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Refinado por: Nome da Publicação: Computers and Education remover
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1
Exploring the factors affecting MOOC retention: A survey study
Exploring the factors affecting MOOC retention: A survey study
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Exploring the factors affecting MOOC retention: A survey study

Hone, Kate S. ; El Said, Ghada R.

Computers and education, 2016-07, Vol.98, p.157-168 [Periódico revisado por pares]

Elsevier Ltd

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2
Understanding the MOOCs continuance: The role of openness and reputation
Understanding the MOOCs continuance: The role of openness and reputation
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Understanding the MOOCs continuance: The role of openness and reputation

Alraimi, Khaled M. ; Zo, Hangjung ; Ciganek, Andrew P.

Computers and education, 2015-01, Vol.80, p.28-38 [Periódico revisado por pares]

Elsevier Ltd

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3
Context counts: How learners' contexts influence learning in a MOOC
Context counts: How learners' contexts influence learning in a MOOC
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Context counts: How learners' contexts influence learning in a MOOC

Hood, Nina ; Littlejohn, Allison ; Milligan, Colin

Computers and education, 2015-12, Vol.91, p.83-91 [Periódico revisado por pares]

Elsevier Ltd

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4
How do online course design features influence student performance?
How do online course design features influence student performance?
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How do online course design features influence student performance?

Jaggars, Shanna Smith ; Xu, Di

Computers and education, 2016-04, Vol.95, p.270-284 [Periódico revisado por pares]

Elsevier Ltd

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5
Time will tell: The role of mobile learning analytics in self-regulated learning
Time will tell: The role of mobile learning analytics in self-regulated learning
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Time will tell: The role of mobile learning analytics in self-regulated learning

Tabuenca, Bernardo ; Kalz, Marco ; Drachsler, Hendrik ; Specht, Marcus

Computers and education, 2015-11, Vol.89, p.53-74 [Periódico revisado por pares]

Elsevier Ltd

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6
Motivation to learn in massive open online courses: Examining aspects of language and social engagement
Motivation to learn in massive open online courses: Examining aspects of language and social engagement
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Motivation to learn in massive open online courses: Examining aspects of language and social engagement

Barak, Miri ; Watted, Abeer ; Haick, Hossam

Computers and education, 2016-03, Vol.94, p.49-60 [Periódico revisado por pares]

Elsevier Ltd

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7
Teacher beliefs and technology integration practices: A critical relationship
Teacher beliefs and technology integration practices: A critical relationship
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Teacher beliefs and technology integration practices: A critical relationship

Ertmer, Peggy A. ; Ottenbreit-Leftwich, Anne T. ; Sadik, Olgun ; Sendurur, Emine ; Sendurur, Polat

Computers and education, 2012-09, Vol.59 (2), p.423-435 [Periódico revisado por pares]

Elsevier Ltd

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8
Students’ patterns of engagement and course performance in a Massive Open Online Course
Students’ patterns of engagement and course performance in a Massive Open Online Course
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Students’ patterns of engagement and course performance in a Massive Open Online Course

Phan, Trang ; McNeil, Sara G. ; Robin, Bernard R.

Computers and education, 2016-04, Vol.95, p.36-44 [Periódico revisado por pares]

Elsevier Ltd

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9
Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance
Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance
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Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance

Blasco-Arcas, Lorena ; Buil, Isabel ; Hernández-Ortega, Blanca ; Sese, F. Javier

Computers and education, 2013-03, Vol.62, p.102-110 [Periódico revisado por pares]

Elsevier Ltd

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10
Learning at distance: Effects of interaction traces on academic achievement
Learning at distance: Effects of interaction traces on academic achievement
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Learning at distance: Effects of interaction traces on academic achievement

Joksimović, Srećko ; Gašević, Dragan ; Loughin, Thomas M. ; Kovanović, Vitomir ; Hatala, Marek

Computers and education, 2015-09, Vol.87, p.204-217 [Periódico revisado por pares]

Elsevier Ltd

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