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You searched for subject:(MOOC). Showing records 1 – 30 of 100 total matches.

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University of Debrecen

1. Fodor, Marianna. A MOOC, mint a nem konvencionális tanulási lehetőség általános és egészségügyi környezetben .

Degree: DE – Egészségügyi Kar, University of Debrecen

Szakdolgozatomban az e-learning egyik típusát mutatom be általános és egészségügyi környezetben. Advisors/Committee Members: Kristóf, Zsolt (advisor), Debreceni Egyetem::Egészségügyi Kar::Egészségtudományi Intézet::Egészségügyi Informatikai Tanszék (advisor).

Subjects/Keywords: MOOC

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APA (6th Edition):

Fodor, M. (n.d.). A MOOC, mint a nem konvencionális tanulási lehetőség általános és egészségügyi környezetben . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/218216

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fodor, Marianna. “A MOOC, mint a nem konvencionális tanulási lehetőség általános és egészségügyi környezetben .” Thesis, University of Debrecen. Accessed November 30, 2020. http://hdl.handle.net/2437/218216.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fodor, Marianna. “A MOOC, mint a nem konvencionális tanulási lehetőség általános és egészségügyi környezetben .” Web. 30 Nov 2020.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Fodor M. A MOOC, mint a nem konvencionális tanulási lehetőség általános és egészségügyi környezetben . [Internet] [Thesis]. University of Debrecen; [cited 2020 Nov 30]. Available from: http://hdl.handle.net/2437/218216.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Fodor M. A MOOC, mint a nem konvencionális tanulási lehetőség általános és egészségügyi környezetben . [Thesis]. University of Debrecen; Available from: http://hdl.handle.net/2437/218216

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.


Delft University of Technology

2. de Goede, Jochem (author). Building a workbench to improve sharing and reproducibility of MOOC experiments.

Degree: 2017, Delft University of Technology

 This thesis improves sharing of code and reproducibility (S&R) in research for massive open online courses (MOOCs). Reproducibility is recreating an experiment by a different… (more)

Subjects/Keywords: workbench; MOOC; reproducibility

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APA (6th Edition):

de Goede, J. (. (2017). Building a workbench to improve sharing and reproducibility of MOOC experiments. (Masters Thesis). Delft University of Technology. Retrieved from http://resolver.tudelft.nl/uuid:b7f50550-c80f-44bb-92ec-71aba0a4e24d

Chicago Manual of Style (16th Edition):

de Goede, Jochem (author). “Building a workbench to improve sharing and reproducibility of MOOC experiments.” 2017. Masters Thesis, Delft University of Technology. Accessed November 30, 2020. http://resolver.tudelft.nl/uuid:b7f50550-c80f-44bb-92ec-71aba0a4e24d.

MLA Handbook (7th Edition):

de Goede, Jochem (author). “Building a workbench to improve sharing and reproducibility of MOOC experiments.” 2017. Web. 30 Nov 2020.

Vancouver:

de Goede J(. Building a workbench to improve sharing and reproducibility of MOOC experiments. [Internet] [Masters thesis]. Delft University of Technology; 2017. [cited 2020 Nov 30]. Available from: http://resolver.tudelft.nl/uuid:b7f50550-c80f-44bb-92ec-71aba0a4e24d.

Council of Science Editors:

de Goede J(. Building a workbench to improve sharing and reproducibility of MOOC experiments. [Masters Thesis]. Delft University of Technology; 2017. Available from: http://resolver.tudelft.nl/uuid:b7f50550-c80f-44bb-92ec-71aba0a4e24d


Tampereen ammattikorkeakoulu

3. Wilkman, Anna. Opetusteknologian käyttö korkeakouluissa - trendianalyysi.

Degree: 2014, Tampereen ammattikorkeakoulu

Tämän opinnäytetyön taustalla oli opetusteknologiaratkaisuja tarjoavan Mediamaisteri Group Oy:n tarve selvittää toimialansa kehitystrendejä sekä kiinnostus kartoittaa, millaisia verkkoratkaisuja korkeakouluissa tarvitaan tulevaisuudessa. Mediamaisteri toivoi näitä tietoja… (more)

Subjects/Keywords: oppimisenhallintajärjestelmä; viihteellistäminen; MOOC

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APA (6th Edition):

Wilkman, A. (2014). Opetusteknologian käyttö korkeakouluissa - trendianalyysi. (Thesis). Tampereen ammattikorkeakoulu. Retrieved from http://www.theseus.fi/handle/10024/80223

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wilkman, Anna. “Opetusteknologian käyttö korkeakouluissa - trendianalyysi.” 2014. Thesis, Tampereen ammattikorkeakoulu. Accessed November 30, 2020. http://www.theseus.fi/handle/10024/80223.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wilkman, Anna. “Opetusteknologian käyttö korkeakouluissa - trendianalyysi.” 2014. Web. 30 Nov 2020.

Vancouver:

Wilkman A. Opetusteknologian käyttö korkeakouluissa - trendianalyysi. [Internet] [Thesis]. Tampereen ammattikorkeakoulu; 2014. [cited 2020 Nov 30]. Available from: http://www.theseus.fi/handle/10024/80223.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wilkman A. Opetusteknologian käyttö korkeakouluissa - trendianalyysi. [Thesis]. Tampereen ammattikorkeakoulu; 2014. Available from: http://www.theseus.fi/handle/10024/80223

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Edinburgh

4. Knox, Jeremy. Posthumanism and the Massive Open Online Course : contaminating the subject of global education.

Degree: PhD, 2015, University of Edinburgh

 The Massive Open Online Course (MOOC) has surfaced as one of the most prominent developments in digital education in recent years, attracting significant media attention… (more)

Subjects/Keywords: 371.35; MOOC; education

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APA (6th Edition):

Knox, J. (2015). Posthumanism and the Massive Open Online Course : contaminating the subject of global education. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/15895

Chicago Manual of Style (16th Edition):

Knox, Jeremy. “Posthumanism and the Massive Open Online Course : contaminating the subject of global education.” 2015. Doctoral Dissertation, University of Edinburgh. Accessed November 30, 2020. http://hdl.handle.net/1842/15895.

MLA Handbook (7th Edition):

Knox, Jeremy. “Posthumanism and the Massive Open Online Course : contaminating the subject of global education.” 2015. Web. 30 Nov 2020.

Vancouver:

Knox J. Posthumanism and the Massive Open Online Course : contaminating the subject of global education. [Internet] [Doctoral dissertation]. University of Edinburgh; 2015. [cited 2020 Nov 30]. Available from: http://hdl.handle.net/1842/15895.

Council of Science Editors:

Knox J. Posthumanism and the Massive Open Online Course : contaminating the subject of global education. [Doctoral Dissertation]. University of Edinburgh; 2015. Available from: http://hdl.handle.net/1842/15895

5. Karnouskos, Stamatis. Impact of Massive Open Online Courses (MOOCs) on Employee Competencies and Innovation.

Degree: 2014, , Department of Industrial Economics

  Globalisation has redefined the rules of competition, and skilled labour is a deciding factor. Especially in fast-paced knowledge-based economies, there is greater dependence on… (more)

Subjects/Keywords: MOOC; employee competencies; innovation

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APA (6th Edition):

Karnouskos, S. (2014). Impact of Massive Open Online Courses (MOOCs) on Employee Competencies and Innovation. (Thesis). , Department of Industrial Economics. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4817

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Karnouskos, Stamatis. “Impact of Massive Open Online Courses (MOOCs) on Employee Competencies and Innovation.” 2014. Thesis, , Department of Industrial Economics. Accessed November 30, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4817.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Karnouskos, Stamatis. “Impact of Massive Open Online Courses (MOOCs) on Employee Competencies and Innovation.” 2014. Web. 30 Nov 2020.

Vancouver:

Karnouskos S. Impact of Massive Open Online Courses (MOOCs) on Employee Competencies and Innovation. [Internet] [Thesis]. , Department of Industrial Economics; 2014. [cited 2020 Nov 30]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4817.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Karnouskos S. Impact of Massive Open Online Courses (MOOCs) on Employee Competencies and Innovation. [Thesis]. , Department of Industrial Economics; 2014. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4817

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Rice University

6. Lu, Yanxin. Improving Peer Evaluation Quality in Massive Open Online Courses.

Degree: MS, Engineering, 2015, Rice University

 As several online course providers such as Coursera, Udacity and edX emerged in 2012, Massive Open Online Courses (MOOCs) gained much attention across the globe.… (more)

Subjects/Keywords: MOOC; Peer Evaluation; Education

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APA (6th Edition):

Lu, Y. (2015). Improving Peer Evaluation Quality in Massive Open Online Courses. (Masters Thesis). Rice University. Retrieved from http://hdl.handle.net/1911/88103

Chicago Manual of Style (16th Edition):

Lu, Yanxin. “Improving Peer Evaluation Quality in Massive Open Online Courses.” 2015. Masters Thesis, Rice University. Accessed November 30, 2020. http://hdl.handle.net/1911/88103.

MLA Handbook (7th Edition):

Lu, Yanxin. “Improving Peer Evaluation Quality in Massive Open Online Courses.” 2015. Web. 30 Nov 2020.

Vancouver:

Lu Y. Improving Peer Evaluation Quality in Massive Open Online Courses. [Internet] [Masters thesis]. Rice University; 2015. [cited 2020 Nov 30]. Available from: http://hdl.handle.net/1911/88103.

Council of Science Editors:

Lu Y. Improving Peer Evaluation Quality in Massive Open Online Courses. [Masters Thesis]. Rice University; 2015. Available from: http://hdl.handle.net/1911/88103


University of Southern California

7. May, Richard. Assessment, accountability & accreditation: a study of MOOC provider perceptions.

Degree: EdD, Education (Leadership), 2015, University of Southern California

 This qualitative study explored how Massive Open Online Course (MOOC) providers perceive the concepts of assessment, accountability, and accreditation. Seven MOOC providers were interviewed via… (more)

Subjects/Keywords: MOOC; assessment; accountability; accreditation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

May, R. (2015). Assessment, accountability & accreditation: a study of MOOC provider perceptions. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/571941/rec/957

Chicago Manual of Style (16th Edition):

May, Richard. “Assessment, accountability & accreditation: a study of MOOC provider perceptions.” 2015. Doctoral Dissertation, University of Southern California. Accessed November 30, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/571941/rec/957.

MLA Handbook (7th Edition):

May, Richard. “Assessment, accountability & accreditation: a study of MOOC provider perceptions.” 2015. Web. 30 Nov 2020.

Vancouver:

May R. Assessment, accountability & accreditation: a study of MOOC provider perceptions. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Nov 30]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/571941/rec/957.

Council of Science Editors:

May R. Assessment, accountability & accreditation: a study of MOOC provider perceptions. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/571941/rec/957


Universidad de Chile

8. Trejos Navarro, Alonso Iván. Evaluación de usabilidad de un Massive Open Online Course (MOOC).

Degree: 2014, Universidad de Chile

 El objetivo del presente trabajo de título corresponde al estudio de usabilidad de un Massive Open Online Course (MOOC). Los MOOC son sistemas de aprendizaje… (more)

Subjects/Keywords: Usabilidad; Educación a distancia; MOOC

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APA (6th Edition):

Trejos Navarro, A. I. (2014). Evaluación de usabilidad de un Massive Open Online Course (MOOC). (Thesis). Universidad de Chile. Retrieved from http://repositorio.uchile.cl/handle/2250/132841

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Trejos Navarro, Alonso Iván. “Evaluación de usabilidad de un Massive Open Online Course (MOOC).” 2014. Thesis, Universidad de Chile. Accessed November 30, 2020. http://repositorio.uchile.cl/handle/2250/132841.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Trejos Navarro, Alonso Iván. “Evaluación de usabilidad de un Massive Open Online Course (MOOC).” 2014. Web. 30 Nov 2020.

Vancouver:

Trejos Navarro AI. Evaluación de usabilidad de un Massive Open Online Course (MOOC). [Internet] [Thesis]. Universidad de Chile; 2014. [cited 2020 Nov 30]. Available from: http://repositorio.uchile.cl/handle/2250/132841.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Trejos Navarro AI. Evaluación de usabilidad de un Massive Open Online Course (MOOC). [Thesis]. Universidad de Chile; 2014. Available from: http://repositorio.uchile.cl/handle/2250/132841

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Houston

9. -1414-0752. The Impact of Self-Regulated Learning (SRL) on Students’ Completion of Massive Open Online Courses (MOOCs).

Degree: PhD, Curriculum and Instruction, 2017, University of Houston

 Background: Despite the popularity of Massive Open Online Courses (MOOCs), low MOOC completion rates have been of concern to many higher education institutions that offer… (more)

Subjects/Keywords: MOOC; Massive open online courses; MOOC completion; SRL; Self-regulated learning

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APA (6th Edition):

-1414-0752. (2017). The Impact of Self-Regulated Learning (SRL) on Students’ Completion of Massive Open Online Courses (MOOCs). (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/4579

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-1414-0752. “The Impact of Self-Regulated Learning (SRL) on Students’ Completion of Massive Open Online Courses (MOOCs).” 2017. Doctoral Dissertation, University of Houston. Accessed November 30, 2020. http://hdl.handle.net/10657/4579.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-1414-0752. “The Impact of Self-Regulated Learning (SRL) on Students’ Completion of Massive Open Online Courses (MOOCs).” 2017. Web. 30 Nov 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-1414-0752. The Impact of Self-Regulated Learning (SRL) on Students’ Completion of Massive Open Online Courses (MOOCs). [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2020 Nov 30]. Available from: http://hdl.handle.net/10657/4579.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-1414-0752. The Impact of Self-Regulated Learning (SRL) on Students’ Completion of Massive Open Online Courses (MOOCs). [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/4579

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


Texas Tech University

10. Alsulami, Sami G. Examination of MOOC Learning Experiences of Online Students and Educational Leaders and Policymakers at Saudi Arabia’s King Abdulaziz University.

Degree: EdD, Educational Leadership, 2016, Texas Tech University

 Educational institutions in Saudi Arabia, in response to royal decree, have been increasing their technology usage. One such institution, King Abdulaziz University, currently faces the… (more)

Subjects/Keywords: MOOC; e-learning; distance learning; Online.

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APA (6th Edition):

Alsulami, S. G. (2016). Examination of MOOC Learning Experiences of Online Students and Educational Leaders and Policymakers at Saudi Arabia’s King Abdulaziz University. (Doctoral Dissertation). Texas Tech University. Retrieved from http://hdl.handle.net/2346/82265

Chicago Manual of Style (16th Edition):

Alsulami, Sami G. “Examination of MOOC Learning Experiences of Online Students and Educational Leaders and Policymakers at Saudi Arabia’s King Abdulaziz University.” 2016. Doctoral Dissertation, Texas Tech University. Accessed November 30, 2020. http://hdl.handle.net/2346/82265.

MLA Handbook (7th Edition):

Alsulami, Sami G. “Examination of MOOC Learning Experiences of Online Students and Educational Leaders and Policymakers at Saudi Arabia’s King Abdulaziz University.” 2016. Web. 30 Nov 2020.

Vancouver:

Alsulami SG. Examination of MOOC Learning Experiences of Online Students and Educational Leaders and Policymakers at Saudi Arabia’s King Abdulaziz University. [Internet] [Doctoral dissertation]. Texas Tech University; 2016. [cited 2020 Nov 30]. Available from: http://hdl.handle.net/2346/82265.

Council of Science Editors:

Alsulami SG. Examination of MOOC Learning Experiences of Online Students and Educational Leaders and Policymakers at Saudi Arabia’s King Abdulaziz University. [Doctoral Dissertation]. Texas Tech University; 2016. Available from: http://hdl.handle.net/2346/82265


Rice University

11. Tang, Lei. A Browser-based Program Execution Visualizer for Learning Interactive Programming in Python.

Degree: MS, Engineering, 2015, Rice University

 Good educational programming tools help students practice programming skills and build better understanding of basic concepts and logic. As Rice University started offering free Massive… (more)

Subjects/Keywords: Program Execution Visualizer; MOOC; Interactive Programming; Python

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Tang, L. (2015). A Browser-based Program Execution Visualizer for Learning Interactive Programming in Python. (Masters Thesis). Rice University. Retrieved from http://hdl.handle.net/1911/88174

Chicago Manual of Style (16th Edition):

Tang, Lei. “A Browser-based Program Execution Visualizer for Learning Interactive Programming in Python.” 2015. Masters Thesis, Rice University. Accessed November 30, 2020. http://hdl.handle.net/1911/88174.

MLA Handbook (7th Edition):

Tang, Lei. “A Browser-based Program Execution Visualizer for Learning Interactive Programming in Python.” 2015. Web. 30 Nov 2020.

Vancouver:

Tang L. A Browser-based Program Execution Visualizer for Learning Interactive Programming in Python. [Internet] [Masters thesis]. Rice University; 2015. [cited 2020 Nov 30]. Available from: http://hdl.handle.net/1911/88174.

Council of Science Editors:

Tang L. A Browser-based Program Execution Visualizer for Learning Interactive Programming in Python. [Masters Thesis]. Rice University; 2015. Available from: http://hdl.handle.net/1911/88174


University of Toronto

12. Haklev, Stian. From Seminar to Lecture to MOOC: Scripting and Orchestration at Scale.

Degree: PhD, 2016, University of Toronto

 This dissertation investigates the design of large online courses from the pedagogical perspective of knowledge communities. Much of the learning sciences literature has concerned itself… (more)

Subjects/Keywords: KCI; MOOC; orchestration; scale; scripting; 0710

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Haklev, S. (2016). From Seminar to Lecture to MOOC: Scripting and Orchestration at Scale. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/76461

Chicago Manual of Style (16th Edition):

Haklev, Stian. “From Seminar to Lecture to MOOC: Scripting and Orchestration at Scale.” 2016. Doctoral Dissertation, University of Toronto. Accessed November 30, 2020. http://hdl.handle.net/1807/76461.

MLA Handbook (7th Edition):

Haklev, Stian. “From Seminar to Lecture to MOOC: Scripting and Orchestration at Scale.” 2016. Web. 30 Nov 2020.

Vancouver:

Haklev S. From Seminar to Lecture to MOOC: Scripting and Orchestration at Scale. [Internet] [Doctoral dissertation]. University of Toronto; 2016. [cited 2020 Nov 30]. Available from: http://hdl.handle.net/1807/76461.

Council of Science Editors:

Haklev S. From Seminar to Lecture to MOOC: Scripting and Orchestration at Scale. [Doctoral Dissertation]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/76461

13. Cisel, Matthieu. Utilisations des MOOC : éléments de typologie : MOOC usages : elements for a typology.

Degree: Docteur es, Sciences de l'éducation, 2016, Université Paris-Saclay (ComUE)

Nous cherchons dans ce travail à qualifier et quantifier les différentes formes d’attrition prévalant dans les MOOC. En sus du retrait volontaire, dont nous détaillons… (more)

Subjects/Keywords: Mooc; Open Education; Formation à Distance; Autoformation; Mooc; Open Education; Distance Education; Self-Directed Learning

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APA (6th Edition):

Cisel, M. (2016). Utilisations des MOOC : éléments de typologie : MOOC usages : elements for a typology. (Doctoral Dissertation). Université Paris-Saclay (ComUE). Retrieved from http://www.theses.fr/2016SACLN024

Chicago Manual of Style (16th Edition):

Cisel, Matthieu. “Utilisations des MOOC : éléments de typologie : MOOC usages : elements for a typology.” 2016. Doctoral Dissertation, Université Paris-Saclay (ComUE). Accessed November 30, 2020. http://www.theses.fr/2016SACLN024.

MLA Handbook (7th Edition):

Cisel, Matthieu. “Utilisations des MOOC : éléments de typologie : MOOC usages : elements for a typology.” 2016. Web. 30 Nov 2020.

Vancouver:

Cisel M. Utilisations des MOOC : éléments de typologie : MOOC usages : elements for a typology. [Internet] [Doctoral dissertation]. Université Paris-Saclay (ComUE); 2016. [cited 2020 Nov 30]. Available from: http://www.theses.fr/2016SACLN024.

Council of Science Editors:

Cisel M. Utilisations des MOOC : éléments de typologie : MOOC usages : elements for a typology. [Doctoral Dissertation]. Université Paris-Saclay (ComUE); 2016. Available from: http://www.theses.fr/2016SACLN024

14. Lafaye, Rachel. Design et expériences dans la formation continue en ligne : la création de MOOC en agence : Design and experiences in online continuing training : the creation of MOOC in an agency.

Degree: Docteur es, Sciences de l'information et de la communication, 2019, Bourgogne Franche-Comté

Les nouvelles technologies se succèdent dans la formation sans que de véritables réponses aux problématiques de la formation continue en ligne soient apportées. Et pourtant,… (more)

Subjects/Keywords: Formation continue en ligne; Mooc; Expérience utilisateur; Mooc; User experience; Online continuing training; 374

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APA (6th Edition):

Lafaye, R. (2019). Design et expériences dans la formation continue en ligne : la création de MOOC en agence : Design and experiences in online continuing training : the creation of MOOC in an agency. (Doctoral Dissertation). Bourgogne Franche-Comté. Retrieved from http://www.theses.fr/2019UBFCH032

Chicago Manual of Style (16th Edition):

Lafaye, Rachel. “Design et expériences dans la formation continue en ligne : la création de MOOC en agence : Design and experiences in online continuing training : the creation of MOOC in an agency.” 2019. Doctoral Dissertation, Bourgogne Franche-Comté. Accessed November 30, 2020. http://www.theses.fr/2019UBFCH032.

MLA Handbook (7th Edition):

Lafaye, Rachel. “Design et expériences dans la formation continue en ligne : la création de MOOC en agence : Design and experiences in online continuing training : the creation of MOOC in an agency.” 2019. Web. 30 Nov 2020.

Vancouver:

Lafaye R. Design et expériences dans la formation continue en ligne : la création de MOOC en agence : Design and experiences in online continuing training : the creation of MOOC in an agency. [Internet] [Doctoral dissertation]. Bourgogne Franche-Comté; 2019. [cited 2020 Nov 30]. Available from: http://www.theses.fr/2019UBFCH032.

Council of Science Editors:

Lafaye R. Design et expériences dans la formation continue en ligne : la création de MOOC en agence : Design and experiences in online continuing training : the creation of MOOC in an agency. [Doctoral Dissertation]. Bourgogne Franche-Comté; 2019. Available from: http://www.theses.fr/2019UBFCH032

15. Alemán de la Garza, Lorena Yadira. Hacia un modelo de calidad para cursos en-línea, masivos y abiertos (MOOC): Caso de un MOOC para el desarrollo profesional docente.

Degree: 2016, Universitat Oberta de Catalunya

MOOC (Massive Open Online Courses) have sparked a global debate regarding to what extent they constitute quality teaching material. The aim of this research is… (more)

Subjects/Keywords: MOOC; MOOC; MOOC; capacitació docent; capacitación docente; teacher training; gestió educativa; gestión educativa; education management; qualitat; calidad; quality; lideratge; liderazgo; leadership; Tecnología Educativa; Desarrollo Profesional Docente: Gestión Educativa; 371

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Alemán de la Garza, L. Y. (2016). Hacia un modelo de calidad para cursos en-línea, masivos y abiertos (MOOC): Caso de un MOOC para el desarrollo profesional docente. (Thesis). Universitat Oberta de Catalunya. Retrieved from http://hdl.handle.net/10803/565505

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Alemán de la Garza, Lorena Yadira. “Hacia un modelo de calidad para cursos en-línea, masivos y abiertos (MOOC): Caso de un MOOC para el desarrollo profesional docente.” 2016. Thesis, Universitat Oberta de Catalunya. Accessed November 30, 2020. http://hdl.handle.net/10803/565505.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Alemán de la Garza, Lorena Yadira. “Hacia un modelo de calidad para cursos en-línea, masivos y abiertos (MOOC): Caso de un MOOC para el desarrollo profesional docente.” 2016. Web. 30 Nov 2020.

Vancouver:

Alemán de la Garza LY. Hacia un modelo de calidad para cursos en-línea, masivos y abiertos (MOOC): Caso de un MOOC para el desarrollo profesional docente. [Internet] [Thesis]. Universitat Oberta de Catalunya; 2016. [cited 2020 Nov 30]. Available from: http://hdl.handle.net/10803/565505.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Alemán de la Garza LY. Hacia un modelo de calidad para cursos en-línea, masivos y abiertos (MOOC): Caso de un MOOC para el desarrollo profesional docente. [Thesis]. Universitat Oberta de Catalunya; 2016. Available from: http://hdl.handle.net/10803/565505

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

16. Nucci, Christine. Les enseignants et le e-learning : facteurs d’adoption ou de rejet du e-learning, dans un contexte de formation des enseignants : Teachers and e-learning : factors of e-learning acceptance or rejection, in a context of teacher training.

Degree: Docteur es, Sciences de l'éducation, 2015, Université Paris X – Nanterre

Cette recherche porte sur le rapport que les enseignants entretiennent au e-learning, en tant qu’apprenants. En France, comme dans d’autres pays, les enseignants semblent réticents… (more)

Subjects/Keywords: E-Learning; Formation des enseignants; Apprenance; Utaut; Équations structurelles; Mooc; E-Learning; Teacher training; Learnance; Utaut; Structural Equation Model; Mooc; 370

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Nucci, C. (2015). Les enseignants et le e-learning : facteurs d’adoption ou de rejet du e-learning, dans un contexte de formation des enseignants : Teachers and e-learning : factors of e-learning acceptance or rejection, in a context of teacher training. (Doctoral Dissertation). Université Paris X – Nanterre. Retrieved from http://www.theses.fr/2015PA100060

Chicago Manual of Style (16th Edition):

Nucci, Christine. “Les enseignants et le e-learning : facteurs d’adoption ou de rejet du e-learning, dans un contexte de formation des enseignants : Teachers and e-learning : factors of e-learning acceptance or rejection, in a context of teacher training.” 2015. Doctoral Dissertation, Université Paris X – Nanterre. Accessed November 30, 2020. http://www.theses.fr/2015PA100060.

MLA Handbook (7th Edition):

Nucci, Christine. “Les enseignants et le e-learning : facteurs d’adoption ou de rejet du e-learning, dans un contexte de formation des enseignants : Teachers and e-learning : factors of e-learning acceptance or rejection, in a context of teacher training.” 2015. Web. 30 Nov 2020.

Vancouver:

Nucci C. Les enseignants et le e-learning : facteurs d’adoption ou de rejet du e-learning, dans un contexte de formation des enseignants : Teachers and e-learning : factors of e-learning acceptance or rejection, in a context of teacher training. [Internet] [Doctoral dissertation]. Université Paris X – Nanterre; 2015. [cited 2020 Nov 30]. Available from: http://www.theses.fr/2015PA100060.

Council of Science Editors:

Nucci C. Les enseignants et le e-learning : facteurs d’adoption ou de rejet du e-learning, dans un contexte de formation des enseignants : Teachers and e-learning : factors of e-learning acceptance or rejection, in a context of teacher training. [Doctoral Dissertation]. Université Paris X – Nanterre; 2015. Available from: http://www.theses.fr/2015PA100060

17. Hajri, Hiba. Personnalisation des MOOC par la réutilisation de Ressources Éducatives Libres : MOOC personalization by reusing Open Educational Resources.

Degree: Docteur es, Informatique, 2018, Université Paris-Saclay (ComUE)

La personnalisation de l’apprentissage dans les environnements informatiques pour l’apprentissage humain (EIAH) est un sujet de recherche qui est traité depuis de nombreuses années. Avec… (more)

Subjects/Keywords: Personnalisation; Mooc; Ressources éducatives libres; Données ouvertes et liées; Personalization; Mooc; Open educational resources; Linked open data

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hajri, H. (2018). Personnalisation des MOOC par la réutilisation de Ressources Éducatives Libres : MOOC personalization by reusing Open Educational Resources. (Doctoral Dissertation). Université Paris-Saclay (ComUE). Retrieved from http://www.theses.fr/2018SACLC046

Chicago Manual of Style (16th Edition):

Hajri, Hiba. “Personnalisation des MOOC par la réutilisation de Ressources Éducatives Libres : MOOC personalization by reusing Open Educational Resources.” 2018. Doctoral Dissertation, Université Paris-Saclay (ComUE). Accessed November 30, 2020. http://www.theses.fr/2018SACLC046.

MLA Handbook (7th Edition):

Hajri, Hiba. “Personnalisation des MOOC par la réutilisation de Ressources Éducatives Libres : MOOC personalization by reusing Open Educational Resources.” 2018. Web. 30 Nov 2020.

Vancouver:

Hajri H. Personnalisation des MOOC par la réutilisation de Ressources Éducatives Libres : MOOC personalization by reusing Open Educational Resources. [Internet] [Doctoral dissertation]. Université Paris-Saclay (ComUE); 2018. [cited 2020 Nov 30]. Available from: http://www.theses.fr/2018SACLC046.

Council of Science Editors:

Hajri H. Personnalisation des MOOC par la réutilisation de Ressources Éducatives Libres : MOOC personalization by reusing Open Educational Resources. [Doctoral Dissertation]. Université Paris-Saclay (ComUE); 2018. Available from: http://www.theses.fr/2018SACLC046


KTH

18. Blomqvist, Jonas. Undersökning av direktuppspelning som pedagogiskt verktyg inom MOOC.

Degree: Learning, 2018, KTH

Storskaliga öppna nätbaserade kurser, MOOCar, med självstyrd studietakt skapar en lärandesituation där kursdeltagaren står i centrum och aktivt kan påverka sin egen studieprocess. Ett… (more)

Subjects/Keywords: MOOC; Interactions; Live streaming; Communication; Twitch; MOOC; Interaktioner; Direktuppspelning; Kommunikation; Twitch; Livestreaming; Other Engineering and Technologies; Annan teknik; Learning; Lärande

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Blomqvist, J. (2018). Undersökning av direktuppspelning som pedagogiskt verktyg inom MOOC. (Thesis). KTH. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-233509

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Blomqvist, Jonas. “Undersökning av direktuppspelning som pedagogiskt verktyg inom MOOC.” 2018. Thesis, KTH. Accessed November 30, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-233509.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Blomqvist, Jonas. “Undersökning av direktuppspelning som pedagogiskt verktyg inom MOOC.” 2018. Web. 30 Nov 2020.

Vancouver:

Blomqvist J. Undersökning av direktuppspelning som pedagogiskt verktyg inom MOOC. [Internet] [Thesis]. KTH; 2018. [cited 2020 Nov 30]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-233509.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Blomqvist J. Undersökning av direktuppspelning som pedagogiskt verktyg inom MOOC. [Thesis]. KTH; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-233509

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

19. Babori, Abdelghani. Etude didactique et conception d'une plate-forme d'enseignement à distance d'un contenu en algorithmique. Implications pour la conception d'un MOOC en ingénierie : Didactic study and design of a distance learning platform for algorithmic content. Implications for the design of an engineering MOOC.

Degree: Docteur es, Sciences de l'éducation, 2019, Lille 3; Université Hassan Ier (Settat, Maroc)

Le travail que nous présentons dans cette thèse s’inscrit dans une problématique générale d’étude et de conception des MOOCs (Massive Open Online Courses). Elle s’intéresse… (more)

Subjects/Keywords: Mooc; Contenu; Didactique; Elaboration du contenu; Construction du contenu; Mooc; Content; Didactic; Elaboration of content; Appropriation of content

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Babori, A. (2019). Etude didactique et conception d'une plate-forme d'enseignement à distance d'un contenu en algorithmique. Implications pour la conception d'un MOOC en ingénierie : Didactic study and design of a distance learning platform for algorithmic content. Implications for the design of an engineering MOOC. (Doctoral Dissertation). Lille 3; Université Hassan Ier (Settat, Maroc). Retrieved from http://www.theses.fr/2019LIL3H056

Chicago Manual of Style (16th Edition):

Babori, Abdelghani. “Etude didactique et conception d'une plate-forme d'enseignement à distance d'un contenu en algorithmique. Implications pour la conception d'un MOOC en ingénierie : Didactic study and design of a distance learning platform for algorithmic content. Implications for the design of an engineering MOOC.” 2019. Doctoral Dissertation, Lille 3; Université Hassan Ier (Settat, Maroc). Accessed November 30, 2020. http://www.theses.fr/2019LIL3H056.

MLA Handbook (7th Edition):

Babori, Abdelghani. “Etude didactique et conception d'une plate-forme d'enseignement à distance d'un contenu en algorithmique. Implications pour la conception d'un MOOC en ingénierie : Didactic study and design of a distance learning platform for algorithmic content. Implications for the design of an engineering MOOC.” 2019. Web. 30 Nov 2020.

Vancouver:

Babori A. Etude didactique et conception d'une plate-forme d'enseignement à distance d'un contenu en algorithmique. Implications pour la conception d'un MOOC en ingénierie : Didactic study and design of a distance learning platform for algorithmic content. Implications for the design of an engineering MOOC. [Internet] [Doctoral dissertation]. Lille 3; Université Hassan Ier (Settat, Maroc); 2019. [cited 2020 Nov 30]. Available from: http://www.theses.fr/2019LIL3H056.

Council of Science Editors:

Babori A. Etude didactique et conception d'une plate-forme d'enseignement à distance d'un contenu en algorithmique. Implications pour la conception d'un MOOC en ingénierie : Didactic study and design of a distance learning platform for algorithmic content. Implications for the design of an engineering MOOC. [Doctoral Dissertation]. Lille 3; Université Hassan Ier (Settat, Maroc); 2019. Available from: http://www.theses.fr/2019LIL3H056


University of Cambridge

20. Adam, Taskeen. Addressing Injustices through MOOCs: A study among peri-urban, marginalised, South African youth.

Degree: PhD, 2020, University of Cambridge

 The legacies of colonial rule continue to impact everyday life, particularly in education. These structural inequalities are often reinforced and amplified in online ‘global’ education… (more)

Subjects/Keywords: MOOC; epistemic injustice; digital neocolonialism; South Africa; justice; MOOC design; marginalised youth; inequality; online education; online learning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Adam, T. (2020). Addressing Injustices through MOOCs: A study among peri-urban, marginalised, South African youth. (Doctoral Dissertation). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/309515

Chicago Manual of Style (16th Edition):

Adam, Taskeen. “Addressing Injustices through MOOCs: A study among peri-urban, marginalised, South African youth.” 2020. Doctoral Dissertation, University of Cambridge. Accessed November 30, 2020. https://www.repository.cam.ac.uk/handle/1810/309515.

MLA Handbook (7th Edition):

Adam, Taskeen. “Addressing Injustices through MOOCs: A study among peri-urban, marginalised, South African youth.” 2020. Web. 30 Nov 2020.

Vancouver:

Adam T. Addressing Injustices through MOOCs: A study among peri-urban, marginalised, South African youth. [Internet] [Doctoral dissertation]. University of Cambridge; 2020. [cited 2020 Nov 30]. Available from: https://www.repository.cam.ac.uk/handle/1810/309515.

Council of Science Editors:

Adam T. Addressing Injustices through MOOCs: A study among peri-urban, marginalised, South African youth. [Doctoral Dissertation]. University of Cambridge; 2020. Available from: https://www.repository.cam.ac.uk/handle/1810/309515


University of Cambridge

21. Adam, Taskeen. Addressing injustices through MOOCs : a study among peri-urban, marginalised, South African youth.

Degree: PhD, 2020, University of Cambridge

 The legacies of colonial rule continue to impact everyday life, particularly in education. These structural inequalities are often reinforced and amplified in online ‘global’ education… (more)

Subjects/Keywords: MOOC; epistemic injustice; digital neocolonialism; South Africa; justice; MOOC design; marginalised youth; inequality; online education; online learning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Adam, T. (2020). Addressing injustices through MOOCs : a study among peri-urban, marginalised, South African youth. (Doctoral Dissertation). University of Cambridge. Retrieved from https://doi.org/10.17863/CAM.56608 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.814547

Chicago Manual of Style (16th Edition):

Adam, Taskeen. “Addressing injustices through MOOCs : a study among peri-urban, marginalised, South African youth.” 2020. Doctoral Dissertation, University of Cambridge. Accessed November 30, 2020. https://doi.org/10.17863/CAM.56608 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.814547.

MLA Handbook (7th Edition):

Adam, Taskeen. “Addressing injustices through MOOCs : a study among peri-urban, marginalised, South African youth.” 2020. Web. 30 Nov 2020.

Vancouver:

Adam T. Addressing injustices through MOOCs : a study among peri-urban, marginalised, South African youth. [Internet] [Doctoral dissertation]. University of Cambridge; 2020. [cited 2020 Nov 30]. Available from: https://doi.org/10.17863/CAM.56608 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.814547.

Council of Science Editors:

Adam T. Addressing injustices through MOOCs : a study among peri-urban, marginalised, South African youth. [Doctoral Dissertation]. University of Cambridge; 2020. Available from: https://doi.org/10.17863/CAM.56608 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.814547

22. Astudillo, Nelly Carolina Larrea. MASSIVE ONLINE OPEN COURSES: propuesta de un modelo de diseño para la Universidad de las Fuerzas Armadas-ESPE.

Degree: 2017, Instituto Politécnico de Leiria

 La nueva modalidad de cursos denominados como Massive Online Open Courses, son una evolución en la educación a distancia donde existe un intercambio de información… (more)

Subjects/Keywords: MOOC; Massive Open Courses; Domínio/Área Científica::Ciências Sociais

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Astudillo, N. C. L. (2017). MASSIVE ONLINE OPEN COURSES: propuesta de un modelo de diseño para la Universidad de las Fuerzas Armadas-ESPE. (Thesis). Instituto Politécnico de Leiria. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:iconline.ipleiria.pt:10400.8/2850

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Astudillo, Nelly Carolina Larrea. “MASSIVE ONLINE OPEN COURSES: propuesta de un modelo de diseño para la Universidad de las Fuerzas Armadas-ESPE.” 2017. Thesis, Instituto Politécnico de Leiria. Accessed November 30, 2020. https://www.rcaap.pt/detail.jsp?id=oai:iconline.ipleiria.pt:10400.8/2850.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Astudillo, Nelly Carolina Larrea. “MASSIVE ONLINE OPEN COURSES: propuesta de un modelo de diseño para la Universidad de las Fuerzas Armadas-ESPE.” 2017. Web. 30 Nov 2020.

Vancouver:

Astudillo NCL. MASSIVE ONLINE OPEN COURSES: propuesta de un modelo de diseño para la Universidad de las Fuerzas Armadas-ESPE. [Internet] [Thesis]. Instituto Politécnico de Leiria; 2017. [cited 2020 Nov 30]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:iconline.ipleiria.pt:10400.8/2850.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Astudillo NCL. MASSIVE ONLINE OPEN COURSES: propuesta de un modelo de diseño para la Universidad de las Fuerzas Armadas-ESPE. [Thesis]. Instituto Politécnico de Leiria; 2017. Available from: https://www.rcaap.pt/detail.jsp?id=oai:iconline.ipleiria.pt:10400.8/2850

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


UCLA

23. Hill, Andrew Jefferson. Social Learning in Massive Open Online Courses: An Analysis of Pedagogical Implications and Students' Learning Experiences.

Degree: Education, 2015, UCLA

 Massive Open Online Courses (MOOCs) are a relatively new form of online education which allow a single instructor to teach tens of thousands of enrolled… (more)

Subjects/Keywords: Education; Educational technology; Constructivist; Interaction; Learning; MOOC; Online; Social Learning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hill, A. J. (2015). Social Learning in Massive Open Online Courses: An Analysis of Pedagogical Implications and Students' Learning Experiences. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/6qr7p6rq

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hill, Andrew Jefferson. “Social Learning in Massive Open Online Courses: An Analysis of Pedagogical Implications and Students' Learning Experiences.” 2015. Thesis, UCLA. Accessed November 30, 2020. http://www.escholarship.org/uc/item/6qr7p6rq.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hill, Andrew Jefferson. “Social Learning in Massive Open Online Courses: An Analysis of Pedagogical Implications and Students' Learning Experiences.” 2015. Web. 30 Nov 2020.

Vancouver:

Hill AJ. Social Learning in Massive Open Online Courses: An Analysis of Pedagogical Implications and Students' Learning Experiences. [Internet] [Thesis]. UCLA; 2015. [cited 2020 Nov 30]. Available from: http://www.escholarship.org/uc/item/6qr7p6rq.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hill AJ. Social Learning in Massive Open Online Courses: An Analysis of Pedagogical Implications and Students' Learning Experiences. [Thesis]. UCLA; 2015. Available from: http://www.escholarship.org/uc/item/6qr7p6rq

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Universidade do Rio Grande do Sul

24. Silva, Patrícia Grasel da. Aprendizagens em massive open online course (MOOC).

Degree: 2016, Universidade do Rio Grande do Sul

Diante de uma sociedade conectada, em que as trocas sociais ganham dimensão através da internet, nos propomos a estudar sobre aprendizagens em Massive Open On-line… (more)

Subjects/Keywords: Social Learning; Cultura digital; Aprendizagem social; MOOC; Connected Society; Social Exchanges

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Silva, P. G. d. (2016). Aprendizagens em massive open online course (MOOC). (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/168812

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Silva, Patrícia Grasel da. “Aprendizagens em massive open online course (MOOC).” 2016. Thesis, Universidade do Rio Grande do Sul. Accessed November 30, 2020. http://hdl.handle.net/10183/168812.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Silva, Patrícia Grasel da. “Aprendizagens em massive open online course (MOOC).” 2016. Web. 30 Nov 2020.

Vancouver:

Silva PGd. Aprendizagens em massive open online course (MOOC). [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2016. [cited 2020 Nov 30]. Available from: http://hdl.handle.net/10183/168812.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Silva PGd. Aprendizagens em massive open online course (MOOC). [Thesis]. Universidade do Rio Grande do Sul; 2016. Available from: http://hdl.handle.net/10183/168812

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

25. Guo, Xiuyan. Effect of Characteristics of Peer Rater on Validity of Peer Assessment in Massive Open Online Courses.

Degree: 2015, Penn State University

 The present study investigated the effect of the following two characteristics of peer rater on validity of peer assessment in MOOCs: knowledge of course content… (more)

Subjects/Keywords: Peer assessment; MOOC; validity; characteristics of peer rater

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Guo, X. (2015). Effect of Characteristics of Peer Rater on Validity of Peer Assessment in Massive Open Online Courses. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/26654

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Guo, Xiuyan. “Effect of Characteristics of Peer Rater on Validity of Peer Assessment in Massive Open Online Courses.” 2015. Thesis, Penn State University. Accessed November 30, 2020. https://submit-etda.libraries.psu.edu/catalog/26654.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Guo, Xiuyan. “Effect of Characteristics of Peer Rater on Validity of Peer Assessment in Massive Open Online Courses.” 2015. Web. 30 Nov 2020.

Vancouver:

Guo X. Effect of Characteristics of Peer Rater on Validity of Peer Assessment in Massive Open Online Courses. [Internet] [Thesis]. Penn State University; 2015. [cited 2020 Nov 30]. Available from: https://submit-etda.libraries.psu.edu/catalog/26654.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Guo X. Effect of Characteristics of Peer Rater on Validity of Peer Assessment in Massive Open Online Courses. [Thesis]. Penn State University; 2015. Available from: https://submit-etda.libraries.psu.edu/catalog/26654

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

26. Grace, Rob Robert. (Mis)understanding MOOCs: Discourse networks, antagonism, and the structuring of networked media.

Degree: 2015, Penn State University

 As with many technologies, the public reception of Massive Open Online Courses (MOOCs) has not been without conflict. Alternatively praised as the salvation of higher… (more)

Subjects/Keywords: online discussion forums; MOOC; online discourse; user-generated content

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Grace, R. R. (2015). (Mis)understanding MOOCs: Discourse networks, antagonism, and the structuring of networked media. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/27251

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Grace, Rob Robert. “(Mis)understanding MOOCs: Discourse networks, antagonism, and the structuring of networked media.” 2015. Thesis, Penn State University. Accessed November 30, 2020. https://submit-etda.libraries.psu.edu/catalog/27251.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Grace, Rob Robert. “(Mis)understanding MOOCs: Discourse networks, antagonism, and the structuring of networked media.” 2015. Web. 30 Nov 2020.

Vancouver:

Grace RR. (Mis)understanding MOOCs: Discourse networks, antagonism, and the structuring of networked media. [Internet] [Thesis]. Penn State University; 2015. [cited 2020 Nov 30]. Available from: https://submit-etda.libraries.psu.edu/catalog/27251.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Grace RR. (Mis)understanding MOOCs: Discourse networks, antagonism, and the structuring of networked media. [Thesis]. Penn State University; 2015. Available from: https://submit-etda.libraries.psu.edu/catalog/27251

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

27. Varela, Jorge Miguel Freitas. SMOC: sistema de e-learning em massa desenvolvido em open source.

Degree: 2015, RCAAP

Mestrado em Software de Código Aberto

A presente dissertação de mestrado enquadra-se no âmbito da necessidade crescente das empresas em formar os seus colaboradores em… (more)

Subjects/Keywords: Open source; Hardware; Massive Online Open Courses; MOOC; SPOC; SMOC

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Varela, J. M. F. (2015). SMOC: sistema de e-learning em massa desenvolvido em open source. (Thesis). RCAAP. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:repositorio.iscte-iul.pt:10071/11500

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Varela, Jorge Miguel Freitas. “SMOC: sistema de e-learning em massa desenvolvido em open source.” 2015. Thesis, RCAAP. Accessed November 30, 2020. https://www.rcaap.pt/detail.jsp?id=oai:repositorio.iscte-iul.pt:10071/11500.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Varela, Jorge Miguel Freitas. “SMOC: sistema de e-learning em massa desenvolvido em open source.” 2015. Web. 30 Nov 2020.

Vancouver:

Varela JMF. SMOC: sistema de e-learning em massa desenvolvido em open source. [Internet] [Thesis]. RCAAP; 2015. [cited 2020 Nov 30]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.iscte-iul.pt:10071/11500.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Varela JMF. SMOC: sistema de e-learning em massa desenvolvido em open source. [Thesis]. RCAAP; 2015. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.iscte-iul.pt:10071/11500

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Open Universiteit Nederland

28. Toisoul, Christian. Design, Implementation and Evaluation of two Widgets for a MOOC’s Learning Analytics Dashboard’ .

Degree: 2017, Open Universiteit Nederland

 One of the most important sources of feedback in a Massive Open Online Course (MOOC) is the learning analytics dashboard (LAD) that provides the learners… (more)

Subjects/Keywords: Learning Analytics; MOOC; EFLA; xAPI; widgets; LA-tools; tool-evaluation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Toisoul, C. (2017). Design, Implementation and Evaluation of two Widgets for a MOOC’s Learning Analytics Dashboard’ . (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/7932

Chicago Manual of Style (16th Edition):

Toisoul, Christian. “Design, Implementation and Evaluation of two Widgets for a MOOC’s Learning Analytics Dashboard’ .” 2017. Masters Thesis, Open Universiteit Nederland. Accessed November 30, 2020. http://hdl.handle.net/1820/7932.

MLA Handbook (7th Edition):

Toisoul, Christian. “Design, Implementation and Evaluation of two Widgets for a MOOC’s Learning Analytics Dashboard’ .” 2017. Web. 30 Nov 2020.

Vancouver:

Toisoul C. Design, Implementation and Evaluation of two Widgets for a MOOC’s Learning Analytics Dashboard’ . [Internet] [Masters thesis]. Open Universiteit Nederland; 2017. [cited 2020 Nov 30]. Available from: http://hdl.handle.net/1820/7932.

Council of Science Editors:

Toisoul C. Design, Implementation and Evaluation of two Widgets for a MOOC’s Learning Analytics Dashboard’ . [Masters Thesis]. Open Universiteit Nederland; 2017. Available from: http://hdl.handle.net/1820/7932

29. Longstaff, Emily. 'Dark' side of the MOOC: Shedding light on the construction, culture and consequences of an emerging social movement .

Degree: 2016, Australian National University

 Massive Open Online Courses (‘MOOCs’) emerged on the global higher education scene in 2012. Champions of these largely free, video-based courses – offered by some… (more)

Subjects/Keywords: Massive Open Online Courses; MOOC; movement; culture; social construction; unintended consequences

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Longstaff, E. (2016). 'Dark' side of the MOOC: Shedding light on the construction, culture and consequences of an emerging social movement . (Thesis). Australian National University. Retrieved from http://hdl.handle.net/1885/112466

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Longstaff, Emily. “'Dark' side of the MOOC: Shedding light on the construction, culture and consequences of an emerging social movement .” 2016. Thesis, Australian National University. Accessed November 30, 2020. http://hdl.handle.net/1885/112466.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Longstaff, Emily. “'Dark' side of the MOOC: Shedding light on the construction, culture and consequences of an emerging social movement .” 2016. Web. 30 Nov 2020.

Vancouver:

Longstaff E. 'Dark' side of the MOOC: Shedding light on the construction, culture and consequences of an emerging social movement . [Internet] [Thesis]. Australian National University; 2016. [cited 2020 Nov 30]. Available from: http://hdl.handle.net/1885/112466.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Longstaff E. 'Dark' side of the MOOC: Shedding light on the construction, culture and consequences of an emerging social movement . [Thesis]. Australian National University; 2016. Available from: http://hdl.handle.net/1885/112466

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

30. de Waard, Inge. Analyzing the impact of mobile access on learner interactions in a MOOC.

Degree: 2013, Athabasca University

As mobile access and massive open online courses (MOOCs) become a global reality, the realm of potential distance learners is expanding rapidly. Mobile learning (mLearning)… (more)

Subjects/Keywords: MOOC; Mobile learning; Learner interactions; Community of Inquiry; MLearning; Ubiquity

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

de Waard, I. (2013). Analyzing the impact of mobile access on learner interactions in a MOOC. (Thesis). Athabasca University. Retrieved from http://hdl.handle.net/10791/23

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

de Waard, Inge. “Analyzing the impact of mobile access on learner interactions in a MOOC.” 2013. Thesis, Athabasca University. Accessed November 30, 2020. http://hdl.handle.net/10791/23.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

de Waard, Inge. “Analyzing the impact of mobile access on learner interactions in a MOOC.” 2013. Web. 30 Nov 2020.

Vancouver:

de Waard I. Analyzing the impact of mobile access on learner interactions in a MOOC. [Internet] [Thesis]. Athabasca University; 2013. [cited 2020 Nov 30]. Available from: http://hdl.handle.net/10791/23.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

de Waard I. Analyzing the impact of mobile access on learner interactions in a MOOC. [Thesis]. Athabasca University; 2013. Available from: http://hdl.handle.net/10791/23

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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