Reply to Wiebe et al
Datos Bibliográficos
| ID | 9730773 |
|---|---|
| Autores | Robert F Boruch (0000-0002-5318-5403, University of Pennsylvania, Philadelphia, PA, autor de correspondencia), MICHAEL J ROVINE (0000-0003-4624-891X, Pennsylvania State University, University Park, PA), Laura W Perna (0000-0001-6291-0649, University of Pennsylvania, Philadelphia, PA), Alan Ruby (University of Pennsylvania, Philadelphia, PA) |
| Año | 2015 |
| Volumen | 44 |
| Número | 7 |
| Páginas | 404-405 |
| Fecha de publicación | 2015-10-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Educational Researcher (JOURNAL) |
| Identificadores de la revista | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Editorial | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x15610113 |
| OpenAlex | W2299952851 |
| Idioma | EN |
| Referencias citadas | 6 |
The intent of our 2014 article titled “Moving Through MOOCs: Understanding the Progression of Users in MOOCs” was to present evidence and to stimulate evidence-based discussion about the progression of users through MOOCs. It is then a pleasure to respond to those who reacted to the article. Most attention in our response is given to the fit between questions that are asked and the limitations on data that are available to address them, and to the analytic strategies that one might adapt to understand the data and its implications
Pleasure · Psychotherapist · Online Learning and Analytics · Psychology
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |