Learning in Moocs
Motivations and self-regulated learning in Moocs
Bibliographic Data
| ID | 23366756 |
|---|---|
| Authors | Allison Littlejohn (0000-0003-1784-3365, The Open University), Neil Hood (0000-0003-1798-7385, The Open University, corresponding author), Colin Milligan (0000-0003-4965-5609, Glasgow Caledonian University), Paige Mustain (University of Oxford) |
| Year | 2016 |
| Volume | 29 |
| Pages | 40-48 |
| Publication date | 2016-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Internet and Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 1096-7516 • E-ISSN: 1873-5525 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.iheduc.2015.12.003 |
| OpenAlex | W2192666298 |
| Language | EN |
| Citations received | 87 |
| References cited | 25 |
Massive open online course · Mathematics education · Multimedia · Narrative · Online learning · Pedagogy · Perception · Self-regulated learning · Computer Science · E-Learning and Knowledge Management · Online and Blended Learning · Online Learning and Analytics · Psychology
Video-Conference Interviews
Academic Motivation in English Online Classes
Conception d'apprentissage pour la co-agence enseignant-élève dans les espaces hybrides
Full Issue 6(3)
Stroking the Net Whale
Experiencias de aprendizaje profesional docente en Mooc
Beneficios de los Mooc en estudiantes universitarios durante la emergencia académica por la Covid-19
Moocs as a Research Agenda
A tale of two Moocs
Exploring self-regulated learning choices in a customisable learning pathway Mooc
Adaptive learning module for a conversational agent to support Mooc learners
Systematic literature review on self-regulated learning in massive open online courses
Analysing self-regulated learning strategies of Mooc learners through self-reported data
What are the barriers to learners’ satisfaction in Moocs and what predicts them? The role of age, intention, self-regulation, self-efficacy and motivation
Ortaokul İngilizce Öğretmenlerinin Öz Düzenlemeli Öğretime Yönelik İnançları
Thai University Students’ Self-Regulated Learning in an Online Learning Environment
OER as Language Online Lessons to Enhance Thai University Students’ English Language Skills in the Covid-19 Pandemic Era
Supporting students’ self-regulated learning in online learning using artificial intelligence applications
Supporting Self-Regulated Learning in Online Learning Environments and Moocs
Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses
Examination of relationships among students' self-determination, technology acceptance, satisfaction, and continuance intention to use K-Moocs
From Passive to Metacognitive
Learners’ motivation and the perceived value of digital badges in canvas-based leadership Moocs
Perceived usefulness and effectiveness of a Mooc on healthcare during the pandemic
Exploring Filipino preservice teachers' online self-regulated learning skills and strategies amid the Covid-19 pandemic
Massive open online learning for democracy in political science
Bridging gaps and shaping futures
Learning engagement in massive open online courses
Using PLS-SEM Model to Explore the Influencing Factors of Learning Satisfaction in Blended Learning
Teaching Introductory Chemistry Online
The Effect of Self-Monitoring on Mental Effort and Problem-Solving Performance
Using recommender systems to promote self-regulated learning in online education settings
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
From students with love
Understanding the effects of real-time sentiment analysis and morale visualisation in backchannel systems
Learner and instructor-related challenges for learners’ engagement in Moocs
Self-regulated learner profiles in Moocs
Factors predicting lifelong learning tendencies of preservice teachers in the context of Moocs
The influence of intrinsic motivation and contextual factors on Mooc students’ social entrepreneurial intentions
A meta-analysis of eight factors influencing Mooc-based learning outcomes across the world
Utilizing clickstream data to reveal the time management of self-regulated learning in a higher education online learning environment
On the development of blockchain-based learning management system as a metacognitive tool to support self-regulation learning in online higher education
University students’ online learning attitudes and continuous intention to undertake online courses
Person-centered analysis of self-regulated learner profiles in Moocs
Effects of online strategies on students’ learning performance, self-efficacy, self-regulation and critical thinking in university online courses
Modelling student issues with Moocs using Tism‐P linkages
Acceptance of Moocs as an alternative for internship for management students during Covid-19 pandemic
Fighting rumors to fight Covid-19
Self-regulation of learning and Mooc retention
Facilitating goal setting and planning to enhance online self-regulation of learning
Examining the use of prompts to facilitate self-regulated learning in Massive Open Online Courses
Exploring the impact of positive reappraisal on self-regulated learning in Moocs
Revealing the regulation of learning strategies of Mooc retakers
Open to Moocs? Evidence of their impact on labour market outcomes
Navigating the online learning journey by self-regulation
Supporting learners' self-regulated learning in Massive Open Online Courses
Profiles of ESL postgraduate students’ use of artificial intelligence in writing
Taking action to reduce dropout in Moocs
Diversified resource access paths in Moocs
Challenges to assessing motivation in Mooc learners
From the learner's perspective
The effects of online peer-facilitated learning and distributed pair programming on students’ learning
Exploring the structural relationships between course design factors, learner commitment, self-directed learning, and intentions for further learning in a self-paced Mooc
The learning behaviours of dropouts in Moocs
Exploring the link between self‐regulated learning and learner behaviour in a massive open online course
Computational thinking and assignment resubmission predict persistence in a computer science Mooc
The effect of learning strategies adopted in K12 schools on student learning in massive open online courses
Evaluating the effectiveness of blended learning using the ARCS model
Linking learner factors, teaching context, and engagement patterns with Mooc learning outcomes
Identifying university students’ online self-regulated learning profiles
The impact of a Personal Learning Environment on Chinese postgraduates’ online self-regulated learning skills / Impacto de un Entorno Personal de Aprendizaje en las aptitudes de aprendizaje autorregulado en línea de estudiantes de posgrado en China
Professional learning in healthcare settings in resource-limited environments
Assessing heterogeneity in Mooc student performance through composite-based path modelling
Persistence, performance, and goal setting in massive open online courses
For to all those who have, will more be given? Evidence from the adoption of the Selfie tool for the digital capacity of schools in Spain
Empowering student self‐regulated learning and science education through ChatGPT
Engagement in Learning in the Massive Open Online Course
Is online job training for all? Experimental evidence on the effects of a Coursera program in Costa Rica
Evaluating access, quality, and equity in online learning
The Influence of Refugee Students’ Personal Characteristics on Study Success in Online Education
Building Their Own Connections
Putting self-regulated learning and teaching into practice
Ambiguous Credentials
Maria Fernanda Bicalho. Un fuerte compromiso con la Historia
Developing English Majors' Comprehension of Literary Texts and Online Self-Regulated Language Learning Skills via Literature Circles 2.0
Assessing Covid-19 pandemic-forced transitioning to distance e-learning in Moroccan universities
Toward an Understanding of University Students' Continued Intention to Use Moocs
An Achievement Goal Theory Perspective on Issues in Motivation Terminology, Theory, and Research
Exercise of Human Agency Through Collective Efficacy
Measuring self-regulation in online and blended learning environments
Self-Regulated Learning and Academic Achievement
Moocs
Profiles in self-regulated learning in the online learning environment
Looking beyond learning
Does Training on Self-Regulated Learning Facilitate Students' Learning With Hypermedia?
Deconstructing disengagement
Self-Efficacy
Attaining Self-Regulation
Motivational and self-regulated learning components of classroom academic performance.
Acquisition of cognitive skill
Changing “Course”
Self-Motivation for Academic Attainment
Investigating Self-Regulation and Motivation
Intrinsic and Extrinsic Motivations
Becoming a Self-Regulated Learner
| Unique citing works | 87 |
|---|---|
| Citations per year | 9,67 |
| Citation span | 2017 - 2026 (10) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 70 |