Instructional quality of Massive Open Online Courses (Moocs)
Bibliographic Data
| ID | 23329443 |
|---|---|
| Authors | A Margaryan (0000-0002-1740-8104, Glasgow Caledonian University, corresponding author), Manuela Bianco (0000-0001-5433-600X, Glasgow Caledonian University), Allison Littlejohn (0000-0003-1784-3365, Glasgow Caledonian University) |
| Year | 2015 |
| Volume | 80 |
| Pages | 77-83 |
| Publication date | 2015-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Computers & Education (JOURNAL) |
| Journal identifiers | ISSN: 0360-1315 • E-ISSN: 1873-782X |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.compedu.2014.08.005 |
| OpenAlex | W2165427613 |
| Language | EN |
| Citations received | 82 |
| References cited | 9 |
Instructional design · Massive open online course · Mathematics education · Multimedia · Online course · Online learning · Presentation (obstetrics) · Quality (philosophy) · World Wide Web · Computer Science · Medicine · Online Learning and Analytics · Psychology
Understanding Instructors’Motivations to Improve Mooc Sustainability
La calidad de los Mooc como reto para la enseñanza de lenguas en entornos digitales
Learners’ Discussion Patterns, Perceptions, and Preferences in a Chinese Massive Open Online Course (Mooc)
An Analysis of Course Characteristics, Learner Characteristics, and Certification Rates in MITx Moocs
Fine-tuned Bert Model for Large Scale and Cognitive Classification of Moocs
Moocs as a Research Agenda
The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses
Is My Mooc Learner-Centric? A Framework for Formative Evaluation of Mooc Pedagogy
Growth and Collaboration in Massive Open Online Courses
The Landscape of Mooc Platforms Worldwide
Evaluation of Student Feedback Within a Mooc Using Sentiment Analysis and Target Groups
What are the barriers to learners’ satisfaction in Moocs and what predicts them? The role of age, intention, self-regulation, self-efficacy and motivation
Investigating the implementation of accredited massive online open courses (Moocs) in higher education
A technology-enhanced scaffolding instructional design for fully online courses
A framework for self-determination in massive open online courses
How Malaysian Lecturers View Mooc and Its Challenges
Teachers’ roles in light of massive open online courses (Moocs)
Covid-19 and schooling
Award-winning faculty online teaching practices
A RE-AIM framework analysis of a sports club health promotion Mooc
Innovative learning approaches to develop students’ Design thinking skills through digital technology and local wisdom in border patrol police schools
Computer programming Mooc for young technology creators
Development and implementation of digital pedagogical support systems in the context of educational equity
Examining the Influence of Online Social Networks and Moocs on Collaborative Practices among TVET Teachers
Influence of Attributes of Self-Regulated Learning on E-Learning in Secondary School Students
E-Learning Adoption in Higher Education Institutions During the Covid-19 Pandemic
Co-creation of a massive open online course
A perspective of massive open online courses (Moocs) and public health
L’engagement des étudiants dans les forums de discussion des Mooc
Six principaux freins à l’engagement des apprenants dans les forums de discussion des Mooc de l’université de Genève. Un diagnostic pour mieux soutenir les interactions dans les Mooc
Développement et validation psychométrique d’une échelle de mesure de l’engagement des apprenants dans les forums de discussion des Mooc
Participation in an Online Course about Death and Dying
Effects of First-Time Experiences and Self-Regulation on College Students’ Online Learning Motivation
“Simply Math”—A Hybrid Mooc Supporting Advanced Mathematics Learning in Israeli Secondary Schools
Mapping Lifelong Learning Research
Massive open online courses (Moocs) for professional development
The effects of practice testing and feedback on learners’ performance and persistence in a massive open online course
The impact of achievement goal orientation on online academic procrastination among college students
Do learners share the same perceived learning outcomes in Moocs? Identifying the role of motivation, perceived learning support, learning engagement, and self-regulated learning strategies
Credit hours is not enough
Analyzing instructional design quality and students' reviews of 18 courses out of the Class Central Top 20 Moocs through systematic and sentiment analyses
College online courses have strong design in scaffolding but vary widely in supporting student agency and interactivity
Design and validation of a diagnostic Mooc evaluation method combining AHP and text mining algorithms
Pedagogical and visual design principles for online learning material
Analyzing learners’ engagement and behavior in Moocs on programming with the Codeboard IDE
Acceptance of Moocs as an alternative for internship for management students during Covid-19 pandemic
Influence of massive open online courses implementation on satisfaction and continuance intention of students
A Combined Weighting Based Large Scale Group Decision Making Framework for Mooc Group Recommendation
Beyond one-size-fits-all in Moocs
Self-regulation of learning and Mooc retention
Facebook group PetcoN (Physical Education Teacher Collaborative Network). An innovative approach to PE teacher in-service training
The impact of knowledge management practices on the acceptance of Massive Open Online Courses (Moocs) by engineering students
Open to Moocs? Evidence of their impact on labour market outcomes
Detecting latent topics and trends in educational technologies over four decades using structural topic modeling
From educational to informational
Online instruction for a humanized learning experience
The use of Massive Open Online Courses (Moocs) in blended learning courses and the functional value perceived by students
Learners don't know best
Assessment of user experience in video-based learning environments
The impact of learner-, instructor-, and course-level factors on online learning
Exploring the structural relationships between course design factors, learner commitment, self-directed learning, and intentions for further learning in a self-paced Mooc
Educational scalability in Moocs
The effects of assessment design on academic dishonesty, learner engagement, and certification rates in Moocs
The influences of four dimensions of perceived fit on individuals’ utilisation of SPOCs
Analysing adaptive gamification design principles for online courses
Effects of Covid-19 in E-learning on higher education institution students
Big social data analysis for quality of Mooc courses
The more the better? How excessive content and online interaction hinder the learning effectiveness of high‐quality Moocs
Attitudinal Learning in Large-Enrollment Classrooms
What’s Cooking in the Mooc Kitchen
Visualizing Course Structure
Examining Instructors’ Roles in Facilitating Students’ Learning Process in Pedagogical Information and Communication Technology Massive Open Online Course
Online professional development for environmental educators
Digital technology and student engagement in online synchronous collaborative learning sessions / Tecnología digital y participación de los estudiantes en las sesiones de aprendizaje colaborativo en línea
From Higher Education to Open Education
Personalized Assessment as a Means to Mitigate Plagiarism
Evaluating access, quality, and equity in online learning
Can Moocs enhance sexuality education
First Principles of Attitudinal Change
Mapping the Hotspots and New Trends of Online Teaching Evaluation
Enhancing multicultural education with Moocs
Maria Fernanda Bicalho. Un fuerte compromiso con la Historia
| Unique citing works | 82 |
|---|---|
| Citations per year | 8,2 |
| Citation span | 2016 - 2026 (11) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 65 |