Tags
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A tale of two MOOCs: How student motivation and participation predict learning outcomes in different MOOCs
Brooker, A., Corrin, L., de Barba, P., Lodge, J. & Kennedy, G. (2018). A tale of two MOOCs: How student motivation and participation predict learning outcomes in different MOOCs. Australasian Journal of Educational Technology, 34(1),. Australasian Society for Computers in Learning in Tertiary Education.
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Designing Massive Open Online Courses to take account of participant motivations and expectations
Salmon, G., Pechenkina, E., Chase, A. & Ross, B. (2017). Designing Massive Open Online Courses to take account of participant motivations and expectations. British Journal of Educational Technology, 48(6), 1284-1294. Wiley.
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Feature Extraction and Learning Effect Analysis for MOOCs Users Based on Data Mining
Li, Y. (2018). Feature Extraction and Learning Effect Analysis for MOOCs Users Based on Data Mining. International Journal of Emerging Technologies in Learning (iJET), 13(10), 108-120. Kassel, Germany: International Journal of Emerging Technology in Learning.
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Transforming Learning, Conceptualisation and Practices through a MOOC on English as a Medium of Instruction for Academics
Baird, R., Borthwick, K. & Page, M. (2017). Transforming Learning, Conceptualisation and Practices through a MOOC on English as a Medium of Instruction for Academics. Presented at EUROCALL 2017 Conference 2017.
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Massive open online courses and underserved students in the United States
Stich, A.E. & Reeves, T.D. (2017). Massive open online courses and underserved students in the United States. Internet and Higher Education, 32(1), 58-71. Elsevier Ltd.
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Learner control, user characteristics, platform difference, and their role in adoption intention for MOOC learning in China
Zhang, M., Yin, S., Luo, M. & Yan, W. (2017). Learner control, user characteristics, platform difference, and their role in adoption intention for MOOC learning in China. Australasian Journal of Educational Technology, 33(1),. Australasian Society for Computers in Learning in Tertiary Education.
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A Team of Instructors’ Use of Social Presence, Teaching Presence, and Attitudinal Dissonance Strategies: An Animal Behaviour and Welfare MOOC
Watson, S., Watson, W., Janakiraman, S. & Richardson, J. (2017). A Team of Instructors’ Use of Social Presence, Teaching Presence, and Attitudinal Dissonance Strategies: An Animal Behaviour and Welfare MOOC. The International Review of Research in Open and Distributed Learning, 18(2),. Athabasca University Press.
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What motivate learners to keep attending a MOOC and take a new one: a research model proposal
Caporarello, L., Cirulli, F. & Bonaiuti, P. (2018). What motivate learners to keep attending a MOOC and take a new one: a research model proposal. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1449-1461). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
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Participating in a MOOC and Professional Learning Team: How a Blended Approach to Professional Development Makes a Difference
Akoglu, K., Lee, H. & Kellogg, S. (2019). Participating in a MOOC and Professional Learning Team: How a Blended Approach to Professional Development Makes a Difference. Journal of Technology and Teacher Education, 27(2), 129-163. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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The Use of MOOC as a Means of Creating a Collaborative Learning Environment in a Blended CLIL Course
Titova, S. (2017). The Use of MOOC as a Means of Creating a Collaborative Learning Environment in a Blended CLIL Course. Presented at EUROCALL 2017 Conference 2017.
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Current Status of the MOOC Movement in the World and Reaction of the Turkish Higher Education Institutions
Aydin, C. (2017). Current Status of the MOOC Movement in the World and Reaction of the Turkish Higher Education Institutions. Open Praxis, 9(1), 59-78. International Council for Open and Distance Education.
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K12 educators identify benefits and challenges in a MOOC: Designing a coding set for understanding online-delivered teacher professional development
Ostashewski, N., Ardito, G., Cleveland-Innes, M. & Gauvreau, S. (2018). K12 educators identify benefits and challenges in a MOOC: Designing a coding set for understanding online-delivered teacher professional development. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 226-229). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE).
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From Learners to Earners: Enabling MOOC Learners to Apply Their Skills and Earn Money in an Online Market Place
Chen, G., Davis, D., Krause, M., Aivaloglou, E., Hauff, C. & Houben, G.J. (2018). From Learners to Earners: Enabling MOOC Learners to Apply Their Skills and Earn Money in an Online Market Place. IEEE Transactions on Learning Technologies, 11(2), 264-274.
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Exploring the relevance of single-gender group formation: What we learn from a massive open online course (MOOC)
Bayeck, R.Y., Hristova, A., Jablokow, K.W. & Bonafini, F. (2018). Exploring the relevance of single-gender group formation: What we learn from a massive open online course (MOOC). British Journal of Educational Technology, 49(1), 88-100. Wiley.
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Motivation and Knowledge: Pre-Assessment and Post-Assessment of MOOC Participants From an Energy and Sustainability Project
Valdivia Vázquez, J., Ramírez-Montoya, M. & Valenzuela González, J. (2018). Motivation and Knowledge: Pre-Assessment and Post-Assessment of MOOC Participants From an Energy and Sustainability Project. The International Review of Research in Open and Distributed Learning, 19(4),. Athabasca University Press.
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Experiences of Timorese language teachers in a blended Massive Open Online Course (MOOC) for Continuing Professional Development (CPD)
King, M., Luan, B. & Lopes, E. (2018). Experiences of Timorese language teachers in a blended Massive Open Online Course (MOOC) for Continuing Professional Development (CPD). Open Praxis, 10(3), 279-287. International Council for Open and Distance Education.
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Comparing the Factors That Predict Completion and Grades among For-Credit and Open/MOOC Students in Online Learning
Almeda, M.V., Zuech, J., Utz, C., Higgins, G., Reynolds, R. & Baker, R.S. (2018). Comparing the Factors That Predict Completion and Grades among For-Credit and Open/MOOC Students in Online Learning. Online Learning, 22(1), 1-18.
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MOOC as a Laboratory of Culture Shock: Helping Non-U.S. Students Integrate into All-American Virtual Environment
Chukhlomin, V. & Deshpande, A. (2017). MOOC as a Laboratory of Culture Shock: Helping Non-U.S. Students Integrate into All-American Virtual Environment. Presented at International Association for Development of the Information Society (IADIS) International Conference on Educational Technologies 2017.
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"New Media in Education" MOOC: Improving Peer Assessments of Students' Plans and Their Innovativeness
Wadmany, R. & Melamed, O. (2018). "New Media in Education" MOOC: Improving Peer Assessments of Students' Plans and Their Innovativeness. Journal of Education and e-Learning Research, 5(2), 122-130.
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The influence of instructional design on learner control, sense of achievement, and perceived effectiveness in a supersize MOOC course
Jung, E., Kim, D., Yoon, M., Park, S. & Oakley, B. (2019). The influence of instructional design on learner control, sense of achievement, and perceived effectiveness in a supersize MOOC course. Computers & Education, 128(1), 377-388. Elsevier Ltd.