1 |
M. Barak, A. Watted, and H. Haick, "Motivation to learn in massive open online courses: Examining aspects of language and social engagement," Computers & Education, vol. 94, pp. 49-60, 2016, doi: 10.1016/j.compedu.2015.11.010.
DOI
|
2 |
M. Yang, Z. Shao, Q. Liu, and C. Liu, "Understanding the quality factors that influence the continuance intention of students toward participation in MOOCs," Educational Technology Research and Development, vol. 65, no. 5, pp. 1195-1214, 2017, doi: 10.1007/s11423-017-9513-6.
DOI
|
3 |
R. F. Kizilcec, M. Perez-Sanagustin, and J. J. Maldonado, "Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses," Computers & Education, vol. 104, pp. 18-33, 2017, doi: 10.1016/j.compedu.2016.10.001.
DOI
|
4 |
K. F. Hew and W. S. Cheung, "Students' and instructors' use of massive open online courses (MOOCs): Motivations and challenges," Educational Research Review, vol. 12, pp. 45-58, 2014, doi: 10.1016/j.edurev.2014.05.001.
DOI
|
5 |
G. Kennedy, C. Coffrin, P. De Barba, and L. Corrin, "Predicting success: how learners' prior knowledge, skills and activities predict MOOC performance," In Proceedings of the Fifth International Conference on Learning Analytics And Knowledge, pp. 136-140, Mar. 2015.
|
6 |
B. J. Evans, R. B. Baker, and T. S. Dee, "Persistence patterns in massive open online courses (MOOCs)," The Journal of Higher Education, vol. 87, no. 2, pp. 206-242, 2016, doi: 10.1080/00221546.2016.11777400.
DOI
|
7 |
K. Jordan, "Initial trends in enrolment and completion of massive open online courses," The International Review of Research in Open and Distance Learning, vol. 15, no. 1, pp. 133-169, 2014, doi: https://doi.org/10.19173/irrodl.v15i1.1651.
DOI
|
8 |
J. A. Fredricks, P. C. Blumenfeld, and A. Paris, "School engagement: potential of the concept: state of the evidence," Review of Educational Research, vol. 74, pp. 59-119, 2004.
DOI
|
9 |
K. F. Hew, "Promoting engagement in online courses: What strategies can we learn from three highly rated MOOCS," British Journal of Educational Technology, vol. 47, no. 2, pp. 320-341, 2016, doi: 10.1111/bjet.12235.
DOI
|
10 |
S. Walji, A. Deacon, J. Small, and L. Czerniewicz, "Learning through engagement: MOOCs as an emergent form of provision," Distance Education, vol. 37, no. 2, pp. 208-223, 2016.
DOI
|
11 |
A. G. Picciano, "Beyond student perceptions: Issues of interaction, presence, and performance in an online course," Journal of Asynchronous Learning Networks, vol. 6, no. 1, pp. 21-40, 2002.
|
12 |
D. R. Garrison, M. Cleveland-Innes, and T. Fung, "Student role adjustment in online communities of inquiry: Model and instrument validation," Journal of Asynchronous Learning Networks, vol. 8, no. 2, pp. 61-74, 2004.
|
13 |
E. B. Gregori, J. Zhang, C. Galvan-Fernandez, and F. de Asis Fernandez-Navarro, "Learner support in MOOCs: Identifying variables linked to completion," Computers & Education, vol. 122, pp. 153-168, 2018, doi: 10.1016/j.compedu.2018.03.014.
DOI
|
14 |
S. L. Watson, W. R. Watson, J. Richardson, and J. Loizzo, "Instructor's use of social presence, teaching presence, and attitudinal dissonance: A case study of an attitudinal change MOOC," The International Review of Research in Open and Distributed Learning, vol. 17, no. 3, 2016.
|
15 |
K. Swan, "Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses," Distance Education, vol. 22, no. 2, pp. 306-331, 2001.
DOI
|
16 |
J. H. Tomkin and D. Charlevoix, "Do professors matter?: Using an a/b test to evaluate the impact of instructor involvement on MOOC student outcomes," In Proceedings of the first ACM conference on Learning@ scale conference, pp. 71-78, Mar. 2014.
|
17 |
B. Li, X. Wang and S. C. Tan, "What makes MOOC users persist in completing MOOCs? A perspective from network externalities and human factors," Computers in Human Behavior, vol. 85, pp. 385-395, 2018, doi: 10.1016/j.chb.2018.04.028.
DOI
|
18 |
Y. Joo, N. Kim, and G. Kim. "The Structural relationship among self-efficacy, internal locus of control, school support, learning flow, satisfaction and learning persistence in cyber education," Korean Journal of Educational Technology, vol. 26, no. 1, pp. 25-55, 2010.
|
19 |
Y. Lee and J. Choi, "A review of online course dropout research: Implications for practice and future research," Educational Technology Research and Development, vol. 59, no. 5, pp. 593-618, 2011, doi: 10.1007/s11423-010-9177-y.
DOI
|
20 |
L. Breslow, D. E. Pritchard, J. DeBoer, G. S. Stump, A. D. Ho, and D. T. Seaton, "Studying learning in the worldwide classroom: Research into edX's first MOOC," Research & Practice in Assessment, vol. 8, pp. 13-25, 2013.
|
21 |
J. C. Y. Sun and R. Rueda, "Situational interest, computer self-efficacy and self-regulation: Their impact on student engagement in distance education," British Journal of Educational Technology, vol. 43, no. 2, pp. 191-204, 2012, doi: 10.1111/j.1467-8535.2010.01157.x.
DOI
|
22 |
K. P. Swan, J. C. Richardson, P. Ice, D. R. Garrison, M. Cleveland-Innes, and J. B. Arbaugh, "Validating a measurement tool of presence in online communities of inquiry," E-Mentor, vol. 2, no. 24, pp. 88-94, 2008.
|
23 |
N. Shin, "Transactional presence as a critical predictor of success in distance learning," Distance Education, vol. 24, no. 1, pp. 69-86, 2003.
DOI
|
24 |
H. Roh, Statistical Analysis of Multivariate Data by SPSS, Seoul: Hyosung, 2007.
|
25 |
B. Chen, Y. Fan, G. Zhang, and Q. Wang, "Examining motivations and self-regulated learning strategies of returning MOOCs learners," In Proceedings of the Seventh International Learning Analytics & Knowledge Conference, pp. 542-543, Mar. 2017.
|