji University, Tokyo, Japan; Shirley Williams, University of Reading

  The International Review of Research in Open and Distributed Learning Vol. 14, No. 3 (Jun 03, 2013) pp. 202–227

• Learning in a small, task–oriented, connectivist MOOC: Pedagogical issues and implications for higher education

  Jenny Mackness; Marion Waite, George Roberts & Elizabeth Lovegrove, Oxford Brookes University

  The International Review of Research in Open and Distributed Learning Vol. 14, No. 4 (Aug 28, 2013)

• MOOCifying courses: real and authentic learning in higher education

  Jennifer Howell, Curtin University, Australia; Nathaniel Ostashewski, Athabasca University, Canada

  EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 1663–1668

• Self-Directed Learning as a Design Construct for MOOCs: A Phenomenological Perspective

  Yuki Ichimura, University of British Columbia, Canada

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 793–798

• Enhancing Pre-service Teacher's Sense of Learning Community with Microblogging in an Online Course

  Xin Wang, University of Northern Colorado, United States

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 27, 2014) pp. 2017–2023

• The disruptive potential of the Massive Open Online Course: A literature review

  Jean Jacoby

  Journal of Open, Flexible, and Distance Learning Vol. 18, No. 1 (Aug 14, 2014) pp. 73–85

• The Shift from English Methods to Critical Digital Literacies

  Janette Hughes, University of Ontario Institute of Technology, Canada

  Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1981–1989

• Mathematics-for-Teachers using a MOOC

  George Gadanidis, Faculty of Education, University of Western Ontario, Canada

  Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 310–314

• A Pragmatic Use for Massive Open Online Courses (MOOCs): Virtual School Teacher Professional Development

  Darcey Addo, Walden University, United States

  Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 200–208

• Designing a Mathematics-for-All MOOC

  George Gadanidis, Faculty of Education, University of Western Ontario, Canada

  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 704–710

• [Chais] The Usage Characteristics of Twitter in the Learning Process

  Anat Cohen & Galit Duchan, Tel Aviv University, Israel

  Interdisciplinary Journal of E-Learning and Learning Objects Vol. 8, No. 1 (Jan 01, 2012) pp. 149–163

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