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Download full textLee, Daeyeoul; Watson, Sunnie Lee; Watson, William R. – International Review of Research in Open and Distributed Learning, 2020
High dropout rates have been an unsolved issue in massive open online courses (MOOCs). As perceived effectiveness predicts learner retention in MOOCs, instructional design factors that affect it have been increasingly examined. However, self-regulated learning, self-efficacy, and task value have been underestimated from the perspective of…
Descriptors: Large Group Instruction, Online Courses, Self Management, Learning Strategies
Bonk, Curtis J.; Zhu, Meina; Kim, Minkyoung; Xu, Shuya; Sabir, Najia; Sari, Annisa R. – International Review of Research in Open and Distributed Learning, 2018
This study explores the activities, tools, and resources that instructors of massive open online courses (MOOCs) use to improve the personalization of their MOOCs. Following email interviews with 25 MOOC and open education leaders regarding MOOC personalization, a questionnaire was developed. This questionnaire was then completed by 152 MOOC…
Descriptors: Large Group Instruction, Online Courses, Educational Technology, Technology Uses in Education
McGreal, Rory; Anderson, Terry; Conrad, Dianne – International Review of Research in Open and Distributed Learning, 2015
Canada's important areas of expertise in open educational resources (OER) are beginning to be built upon or replicated more broadly in all education and training sectors. This paper provides an overview of the state of the art in OER initiatives and open higher education in general in Canada, providing insights into what is happening nationally…
Descriptors: Foreign Countries, Open Education, Depleted Resources, Shared Resources and Services
