Publication Date
| In 2026 | 0 |
| Since 2025 | 111 |
| Since 2022 (last 5 years) | 600 |
| Since 2017 (last 10 years) | 656 |
| Since 2007 (last 20 years) | 660 |
Descriptor
Source
Author
| Curtis J. Bonk | 5 |
| Ella Anghel | 5 |
| Haoran Xie | 5 |
| Meina Zhu | 5 |
| Xieling Chen | 5 |
| Di Zou | 4 |
| Kursat Cagiltay | 4 |
| Zhang, Jingjing | 4 |
| Berkan Celik | 3 |
| Cao-Tuong Dinh | 3 |
| Cixiao Wang | 3 |
| More ▼ | |
Publication Type
Education Level
Location
| China | 91 |
| India | 29 |
| United States | 25 |
| Turkey | 23 |
| Europe | 16 |
| Australia | 15 |
| Indonesia | 15 |
| Spain | 15 |
| Vietnam | 13 |
| Brazil | 12 |
| Taiwan | 12 |
| More ▼ | |
Laws, Policies, & Programs
| Head Start | 1 |
| Universal Declaration of… | 1 |
Assessments and Surveys
| Motivated Strategies for… | 2 |
| Test of English as a Foreign… | 2 |
| Academic Motivation Scale | 1 |
| Need for Cognition Scale | 1 |
| Test of English for… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkRekha, I S; Shetty, Jyothi; Basri, Savitha – Education and Information Technologies, 2023
In recent years, there has been an increasing interest in understanding the Massive open online courses (MOOCs) due to its gaining popularity. Even though the number of online platforms and programs has grown during the COVID-19 pandemic, there is still a high rate of dropout and non-completion. In this work, the expectation-confirmation model is…
Descriptors: Undergraduate Students, Graduate Students, Intention, MOOCs
Fabbri, Loretta; Rossi, Pier Giuseppe; Giannandrea, Lorella; Romano, Alessandra – Research on Education and Media, 2023
The contribution describes a study on the organizational devices and the professional development programs carried out at the Teaching and Learning Center (TLC) of the University of Siena and at the Teaching and Learning Lab (TLL) of the University of Macerata. The focus is on systemic actions capable to elicit innovation at an organizational…
Descriptors: Instructional Innovation, Curriculum Study Centers, Faculty Development, Electronic Learning
Ma, RunTao; Ma, Runchun – Education and Information Technologies, 2023
The research objectives are as follows: to consider the possibilities of modern digital technologies in education; to assess the impact of digital technology on the study of a work of art. The study results show the advantages and disadvantages of the WeChat software and the MOOC application, obtained on the basis of a survey of students.…
Descriptors: Music Education, Musical Instruments, Educational Technology, MOOCs
Englund, L.; Moosvi, F.; Roll, I. – Interactive Learning Environments, 2023
This article describes the design and evaluation of an online, asynchronous tool that mirrors the beneficial peer instruction process currently conducted in face-to-face classrooms. In the online Peer Instruction tool, students respond to a multiple-choice question with an answer and explanation. They are then exposed to peer responses to the same…
Descriptors: Instructional Design, Peer Teaching, Computer Mediated Communication, Asynchronous Communication
Buitrago-Ropero, Mauricio Esteban; Ramírez-Montoya, María Soledad; Laverde, Andrés Chiappe – Interactive Learning Environments, 2023
Digital footprints (DF) offer relevant information about educational activities and processes related to strategies of academic assessment, identification of skills and psychological traits of students, and permanence and dropout trends, etc. This study analyzes scientific evidence on the use of DF in education, and shows the results of a…
Descriptors: Educational Technology, Technology Uses in Education, Learning Analytics, Social Networks
Denise K. Comer – Composition Forum, 2023
This article presents the results of an IRB-approved study investigating what learners self-identify about their writing-transfer learning in 3,404 reflections on "providing" peer feedback. Drawing on writing-transfer theory, results are analyzed according to what learners self-identify about writing transfer in the following three…
Descriptors: Peer Evaluation, Feedback (Response), Writing Skills, Transfer of Training
Download full textMatthieu Tenzing Cisel – International Review of Research in Open and Distributed Learning, 2023
Due notably to the emergence of massive open online courses (MOOCs), stakeholders in online education have amassed extensive databases on learners throughout the past decade. Administrators of online course platforms, for instance, possess a broad spectrum of information about their users. This information spans from users' areas of interest to…
Descriptors: MOOCs, Ethics, Risk, Databases
Ma, Ning; Li, Ya-Meng; Guo, Jia-Hui; Laurillard, Diana; Yang, Min – Interactive Learning Environments, 2023
The use of massive open online courses (MOOCs) for teacher professional development (TDP) has increased in the past decades. This study explored the key factors that influenced teachers' online course completion as a significant indicator of their success in a TPD MOOC. Six key influencing factors (self-efficacy, interaction with curriculum…
Descriptors: Inservice Teacher Education, MOOCs, Faculty Development, Pedagogical Content Knowledge
Kanako Yamaoka – TESOL Journal, 2024
This study investigates whether Japanese university students' motivation to communicate in English was enhanced through the application of content and language integrated learning (CLIL) practices. Fifty-three non-English majors took a CLIL English class that utilized massive open online course (MOOC) content for a semester. They gave…
Descriptors: Foreign Countries, MOOCs, English (Second Language), Second Language Learning
Cixiao Wang; Yaqian Xu – Interactive Learning Environments, 2024
Different from the group formation approaches led by teachers, learners' generative learning objectives and the independent choice of collaborative partners are important in the Internet learning environment. This study takes the cMOOC (connectivist massive open online course) 5.0 "Internet + education: dialogue between theory and…
Descriptors: Open Education, Computer Mediated Communication, Cooperative Learning, Social Networks
Devayani Tirthali; Yumiko Murai – Open Learning, 2024
Creating an online learning environment that engages learners beyond the given course period is challenging. Open, participant-driven discussion forums, where participants are provided with greater agency on what to learn, how to learn, and whom to learn with, have a unique potential to help learners engage in learning experiences based on their…
Descriptors: Discussion, Learner Engagement, MOOCs, Communication (Thought Transfer)
Olga Agatova; Alexander Popov; Suad Abdalkareem Alwaely – Interactive Learning Environments, 2024
The paper examines the special aspects of using Big Data technology in education. The population was made up of 356 third-year university students. To study Big Data technology, a questionnaire was used where respondents rated: cloud technology; apps; Massive Open Online Courses (MOOCs) and digital learning platforms. The study suggested that the…
Descriptors: Data Use, Learning Processes, Technology Uses in Education, Information Storage
Marie-Pier Duchaine; Nancy Gaudreau; Éric Frenette – Open Praxis, 2024
This study documents teachers' perceived impact of a massive open online course (MOOC) entitled The Self-Determined IEP: Supporting "Success for Students with Behavioural and Adjustment Difficulties" using Coldwell & Simkins' (2011) model for evaluating continuing professional development in education. Employing pre-experimental…
Descriptors: MOOCs, Teacher Attitudes, Individualized Education Programs, Faculty Development
Zhi Liu; Huimin Duan; Shiqi Liu; Rui Mu; Sannyuya Liu; Zongkai Yang – Educational Technology & Society, 2024
Conversational agents (CAs) primarily adopt knowledge scaffolding (KS) or emotional scaffolding (ES) to intervene in learners' knowledge gain and emotional experience in online learning. However, the ill-defined design for KS and ES, as well as insufficient understanding of their interactive effects on learning outcomes, have hindered the…
Descriptors: Electronic Learning, Achievement Gains, Knowledge Level, Emotional Experience
John Stamper; Steven Moore; Carolyn P. Rosé; Philip I. Pavlik Jr.; Kenneth Koedinger – Journal of Educational Data Mining, 2024
LearnSphere is a web-based data infrastructure designed to transform scientific discovery and innovation in education. It supports learning researchers in addressing a broad range of issues including cognitive, social, and motivational factors in learning, educational content analysis, and educational technology innovation. LearnSphere integrates…
Descriptors: Learning Analytics, Web Sites, Data Use, Educational Technology
