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Direct linkRodrigo Rodrigues Major; Miguel Mira da Silva – Cogent Education, 2023
Gamification has the potential to enhance learner motivation and increase participation, thereby improving MOOC's retention rates. However, challenges exist in finding the balance between learning and gamification elements and ensuring effective implementation, as well as the limited availability of established gamification frameworks tailored for…
Descriptors: Gamification, MOOCs, Instructional Design, Learner Engagement
Linghui He; Jian Gong – Cogent Education, 2024
The COVID-19 pandemic has not only impacted the smooth ongoing of the domestic PE curriculum in China, but also brought new innovation directions. Based on the research background of online teaching in China during the "COVID-19" epidemic, this study uses the policy research method to understand the policy requirements of the…
Descriptors: Foreign Countries, MOOCs, Microteaching, Physical Education
Cao-Tuong Dinh; Hoang-Yen Phuong – Cogent Education, 2024
The ability to self-regulate learning in Massive Open Online Courses (MOOCs) plays a crucial role in the success of learners. Previous studies indicated the positive impact of self-regulated learning (SRL) strategies on students' learning behaviours and academic outcomes in massive open online courses (MOOCs), yet empirical studies on the impact…
Descriptors: Foreign Countries, College Students, Private Colleges, MOOCs
Shuzhou Lin; Wei Wei – Cogent Education, 2024
The benefits of using social annotations to promote collaborative learning experiences have been investigated in the context of digital reading and listening, while its implications in multimedia learning contexts remain unclear. To investigate the influence of social annotations on multimedia language learning, we invited 16 African participants…
Descriptors: Foreign Countries, Foreign Students, Second Language Learning, Chinese
Arkorful, Valentina; Barfi, Kwaku Anhwere; Baffour, Nyinaku Odoi – Cogent Education, 2022
The study examined how the perceived level of students' knowledge on Massive Open Online Courses (MOOCs) influence its use. The study utilizes the use of Innovation Diffusion Theory and Technology Acceptance Model to examine factors that influence students use of MOOCs within the Ghanaian university. The data was analyzed using the Statistical…
Descriptors: Foreign Countries, College Students, MOOCs, Student Behavior
Nella Abayeva; Vitaliy Zhurov; Lezzetzhan Mustafina – Cogent Education, 2024
This study determined the effectiveness of a developed MOOC 'Statistical Analysis and Information Processing for Research' in enhancing Kazakhstan's young researchers' research skills. This study employed pedagogical experience generalization, pedagogical observation, discussion, questioning, and mathematical statistics to process experimental…
Descriptors: MOOCs, Universities, Foreign Countries, Electronic Learning
Danyang Zhang; Wenjing Wang – Cogent Education, 2023
The present study investigated the current status of Chinese pre-service English language teachers' Technological Language Learning and Teaching (TLLT) competence in a 16-week PjBL-based course. As well as receiving instruction, the participants completed four group projects relating to MOOC, micro-lectures, games, and social media. The…
Descriptors: Preservice Teachers, Language Teachers, Foreign Countries, English (Second Language)
Tang, Hengtao; Qian, Yingxiao – Cogent Education, 2022
Massive Open Online Courses (MOOCs) have been touted as a disruptive innovation with a low-cost and flexible option for opening up higher education. However, existing barriers of MOOCs such as a low retention rate and a low forum participation rate have limited their capacity of serving learners. To strengthen the potential of MOOCs, a compelling…
Descriptors: MOOCs, Student Centered Learning, Evidence Based Practice, Active Learning
