Results 61 to 70 of about 4,339 (170)
AI‐enhanced educational leadership for the promotion of inclusive education: A PRISMA‐ScR synthesis
Journal of Research in Special Educational Needs, Volume 26, Issue 3, July 2026.Abstract This PRISMA‐ScR, guided scoping review synthesises recent evidence (2023–2025) on the intersection of artificial intelligence (AI), educational leadership, and inclusive education. Although AI adoption in schools is increasing, research connecting these domains remains fragmented.
Smaragdi Tsirantonaki
wiley +1 more source
Massive open online courses: The new vector in classical university education
SHS Web of Conferences, 2016 The influence of Massive Open Online Course (MOOC) on classical university education is investigated. Opportunities and prospects of development of MOOC at classical universities, requirements to development and implementation of qualitative MOOC ...
Mozhaeva Galina
doaj +1 more source
The Worrisome Dynamics of Persistent Disengagement: A Longitudinal Study of University Freshmen
Journal of Computer Assisted Learning, Volume 42, Issue 3, June 2026.ABSTRACT Background Engagement is an essential ingredient in achieving learning success. It can be understood as a dynamic process that unfolds over time, and is shaped by several factors related to the learner and the learning context. Understanding how learners fluctuate between engagement and disengagement is vital for many stakeholders.
Pavani Vemuri +4 more
wiley +1 more source
, 2015 A MOOC is a Massively Online Open Course. It is massive because there are many students (sometimes hundreds of thousands). It is online because it uses the Internet for course delivery. It is open because it is publically available to anyone without selection barriers or payment.
openaire +1 more source
ASCILITE Publications, 2014 Massive Open Online Courses (MOOCs) are a relatively recent online learning phenomenon that has developed in the last five years. The opportunity that MOOCs offer to developing countries has generated significant interest from higher education as it has opened doors to step into territories that were never available before this era.
Priya Amali Warusavitarana +4 more
openaire +1 more source
Measuring Cognitive Load Index in Online Learning: A Multi‐Modal Approach
Journal of Computer Assisted Learning, Volume 42, Issue 3, June 2026.ABSTRACT Background Online learning has become increasingly prominent in education, necessitating a deeper understanding of its impact on students' cognitive load (CL). Existing studies often focus on single data sources and overlook multimodal assessments, limiting a deeper understanding of how CL and emotional states manifest and interact during ...
Fatema Rahimi +5 more
wiley +1 more source
Learning in MOOCs: Motivations and self-regulated learning in MOOCs
The Internet and Higher Education, 2016 Massive open online courses (MOOCs) require individual learners to be able to self-regulate their learning, determining when and how they engage. However, MOOCs attract a diverse range of learners, each with different motivations and prior experience.
Allison Littlejohn +3 more
openaire +3 more sources
Journal of Computer Assisted Learning, Volume 42, Issue 3, June 2026.ABSTRACT Background This research employs the concept of digital maturity (DM) to characterise levels of digital use in education and to represent them on a dashboard. This dashboard should enable assessment of teachers' digital practices and tracking of their technology adoption over time, particularly when new continuing professional development ...
Christine Michel +3 more
wiley +1 more source
International Research in Education, 2019 Educational universities of GCC countries have developed a promising implementation of distance learning by delivering complete courses and degrees online. The present study aims to investigate the potentials and barriers for the successful implementation of MOOC in GCC countries.
openaire +2 more sources
Exploring Performance Engagement in Online Postgraduate Learning: Utilisation of Digital Activities
Journal of Computer Assisted Learning, Volume 42, Issue 3, June 2026.ABSTRACT Background to the Study As fully online postgraduate programmes expand, questions remain regarding whether sufficient student engagement is achieved and how such sufficiency can be measured. This study examined the types and levels of engagement within a fully online postgraduate module and explored how engagement can be operationalised using ...
M. Van Wyk +2 more
wiley +1 more source