Learner profiles of attitudinal learning in a MOOC: An explanatory sequential mixed methods study
暂无分享,去创建一个
William R. Watson | Sunnie Lee Watson | Ji Hyun Yu | Hamdan Alamri | Chad Mueller | Hamdan A. Alamri | W. Watson | S. Watson | J. H. Yu | Chad Mueller
[1] Min Chul Kang,et al. A latent profile analysis of the interplay between PC and smartphone in problematic internet use , 2016, Comput. Hum. Behav..
[2] Peggy A. Ertmer,et al. Instructional design, facilitation, and perceived learning outcomes: an exploratory case study of a human trafficking MOOC for attitudinal change , 2016 .
[3] Ulrich Trautwein,et al. Please Scroll down for Article Structural Equation Modeling: a Multidisciplinary Journal Classical Latent Profile Analysis of Academic Self-concept Dimensions: Synergy of Person-and Variable-centered Approaches to Theoretical Models of Self-concept , 2022 .
[4] M. Knežević,et al. Attitude change towards guests with disabilities: Reflections From Tourism Students , 2011 .
[5] Michael Simonson,et al. Designing instruction for attitudinal outcomes , 1979 .
[6] B. Glaser. The Constant Comparative Method of Qualitative Analysis , 1965 .
[7] Barbara J. Wilson,et al. Designing media messages about health and nutrition: what strategies are most effective? , 2007, Journal of nutrition education and behavior.
[8] William R. Watson,et al. Learning outcomes of a MOOC designed for attitudinal change: A case study of an Animal Behavior and Welfare MOOC , 2016, Comput. Educ..
[9] William R. Watson,et al. A Team of Instructors' Use of Social Presence, Teaching Presence, and Attitudinal Dissonance Strategies: An Animal Behaviour and Welfare MOOC. , 2017 .
[10] James T. Flynn,et al. Moocs: Disruptive Innovation and the Future of Higher Education , 2013 .
[11] William R. Watson,et al. Perceived learning in three MOOCs targeting attitudinal change , 2016 .
[12] Marc Clarà,et al. Learning online: massive open online courses (MOOCs), connectivism, and cultural psychology , 2013 .
[13] John W. Creswell,et al. Designing and Conducting Mixed Methods Research , 2006 .
[14] C. Osvaldo Rodriguez,et al. MOOCs and the AI-Stanford Like Courses: Two Successful and Distinct Course Formats for Massive Open Online Courses. , 2012 .
[15] Gautam Biswas,et al. Early Prediction of Student Dropout and Performance in MOOCs using Higher Granularity Temporal Information , 2014, J. Learn. Anal..
[16] Kathy Enger,et al. A Multi-Cultural Transformative Approach to Learning: Assessing Attitude Change in Doctoral Students following an Online Diversity Course. , 2011 .
[17] Michael Simonson,et al. Situated learning, instructional technology, and attitude change , 1995 .
[18] Katharina Reinecke,et al. Demographic differences in how students navigate through MOOCs , 2014, L@S.
[19] Allison S. Gabriel,et al. Emotional labor actors: a latent profile analysis of emotional labor strategies. , 2015, The Journal of applied psychology.
[20] William R. Watson,et al. Instructor’s Use of Social Presence, Teaching Presence, and Attitudinal Dissonance: A Case Study of an Attitudinal Change MOOC , 2016 .
[21] Stephanie D. Teasley,et al. Democratizing Higher Education: Exploring MOOC Use Among Those Who Cannot Afford a Formal Education , 2014 .
[22] L. Festinger. A Theory of Cognitive Dissonance , 1957 .
[23] E. Xing,et al. Towards an Integration of Text and Graph Clustering Methods as a Lens for Studying Social Interaction in MOOCs , 2014 .
[24] M. David Merrill,et al. First principles of instruction , 2012 .
[25] Philip G. Zimbardo,et al. Influencing attitudes and changing behavior : a basic introduction to relevant methodology, theory, and applications , 1972 .
[26] Simon Darcy,et al. PERSONAL AND SOCIETAL ATTITUDES TO DISABILITY , 2005 .
[27] Allison Littlejohn,et al. Context counts: How learners' contexts influence learning in a MOOC , 2015, Comput. Educ..
[28] R. Edwards,et al. What Is Qualitative Interviewing , 2013 .
[29] Il-Hyun Jo,et al. Clustering blended learning courses by online behavior data: A case study in a Korean higher education institute , 2016, Internet High. Educ..
[30] Susan Alman,et al. Many Shades of MOOCs , 2014 .
[31] Rebecca Ferguson,et al. Moving Through MOOCS: Pedagogy, Learning Design and Patterns of Engagement , 2015, EC-TEL.
[32] M. R. Leippe,et al. The Psychology of Attitude Change and Social Influence , 1991 .
[33] John W. Creswell,et al. A Concise Introduction to Mixed Methods Research , 2014 .
[34] Leslie J. Briggs,et al. Principles of Instructional Design , 1974 .
[35] Dena A. Pastor,et al. A latent profile analysis of college students’ achievement goal orientation , 2007 .
[36] Peggy A. Ertmer,et al. MOOCocracy: the learning culture of massive open online courses , 2016 .
[37] Allison Littlejohn,et al. Learning in MOOCs: Motivations and self-regulated learning in MOOCs , 2016, Internet High. Educ..
[38] Chris Piech,et al. Deconstructing disengagement: analyzing learner subpopulations in massive open online courses , 2013, LAK '13.
[39] Allison Littlejohn,et al. Instructional quality of Massive Open Online Courses (MOOCs) , 2015, Comput. Educ..
[40] Tita Beaven,et al. Motivation in a language MOOC: issues for course designers , 2014 .
[41] Judith Ramsay,et al. Massive open online courses (MOOCs): Insights and challenges from a psychological perspective , 2015, Br. J. Educ. Technol..
[42] Allison Littlejohn,et al. Why study on a MOOC? The motives of students and professionals , 2017 .