A Systematic Review Of The Socio-Ethical Aspects Of Massive Online Open Courses
暂无分享,去创建一个
[1] Yin Yin,et al. A phenomenology of learning large: the tutorial sphere of xMOOC video lectures , 2014 .
[2] Edward H. Madden,et al. Ethics and Education , 1967 .
[3] Philip G. Altbach,et al. MOOCs as Neocolonialism: Who Controls Knowledge? , 2014 .
[4] Yoav Bergner,et al. Towards Real-Time Analytics in MOOCs , 2013, IWTA@LAK.
[5] Helene Fournier,et al. A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses , 2011 .
[6] Kristiina Kumpulainen,et al. Participants' Perceptions of Learning and Networking in Connectivist MOOCs , 2014 .
[7] Antonio Fini,et al. The Technological Dimension of a Massive Open Online Course: The Case of the CCK08 Course Tools , 2009 .
[8] Dowming Yeh,et al. What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction , 2008, Comput. Educ..
[9] Vivien. Rolfe. Ethical dimensions of Massive Open Online Courses , 2015 .
[10] Khe Foon Hew,et al. Student Participation in Online Discussions: Challenges, Solutions, and Future Research , 2012 .
[11] Guillaume Zufferey,et al. Watching MOOCs together: investigating co-located MOOC study groups , 2014 .
[12] Carolyn Penstein Rosé,et al. Social factors that contribute to attrition in MOOCs , 2014, L@S.
[13] Esteban Vázquez Cano. The Videoarticle: New Reporting Format in Scientific Journals and its Integration in MOOCs , 2013 .
[14] Katharina Reinecke,et al. Demographic differences in how students navigate through MOOCs , 2014, L@S.
[15] Justin Cheng,et al. Peer and self assessment in massive online classes , 2013, ACM Trans. Comput. Hum. Interact..
[16] Jennifer Evans,et al. Systematic Reviews of Educational Research: Does the medical model fit? , 2001 .
[17] Joss Winn,et al. The student as producer: reinventing the student experience in higher education , 2009 .
[18] Andrew D. Ho,et al. Changing “Course” , 2014 .
[19] Roy Williams,et al. The ideals and reality of participating in a MOOC , 2010 .
[20] Barbara Means,et al. Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies , 2009 .
[21] Marion Waite,et al. Learning in a Small, Task-Oriented, Connectivist MOOC: Pedagogical Issues and Implications for Higher Education. , 2013 .
[22] Jan M. Pawlowski,et al. State of the Art Review of Quality Issues related to Open Educational Resources (OER) , 2014 .
[23] Doug Clow,et al. MOOCs and the funnel of participation , 2013, LAK '13.
[24] Stephen Marshall,et al. Exploring the ethical implications of MOOCs , 2014 .
[25] Girish Balakrishnan,et al. Predicting Student Retention in Massive Open Online Courses using Hidden Markov Models , 2013 .
[26] Peter van Rosmalen,et al. Toward Project-based Learning and Team Formation in Open Learning Environments , 2014, J. Univers. Comput. Sci..
[27] Allison Littlejohn,et al. Merlot Journal of Online Learning and Teaching Patterns of Engagement in Connectivist Moocs , 2022 .
[28] Sarah A. Webster,et al. Learner Participation and Engagement in Open Online Courses: Insights from the Peer 2 Peer University , 2013 .
[29] George Siemens,et al. The MOOC model for digital practice , 2010 .
[30] Martin Ebner,et al. “How satisfied are you with your MOOC?” - A Research Study on Interaction in Huge Online Courses , 2013 .
[31] Mirjam Hauck,et al. MOOCs: striking the right balance between facilitation and self-determination , 2014 .
[32] Sukon Kanchanaraksa,et al. Massive Open Online Courses in Public Health , 2013, Front. Public Health.
[33] M. V. Kustritz,et al. Canine Theriogenology for Dog Enthusiasts: Teaching Methodology and Outcomes in a Massive Open Online Course (MOOC) , 2014 .
[34] Angela Carbone,et al. Systematic review methodology in higher education , 2012 .
[35] C. Osvaldo Rodriguez,et al. MOOCs and the AI-Stanford Like Courses: Two Successful and Distinct Course Formats for Massive Open Online Courses. , 2012 .
[36] Rita Kop,et al. The Challenges to Connectivist Learning on Open Online Networks: Learning Experiences during a Massive Open Online Course , 2011 .
[37] M. Caballero,et al. The Initial State of Students Taking an Introductory Physics MOOC , 2013, 1307.2533.
[38] K. Arrow. Higher education as a filter , 1973 .
[39] S. Vasilache,et al. A Model of Academic Social Responsability , 2013 .
[40] M. Molesworth,et al. Having, being and higher education: the marketisation of the university and the transformation of the student into consumer , 2009 .
[41] Marisa Ponti,et al. Participatory pedagogy in an open educational course: challenges and opportunities , 2014 .
[42] Rebecca J. Hogue,et al. Using mLearning and MOOCs to understand chaos, emergence, and complexity in education , 2011 .
[43] Shirley Williams,et al. MOOCs: A systematic study of the published literature 2008-2012 , 2013 .
[44] Gráinne Conole,et al. A new classification schema for MOOCs , 2014 .
[45] Sean C. Abajian,et al. Emotive Vocabulary in MOOCs: Context & Participant Retention , 2012 .
[46] D. Glance,et al. Flipping the sociology classroom: Towards a practice of online pedagogy , 2013 .
[47] Li Yuan,et al. MOOCs and open education: Implications for higher education , 2013 .
[48] Shirley Williams,et al. Using Non-Personal Computers for eLearning: Sri Lankan Experience. , 2013 .
[49] Christoph Meinel,et al. Designing MOOCs for the Support of Multiple Learning Styles , 2013, EC-TEL.
[50] Fiona Carroll,et al. Cloud Computing and Creativity: Learning on a Massive Open Online Course , 2011 .
[51] Patrick Parslow,et al. Dropout: MOOC participants’perspective , 2014 .
[52] W. R. Niblett. Higher Education , 1972, Nature.
[53] Ian Miles,et al. Innovation and Skills , 2010 .
[54] Joachim Griesbaum. Students as Teachers in MOOCs? The Double Gain of MOOCs as an in-Class Teaching Method Experiences from a Student-Made MOOC “Online Data Privacy” , 2014 .
[55] J. Nyoni,et al. The Viral Nature of Massive Open Online Courses (MOOCs) in Open and Distance Learning: Discourses of Quality, Mediation and Control , 2013 .
[56] Roy Williams,et al. Blogs and forums as communication and learning tools in a MOOC , 2010 .
[57] Shirley Williams,et al. Telecentres and e-learning , 2013, Br. J. Educ. Technol..
[58] Nabeel Gillani,et al. Learner Communications in Massively Open Online Courses , 2013 .
[59] Katy Jordan,et al. Initial trends in enrolment and completion of massive open online courses , 2014 .
[60] Jillianne Code,et al. Realigning Higher Education for the 21st-Century Learner through Multi-Access Learning , 2013 .
[61] Philip Brey,et al. Social and ethical dimensions of computer-mediated education , 2006, J. Inf. Commun. Ethics Soc..
[62] Betsy Williams. Roll Call: Taking a Census of MOOC Student. , 2013 .