Results 81 to 90 of about 68,243 (232)
Attainment Pairing Effects on Cognitive Conflict in Technology‐enhanced EFL Cooperative Tasks
International Journal of Applied Linguistics, EarlyView.ABSTRACT This study examines how attainment pairing (high‐high versus high‐low versus low‐low attainment) impacts English as a Foreign Language (EFL) learner engagement during technology‐enhanced cooperative writing tasks. Seventy‐eight Chinese university learners formed 39 dyads (13 pairs per group) via Tencent Meeting.
Ying Liu, Allen Thurston
wiley +1 more source
Understanding Dropouts in MOOCs
AAAI Conference on Artificial Intelligence, 2019 Massive open online courses (MOOCs) have developed rapidly in recent years, and have attracted millions of online users. However, a central challenge is the extremely high dropout rate — recent reports show that the completion rate in MOOCs is below 5 ...
Wenzheng Feng, Jie Tang, T. Liu
semanticscholar +1 more source
Frontiers in Psychology, 2021 Massive Open Online Courses (MOOCs) is the product of “internet + education,” which offer the open educational resources to global students. This study analyzed the factors influencing the continued intention to use the MOOCs by students.
Yalin Li, Min Zhao
semanticscholar +1 more source
TESOL Journal, Volume 17, Issue 1, March 2026.ABSTRACT The vocabulary load of university lectures and the coverage of academic vocabulary in spoken discourse have been used as benchmarks in researching whether various listening sources lexically correspond to actual university lectures. However, it remains unexplored whether contrived lecture passages from international academic English ...
Masaya Kaneko
wiley +1 more source
A Systematic Literature Review on the Quality of MOOCs
Sustainability, 2021 This paper presents the findings from a systematic literature review on the quality of massive open online courses (MOOCs). The main research question was “How can the quality criteria for MOOCs identified in the analysed studies from the systematic ...
Christian M. Stracke, Giada Trisolini
semanticscholar +1 more source
Counterfactual Explanations in Education: A Systematic Review
WIREs Data Mining and Knowledge Discovery, Volume 16, Issue 1, March 2026.Main challenges on counterfactual explanations in education. ABSTRACT Counterfactuals are a type of explanations based on hypothetical scenarios used in Explainable Artificial Intelligence (XAI), showing what changes in input variables could have led to different outcomes in predictive problems.
Pamela Buñay‐Guisñan +2 more
wiley +1 more source
Investigating teachers’ adoption of MOOCs: the perspective of UTAUT2
Interactive Learning Environments, 2019 The number of the massive open online courses (MOOCs) around the globe is on the rise. Despite the popularity of MOOCs, they have received less attention from faculty members around the globe compared to other less-traditional and digital education ...
Timmy H. Tseng +3 more
semanticscholar +1 more source
Sequential Reservoir Computing for Log File‐Based Behavior Process Data Analyses
Journal of Educational Measurement, Volume 63, Issue 1, Spring 2026.Abstract The use of process data in assessment has gained attention in recent years as more assessments are administered by computers. Process data, recorded in computer log files, capture the sequence of examinees' response activities, for example, timestamped keystrokes, during the assessment.
Jiawei Xiong +8 more
wiley +1 more source
Advanced Intelligent Systems, Volume 8, Issue 1, January 2026.This article offers a comprehensive review of topic modeling techniques, tracing their evolution from inception to recent developments. It explores methods such as latent Dirichlet allocation, latent semantic analysis, non‐negative matrix factorization, probabilistic latent semantic analysis, Top2Vec, and BERTopic, highlighting their strengths ...
Pratima Kumari +6 more
wiley +1 more source
Variations in Pedagogical Design of Massive Open Online Courses (MOOCs) Across Disciplines
Teaching & Learning Inquiry: The ISSOTL Journal, 2017 Given that few studies have formally examined pedagogical design considerations of Massive Online Open Courses (MOOCs), this study explored variations in the pedagogical design of six MOOCs offered at the University of Toronto, while considering ...
Hedieh Najafi +3 more
doaj +1 more source