On the public citation graph
“Houston, we have a problem”: Revealing MOOC practitioners' experiences regarding feedback provision to learners facing difficulties
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
inferredcites →https://doi.org/10.1007/978-3-319-11200-8_8openalex-snapshot
Innovative Pedagogy at Massive Scale: Teaching and Learning in MOOCs
inferredcites →https://doi.org/10.1007/978-3-319-59044-8_25openalex-snapshot
To Change or Not to Change? That’s the Question… On MOOC-Success, Barriers and Their Implications
inferredcites →https://doi.org/10.1007/978-3-642-40814-4_2openalex-snapshot
Analysing the Impact of Built-In and External Social Tools in a MOOC on Educational Technologies
inferredcites →https://doi.org/10.1007/s12528-016-9127-8openalex-snapshot
“Time is the bottleneck”: a qualitative study exploring why learners drop out of MOOCs
inferredcites →https://doi.org/10.1007/s12528-019-09234-xopenalex-snapshot
What do participants think of today’s MOOCs: an updated look at the benefits and challenges of MOOCs designed for working professionals
inferredcites →https://doi.org/10.1007/s12528-019-09241-yopenalex-snapshot
Factors affecting student dropout in MOOCs: a cause and effect decision‐making model
inferredcites →https://doi.org/10.1007/s12564-019-09618-9openalex-snapshot
MOOC instructor designs and challenges: what can be learned from existing MOOCs in Indonesia and Malaysia?
inferredcites →https://doi.org/10.1016/j.compedu.2016.03.016openalex-snapshot
Exploring the factors affecting MOOC retention: A survey study
inferredcites →https://doi.org/10.1016/j.compedu.2017.03.003openalex-snapshot
Understanding the massive open online course (MOOC) student experience: An examination of attitudes, motivations, and barriers
inferredcites →https://doi.org/10.1016/j.compedu.2017.11.002openalex-snapshot
Needle in a haystack: Identifying learner posts that require urgent response in MOOC discussion forums
inferredcites →https://doi.org/10.1016/j.compedu.2018.03.014openalex-snapshot
Learner support in MOOCs: Identifying variables linked to completion
inferredcites →https://doi.org/10.1016/j.edurev.2014.05.001openalex-snapshot
Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges
inferredcites →https://doi.org/10.1080/01587919.2015.1081736openalex-snapshot
How MOOC instructors view the pedagogy and purposes of massive open online courses
inferredcites →https://doi.org/10.1080/01587919.2020.1724770openalex-snapshot
MOOC instructor motivation and career development
inferredcites →https://doi.org/10.1108/rsr-03-2013-0015openalex-snapshot
Academic libraries in the age of MOOCs
inferredcites →https://doi.org/10.1109/fie.2017.8190590openalex-snapshot
Instructor outcomes of teaching a STEM MOOC
inferredcites →https://doi.org/10.1145/2669711.2669963openalex-snapshot
Improving the MOOC learning outcomes throughout informal learning activities
inferredcites →https://doi.org/10.1145/2724660.2724680openalex-snapshot
Attrition and Achievement Gaps in Online Learning
inferredcites →https://doi.org/10.1177/0049124113500475openalex-snapshot
Coding In-depth Semistructured Interviews
inferredcites →https://doi.org/10.1207/s15326985ep2802_3openalex-snapshot
Perceived Self-Efficacy in Cognitive Development and Functioning
inferredcites →https://doi.org/10.15612/bd.2019.786openalex-snapshot
Nitel Araştırmacılar için 30 Temel Beceri
inferredcites →https://doi.org/10.1609/aaai.v29i1.9471openalex-snapshot
Identifying At-Risk Students in Massive Open Online Courses
inferredcites →https://doi.org/10.19173/irrodl.v15i1.1651openalex-snapshot
Initial trends in enrolment and completion of massive open online courses
inferredcites →https://doi.org/10.19173/irrodl.v16i3.2073openalex-snapshot
University of Toronto instructors’ experiences with developing MOOCs
inferredcites →https://doi.org/10.19173/irrodl.v18i5.3080openalex-snapshot
Trends and Patterns in Massive Open Online Courses: Review and Content Analysis of Research on MOOCs (2008-2015)
inferredcites →https://doi.org/10.19173/irrodl.v19i1.3356openalex-snapshot
What Research Says About MOOCs – An Explorative Content Analysis
inferredcites →https://doi.org/10.19173/irrodl.v19i3.3505openalex-snapshot
Teaching Massive, Open, Online, Courses (MOOCs): Tales from the Front Line
inferredcites →https://doi.org/10.19173/irrodl.v19i4.3718openalex-snapshot
MOOC Makers: Professors’ Experiences With Developing and Delivering MOOCs
inferredcites →https://doi.org/10.19173/irrodl.v6i2.230openalex-snapshot
Learner Support in Open, Distance and Online Learning Environments
inferredcites →https://doi.org/10.29333/ajqr/12085openalex-snapshot
The Coding Manual for Qualitative Researchers
inferredcites →https://doi.org/10.5860/choice.46-4214openalex-snapshot
The SAGE encyclopedia of qualitative research methods
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
inferred← citeshttps://doi.org/10.1002/cae.22392openalex-snapshot
Guest editorial: Distance learning, MOOCs and globalisation of engineering education
inferred← citeshttps://doi.org/10.1002/cae.22577openalex-snapshot
An automated system with a versatile test oracle for assessing student programs
inferred← citeshttps://doi.org/10.1002/jee.20580openalex-snapshot
Are MOOCs a new way of learning in engineering education in light of the literature? A systematic review and bibliometric analysis
inferred← citeshttps://doi.org/10.1007/978-981-19-4472-7_205openalex-snapshot
Exploring the Design of Online Teaching Courses Based on the Needs of Learners
inferred← citeshttps://doi.org/10.1016/j.ece.2022.12.002openalex-snapshot
Project-based learning for an online course of simulation engineering: From bioreactor to epidemiological modeling
inferred← citeshttps://doi.org/10.1080/17439884.2023.2264188openalex-snapshot
Problematizing feedback loops: ‘on’, ‘with’, and ‘beyond’ analytics dashboards in MOOCs
inferred← citeshttps://doi.org/10.1108/itse-12-2024-0325openalex-snapshot
MOOC-based blended learning: a new paradigm in translation technology education
inferred← citeshttps://doi.org/10.1109/access.2022.3149271openalex-snapshot
Improving MOOCs Using Information From Discussion Forums: An Opinion Summarization and Suggestion Mining Approach
inferred← citeshttps://doi.org/10.1109/tlt.2022.3166389openalex-snapshot
Assessing Learner Facilitation in MOOC Forums: A Mixed-Methods Evaluation Study
inferred← citeshttps://doi.org/10.1145/3430895.3460991openalex-snapshot
Can Feedback based on Predictive Data Improve Learners' Passing Rates in MOOCs? A Preliminary Analysis
inferred← citeshttps://doi.org/10.31475/ped.dys.2021.31.05openalex-snapshot
Основні тренди і виклики цифровізації у вищій освіті
inferred← citeshttps://doi.org/10.3390/electronics12153368openalex-snapshot
Self-Regulated Learning and Active Feedback of MOOC Learners Supported by the Intervention Strategy of a Learning Analytics System
inferred← citeshttps://doi.org/10.3390/su13052531openalex-snapshot
Zoom In, Zoom Out: The Impact of the COVID-19 Pandemic in the Classroom
inferred← citeshttps://doi.org/10.35376/10324/61779openalex-snapshot
Assisting Instructors in the Design and Provision of Personalized LA-informed Feedback in MOOCs
inferred← citeshttps://doi.org/10.46743/2160-3715/2022.4891openalex-snapshot
EFL Learners’ Attitudes Toward the Usability of LMOOCs: A Qualitative Content Analysis
inferred← citeshttps://doi.org/10.46827/ejes.v9i12.4583openalex-snapshot
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