Large-group activities have increased in higher education since 2000. Research focused on the possibility to have positive effects on students' learning, regardless of the number of students by identifying facilitating factors. Hence, the achievement of learning results is used as a criterion of effectiveness. This review summarises the findings…

Large undergraduate courses make it difficult for students to achieve learning outcomes, in part due to the lack of resources available to course instructors to support student learning in these intimidating and often impersonal settings. One way to support instructor teaching and student learning is the implementation of undergraduate peer…

Recent research shows that learners who are able to self-regulate their learning show greater levels of engagement with massive open online course (MOOC) content. To improve support for learners in their self-regulatory processes, researchers have proposed technological solutions to transform recorded MOOC data into actionable knowledge. However,…

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…

Most Massive Open Online Courses (MOOC) research studies have focused on students' demographics, surveys, and retention data, while little attention has been paid to the authentic voices of the learners: the expressions of experiences, perceptions, and emotions in the MOOC students' own words. In this paper, we conducted and analyzed in-depth…

MOOCs are open, online courses that use information technologies to enhance the learning experience and attract various people from the entire world. The current study uses the Technology Acceptance Model (TAM), as well as personal characteristics such as learning strategies, cognitive appraisal, and Kuhlthau's (1991) model of information seeking…

Many think of intervention strategies in terms of literacy or mathematics, but the author believes such strategies are just as important in teaching science, particularly for those with English as an additional language (EAL). With the recent focus in England on inclusion, achievement for all, and the Government's personalisation agenda, it is…

This paper describes a development project aimed at reducing the large number of dropouts in online degree project courses. The idea was that the introduction of group tutorials in virtual seminars, combined with extensive support materials, would reduce dropout rates. Among the students who participated, the dropout rate was reduced by 50%…

The effectiveness of lecture-integrated and web-supported case studies in supporting a large and academically diverse group of undergraduate students was evaluated in the present study. Case studies and resource (web)-based learning were incorporated as two complementary interactive learning strategies into the traditional curriculum. A truncated…