Massive Open Online Courses (MOOCs) pose few barriers to enrollment and are typically free of charge to those that take them. Unlike enrollment in traditional, for-credit learning experiences, learners may persist or drop out of MOOCs at will with few consequences. This dissertation is an exploratory study meant to identify factors associated with…

Although scholars have proposed many types of self-assessment methods. There are still many teachers in China who consider that student self-assessment is "difficult to implement". This paper aims to optimize the assessment of MOOC learning, and to establish an integrated student self-assessment paradigm with "student-centered,…

MOOCs (Massive Open Online Courses) are a relatively new trend in the field of education. They are gaining popularity day by day all over the world. These online courses can contribute significantly to teachers' education and professional development. In line with this, the present study aims to investigate pre-service teachers' engagement in…

One of the most critical factors for improving the quality of instruction provided by classroom educators is teacher professional development. However, the recent COVID-19 pandemic and shift to virtual instruction impacted how teachers access and engage in professional development as well as how teacher trainers support new learning. The present…

Online assessment is one of the important factors in online learning today. An online summary assessment is an example of an open-ended question, offering the advantage of probing students' understanding of the learning materials. However, grading students' summary writings is challenging due to the time-consuming process of evaluating students'…

Opportunities and concerns regarding the use of Massive Open Online Courses (MOOCs) in higher education have evolved along with them. A concern is how their use could support the higher-order learning appropriate for higher education. Grounded in the conversational framework, this case study explored how reflective practice could be fostered in a…

Active learning approaches and critical thinking (CT) are crucial in modern higher education systems, for example within US and UK, particularly in the post-digital era of online platforms and ubiquitous Generative Artificial Intelligence (GenAI) tools; however there remains a gap in our understanding of whether and how to teach CT effectively in…

The use of videos in online learning is well established. However, the effectiveness of self-made videos in a Massive Open Online Course (MOOC)-based Flipped Classroom (FC) model remains unclear. This study examines whether self-made videos can enhance self-regulated learning (SRL) among pre-service English language teachers. The research employs…

The use of videos in teaching has gained impetus in recent years, especially after the increased attention towards remote learning. Understanding students' video-related behaviour through learning (and video) analytics can offer instructors significant potential to intervene and enhance course designs. Previous studies explored students' video…

Pre-recorded lectures have become a prevalent approach in online education due to the proliferation of MOOC platforms and the COVID-19 pandemic. However, due to the lack of real-time interactions between instructors and learners, learners have encountered various difficulties in understanding the lectures and actively engaging with the learning…

Massive Open Online Courses (MOOCs) can be considered an important tool for professionals to reskill and upskill as well as a cost-efficient way to stay relevant. However, evidence-based research is still needed to identify why specific categories of people, especially professionals, take paid MOOCs. The paper aims to analyze the factors that…

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…

Background: Learner profiles detected from digital trace data are typically triangulated with survey data to explain those profiles based on learners' internal conditions (e.g., motivation). However, survey data are often analysed with limited consideration of the interconnected nature of learners' internal conditions. Objectives: Aiming to enable…

This study aims to explore the factors influencing the readiness to adopt massive open online courses (MOOCs) for teaching among faculty members in Omani higher education by considering the influence of gender, disciplines, and personal factors such as attitude (ATT), self-efficacy (SE), technical competencies (TC), and access to tools (ACT). A…

The purpose of this dissertation was to develop and use a platform that facilitates Massive Open Online Course (MOOC) replication research. Replication and the verification of previously published findings is an essential step in the scientific process. Unfortunately, a replication crisis has long plagued scientific research, affecting even the…