Inquiry-based representation-focused approaches in science education have shown promising outcomes when students engage in knowledge building via an active process of constructing, coordinating, and evaluating representations. To date, much of the existing research around these approaches has taken place in pre-digital classrooms, but the…

This article examines metaliteracy as a pedagogical model that leverages the assets of MOOC platforms to enhance self-regulated and self-empowered learning. Between 2013 and 2015, a collaborative teaching team within the State University of New York (SUNY) developed three MOOCs on three different platforms--connectivist, Coursera and Canvas--to…

In recent years, many universities have opened courses to increase students' knowledge in the field of nanotechnology. These have been shown to increase students' knowledge of nanotechnology, but beyond this, advanced and applied nanotechnology courses should also focus on learning motivation and scientific enquiry abilities to equip students to…