Results 61 to 70 of about 3,735 (170)
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
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
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
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
Wherefore Art Thou MOOC: Defining Massive Open Online Courses
Online Learning, 2017 Although MOOCs are a much-discussed topic in higher education, these conversations do not often include details regarding the nuanced nature of these courses. What do we mean when we refer to MOOCs?
Stephanie J Blackmon, Claire H. Major
doaj +1 more source
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
The Demand for Massive Open Online Courses (MOOC): Evidence from Russian Education
Вопросы образования, 2018 The paper examines issues connected with the implementation of MOOCs in teaching, motivation to study on these courses and the attitudes of the students and faculty towards the possible substitution of university courses for MOOCs.
Yana Roshchina +2 more
doaj +1 more source
A Systematic Mapping Study of the Empirical MOOC Literature
IEEE Access, 2019 Massive open online courses (MOOCs) have revolutionized todays education by offering a global accessible form of online learning. Over the years, MOOCs have been an attractive research area and have yielded an ample amount of research publications ...
Rasheed Abubakar Rasheed +4 more
doaj +1 more source
Ocena możliwości implementacji MOOCs
Horyzonty Wychowania, 2016 Tematem artykułu są wykłady MOOCs, czyli masowe, otwarte i udostępniane przez Internet wykłady oraz ich rola w kształtowaniu postaw przedsiębiorczych wśród osób, zainteresowanych tzw. samokształceniem. Celem badań była ocena stanu wiedzy, zaangażowania i
Edyta Abramek, Małgorzata Pańkowska
doaj
International Review of Research in Open and Distributed Learning, 2018 As the popularity of Massive Open Online Courses (MOOCs) continues to grow, studies are emerging to investigate various topics in this area. Most have focused on the learners’ perspective, leaving a gap in the literature about MOOC instructors.
Jingjing Lin, Lorenzo Cantoni
doaj +1 more source