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You searched for subject:(MOOCs). Showing records 1 – 30 of 88 total matches.

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University of Illinois – Urbana-Champaign

1. Haniya, Samaa. Learning in MOOCS: An exploratory analysis of participation patterns and their relation to demographic variables and other influential factors.

Degree: PhD, Educ Policy, Orgzn & Leadrshp, 2019, University of Illinois – Urbana-Champaign

 One of the recent innovations taking place in higher education is the phenomenon of Massive Open Online Courses, known as MOOCs. MOOCs have grown rapidly… (more)

Subjects/Keywords: MOOCs; Participation Patterns.

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

APA (6th Edition):

Haniya, S. (2019). Learning in MOOCS: An exploratory analysis of participation patterns and their relation to demographic variables and other influential factors. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/104811

Chicago Manual of Style (16th Edition):

Haniya, Samaa. “Learning in MOOCS: An exploratory analysis of participation patterns and their relation to demographic variables and other influential factors.” 2019. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 08, 2021. http://hdl.handle.net/2142/104811.

MLA Handbook (7th Edition):

Haniya, Samaa. “Learning in MOOCS: An exploratory analysis of participation patterns and their relation to demographic variables and other influential factors.” 2019. Web. 08 Mar 2021.

Vancouver:

Haniya S. Learning in MOOCS: An exploratory analysis of participation patterns and their relation to demographic variables and other influential factors. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2019. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/2142/104811.

Council of Science Editors:

Haniya S. Learning in MOOCS: An exploratory analysis of participation patterns and their relation to demographic variables and other influential factors. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2019. Available from: http://hdl.handle.net/2142/104811


Hong Kong University of Science and Technology

2. Mi, Fei. Machine learning models for some learning analytics issues in massive open online courses.

Degree: 2015, Hong Kong University of Science and Technology

 With the enormous scale of massive open online courses (MOOCs), many interesting learning analytics issues are worth studying. Peer grading is one vital issue for… (more)

Subjects/Keywords: MOOCs (Web-based instruction) ; Grading

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

APA (6th Edition):

Mi, F. (2015). Machine learning models for some learning analytics issues in massive open online courses. (Thesis). Hong Kong University of Science and Technology. Retrieved from http://repository.ust.hk/ir/Record/1783.1-74984 ; https://doi.org/10.14711/thesis-b1487576 ; http://repository.ust.hk/ir/bitstream/1783.1-74984/1/th_redirect.html

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):

Mi, Fei. “Machine learning models for some learning analytics issues in massive open online courses.” 2015. Thesis, Hong Kong University of Science and Technology. Accessed March 08, 2021. http://repository.ust.hk/ir/Record/1783.1-74984 ; https://doi.org/10.14711/thesis-b1487576 ; http://repository.ust.hk/ir/bitstream/1783.1-74984/1/th_redirect.html.

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

MLA Handbook (7th Edition):

Mi, Fei. “Machine learning models for some learning analytics issues in massive open online courses.” 2015. Web. 08 Mar 2021.

Vancouver:

Mi F. Machine learning models for some learning analytics issues in massive open online courses. [Internet] [Thesis]. Hong Kong University of Science and Technology; 2015. [cited 2021 Mar 08]. Available from: http://repository.ust.hk/ir/Record/1783.1-74984 ; https://doi.org/10.14711/thesis-b1487576 ; http://repository.ust.hk/ir/bitstream/1783.1-74984/1/th_redirect.html.

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

Council of Science Editors:

Mi F. Machine learning models for some learning analytics issues in massive open online courses. [Thesis]. Hong Kong University of Science and Technology; 2015. Available from: http://repository.ust.hk/ir/Record/1783.1-74984 ; https://doi.org/10.14711/thesis-b1487576 ; http://repository.ust.hk/ir/bitstream/1783.1-74984/1/th_redirect.html

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


Delft University of Technology

3. Grooff, Alexander (author). Creating Video Sequence Alternatives Across MOOCs Based on Document Similarity.

Degree: 2018, Delft University of Technology

 Since the introduction of Massive Online Open Courses (MOOCs) in 2008, the number of MOOCs offered by universities has increased enormously. Over 700 universities offer… (more)

Subjects/Keywords: MOOCs; Document similarity; doc2vec

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

APA (6th Edition):

Grooff, A. (. (2018). Creating Video Sequence Alternatives Across MOOCs Based on Document Similarity. (Masters Thesis). Delft University of Technology. Retrieved from http://resolver.tudelft.nl/uuid:17e94139-275a-4301-804e-714e256ebc8f

Chicago Manual of Style (16th Edition):

Grooff, Alexander (author). “Creating Video Sequence Alternatives Across MOOCs Based on Document Similarity.” 2018. Masters Thesis, Delft University of Technology. Accessed March 08, 2021. http://resolver.tudelft.nl/uuid:17e94139-275a-4301-804e-714e256ebc8f.

MLA Handbook (7th Edition):

Grooff, Alexander (author). “Creating Video Sequence Alternatives Across MOOCs Based on Document Similarity.” 2018. Web. 08 Mar 2021.

Vancouver:

Grooff A(. Creating Video Sequence Alternatives Across MOOCs Based on Document Similarity. [Internet] [Masters thesis]. Delft University of Technology; 2018. [cited 2021 Mar 08]. Available from: http://resolver.tudelft.nl/uuid:17e94139-275a-4301-804e-714e256ebc8f.

Council of Science Editors:

Grooff A(. Creating Video Sequence Alternatives Across MOOCs Based on Document Similarity. [Masters Thesis]. Delft University of Technology; 2018. Available from: http://resolver.tudelft.nl/uuid:17e94139-275a-4301-804e-714e256ebc8f


Delft University of Technology

4. Castelijn, Jaron (author). Improving Massive Courses with Micro Games: The Effect of Small Serious Games on Student Retention in MOOCs.

Degree: 2017, Delft University of Technology

Although the motivational capacity of serious games is well supported in theory, few experimental studies have been conducted so far. This study contributes to this… (more)

Subjects/Keywords: Serious games; MOOCs; Student retention

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

APA (6th Edition):

Castelijn, J. (. (2017). Improving Massive Courses with Micro Games: The Effect of Small Serious Games on Student Retention in MOOCs. (Masters Thesis). Delft University of Technology. Retrieved from http://resolver.tudelft.nl/uuid:fe27c4c0-a809-446f-8dbd-57ea2a340fc1

Chicago Manual of Style (16th Edition):

Castelijn, Jaron (author). “Improving Massive Courses with Micro Games: The Effect of Small Serious Games on Student Retention in MOOCs.” 2017. Masters Thesis, Delft University of Technology. Accessed March 08, 2021. http://resolver.tudelft.nl/uuid:fe27c4c0-a809-446f-8dbd-57ea2a340fc1.

MLA Handbook (7th Edition):

Castelijn, Jaron (author). “Improving Massive Courses with Micro Games: The Effect of Small Serious Games on Student Retention in MOOCs.” 2017. Web. 08 Mar 2021.

Vancouver:

Castelijn J(. Improving Massive Courses with Micro Games: The Effect of Small Serious Games on Student Retention in MOOCs. [Internet] [Masters thesis]. Delft University of Technology; 2017. [cited 2021 Mar 08]. Available from: http://resolver.tudelft.nl/uuid:fe27c4c0-a809-446f-8dbd-57ea2a340fc1.

Council of Science Editors:

Castelijn J(. Improving Massive Courses with Micro Games: The Effect of Small Serious Games on Student Retention in MOOCs. [Masters Thesis]. Delft University of Technology; 2017. Available from: http://resolver.tudelft.nl/uuid:fe27c4c0-a809-446f-8dbd-57ea2a340fc1


Hong Kong University of Science and Technology

5. Kwok, Chung Hin CSE. A matching problem in peer assessment on e-learning platforms.

Degree: 2018, Hong Kong University of Science and Technology

 The advancement of technology has made learning possible regardless of temporal and spatial barriers through e-learning platforms. They host numerous MOOCs that deliver quality content… (more)

Subjects/Keywords: Peer teaching ; MOOCs (Web-based instruction) ; Evaluation

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

APA (6th Edition):

Kwok, C. H. C. (2018). A matching problem in peer assessment on e-learning platforms. (Thesis). Hong Kong University of Science and Technology. Retrieved from http://repository.ust.hk/ir/Record/1783.1-95802 ; https://doi.org/10.14711/thesis-991012636269203412 ; http://repository.ust.hk/ir/bitstream/1783.1-95802/1/th_redirect.html

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):

Kwok, Chung Hin CSE. “A matching problem in peer assessment on e-learning platforms.” 2018. Thesis, Hong Kong University of Science and Technology. Accessed March 08, 2021. http://repository.ust.hk/ir/Record/1783.1-95802 ; https://doi.org/10.14711/thesis-991012636269203412 ; http://repository.ust.hk/ir/bitstream/1783.1-95802/1/th_redirect.html.

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

MLA Handbook (7th Edition):

Kwok, Chung Hin CSE. “A matching problem in peer assessment on e-learning platforms.” 2018. Web. 08 Mar 2021.

Vancouver:

Kwok CHC. A matching problem in peer assessment on e-learning platforms. [Internet] [Thesis]. Hong Kong University of Science and Technology; 2018. [cited 2021 Mar 08]. Available from: http://repository.ust.hk/ir/Record/1783.1-95802 ; https://doi.org/10.14711/thesis-991012636269203412 ; http://repository.ust.hk/ir/bitstream/1783.1-95802/1/th_redirect.html.

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

Council of Science Editors:

Kwok CHC. A matching problem in peer assessment on e-learning platforms. [Thesis]. Hong Kong University of Science and Technology; 2018. Available from: http://repository.ust.hk/ir/Record/1783.1-95802 ; https://doi.org/10.14711/thesis-991012636269203412 ; http://repository.ust.hk/ir/bitstream/1783.1-95802/1/th_redirect.html

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


Hong Kong University of Science and Technology

6. Li, Chengjin ISD. A narrative visualization system for peaks in video clickstreams from massive open online courses.

Degree: 2016, Hong Kong University of Science and Technology

 In the last five years, the world has seen a remarkable level of interest in Massive Open Online Courses or MOOCs. Understanding students online learning… (more)

Subjects/Keywords: Streaming video ; MOOCs (Web-based instruction)

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

APA (6th Edition):

Li, C. I. (2016). A narrative visualization system for peaks in video clickstreams from massive open online courses. (Thesis). Hong Kong University of Science and Technology. Retrieved from http://repository.ust.hk/ir/Record/1783.1-100460 ; https://doi.org/10.14711/thesis-b1628099 ; http://repository.ust.hk/ir/bitstream/1783.1-100460/1/th_redirect.html

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):

Li, Chengjin ISD. “A narrative visualization system for peaks in video clickstreams from massive open online courses.” 2016. Thesis, Hong Kong University of Science and Technology. Accessed March 08, 2021. http://repository.ust.hk/ir/Record/1783.1-100460 ; https://doi.org/10.14711/thesis-b1628099 ; http://repository.ust.hk/ir/bitstream/1783.1-100460/1/th_redirect.html.

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

MLA Handbook (7th Edition):

Li, Chengjin ISD. “A narrative visualization system for peaks in video clickstreams from massive open online courses.” 2016. Web. 08 Mar 2021.

Vancouver:

Li CI. A narrative visualization system for peaks in video clickstreams from massive open online courses. [Internet] [Thesis]. Hong Kong University of Science and Technology; 2016. [cited 2021 Mar 08]. Available from: http://repository.ust.hk/ir/Record/1783.1-100460 ; https://doi.org/10.14711/thesis-b1628099 ; http://repository.ust.hk/ir/bitstream/1783.1-100460/1/th_redirect.html.

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

Council of Science Editors:

Li CI. A narrative visualization system for peaks in video clickstreams from massive open online courses. [Thesis]. Hong Kong University of Science and Technology; 2016. Available from: http://repository.ust.hk/ir/Record/1783.1-100460 ; https://doi.org/10.14711/thesis-b1628099 ; http://repository.ust.hk/ir/bitstream/1783.1-100460/1/th_redirect.html

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


University of Melbourne

7. O'Connor, Katherine. Remaking the university curriculum: what counts as knowledge in new forms of online learning.

Degree: 2017, University of Melbourne

 The purposes of a university education and the knowledge it should seek to impart are today very much in question. Teaching within universities is becoming… (more)

Subjects/Keywords: curriculum; higher education; online learning; MOOCs

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

APA (6th Edition):

O'Connor, K. (2017). Remaking the university curriculum: what counts as knowledge in new forms of online learning. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/207962

Chicago Manual of Style (16th Edition):

O'Connor, Katherine. “Remaking the university curriculum: what counts as knowledge in new forms of online learning.” 2017. Doctoral Dissertation, University of Melbourne. Accessed March 08, 2021. http://hdl.handle.net/11343/207962.

MLA Handbook (7th Edition):

O'Connor, Katherine. “Remaking the university curriculum: what counts as knowledge in new forms of online learning.” 2017. Web. 08 Mar 2021.

Vancouver:

O'Connor K. Remaking the university curriculum: what counts as knowledge in new forms of online learning. [Internet] [Doctoral dissertation]. University of Melbourne; 2017. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/11343/207962.

Council of Science Editors:

O'Connor K. Remaking the university curriculum: what counts as knowledge in new forms of online learning. [Doctoral Dissertation]. University of Melbourne; 2017. Available from: http://hdl.handle.net/11343/207962


University of Missouri – Columbia

8. Nagel, Terrie. Academic achievement and persistence in online self-paced courses.

Degree: 2016, University of Missouri – Columbia

 This study focused on building achievement and persistence models of students enrolled in online self-paced courses using 11,829 AY 2014-15 records from the University of… (more)

Subjects/Keywords: MOOCs (Web-based instruction); Academic achievement

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

APA (6th Edition):

Nagel, T. (2016). Academic achievement and persistence in online self-paced courses. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/62499

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):

Nagel, Terrie. “Academic achievement and persistence in online self-paced courses.” 2016. Thesis, University of Missouri – Columbia. Accessed March 08, 2021. http://hdl.handle.net/10355/62499.

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

MLA Handbook (7th Edition):

Nagel, Terrie. “Academic achievement and persistence in online self-paced courses.” 2016. Web. 08 Mar 2021.

Vancouver:

Nagel T. Academic achievement and persistence in online self-paced courses. [Internet] [Thesis]. University of Missouri – Columbia; 2016. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10355/62499.

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

Council of Science Editors:

Nagel T. Academic achievement and persistence in online self-paced courses. [Thesis]. University of Missouri – Columbia; 2016. Available from: http://hdl.handle.net/10355/62499

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


University of Illinois – Urbana-Champaign

9. Amina, Tabassum. The muffled accomplishments: South Asian digital learners’ invisible footsteps in MOOCS.

Degree: PhD, Educ Policy, Orgzn & Leadrshp, 2018, University of Illinois – Urbana-Champaign

 Online education has become a popular tool for learning and it has gained incredible positive publicity with the emergence of Massive Open Online Courses (MOOCs).… (more)

Subjects/Keywords: online learning; South Asia; MOOCs; higher education

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

APA (6th Edition):

Amina, T. (2018). The muffled accomplishments: South Asian digital learners’ invisible footsteps in MOOCS. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/102917

Chicago Manual of Style (16th Edition):

Amina, Tabassum. “The muffled accomplishments: South Asian digital learners’ invisible footsteps in MOOCS.” 2018. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 08, 2021. http://hdl.handle.net/2142/102917.

MLA Handbook (7th Edition):

Amina, Tabassum. “The muffled accomplishments: South Asian digital learners’ invisible footsteps in MOOCS.” 2018. Web. 08 Mar 2021.

Vancouver:

Amina T. The muffled accomplishments: South Asian digital learners’ invisible footsteps in MOOCS. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2018. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/2142/102917.

Council of Science Editors:

Amina T. The muffled accomplishments: South Asian digital learners’ invisible footsteps in MOOCS. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2018. Available from: http://hdl.handle.net/2142/102917


University of Arizona

10. Hensley, Martin Brad. Academic Capitalism and Isomorphism in MOOC Course Offerings .

Degree: 2020, University of Arizona

 This study seeks to investigate curricular trends in MOOCs and institutional participation in the development of MOOC courses. The study is framed utilizing the theoretical… (more)

Subjects/Keywords: Academic Capitalism; Higher Education; Isomorphism; MOOCs

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

APA (6th Edition):

Hensley, M. B. (2020). Academic Capitalism and Isomorphism in MOOC Course Offerings . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/656745

Chicago Manual of Style (16th Edition):

Hensley, Martin Brad. “Academic Capitalism and Isomorphism in MOOC Course Offerings .” 2020. Doctoral Dissertation, University of Arizona. Accessed March 08, 2021. http://hdl.handle.net/10150/656745.

MLA Handbook (7th Edition):

Hensley, Martin Brad. “Academic Capitalism and Isomorphism in MOOC Course Offerings .” 2020. Web. 08 Mar 2021.

Vancouver:

Hensley MB. Academic Capitalism and Isomorphism in MOOC Course Offerings . [Internet] [Doctoral dissertation]. University of Arizona; 2020. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10150/656745.

Council of Science Editors:

Hensley MB. Academic Capitalism and Isomorphism in MOOC Course Offerings . [Doctoral Dissertation]. University of Arizona; 2020. Available from: http://hdl.handle.net/10150/656745


Macquarie University

11. Norman, Adrian. Learning in a MOOC: how people of differing backgrounds regulate their learning in a MOOC.

Degree: 2017, Macquarie University

Thesis by publication.

Bibliography: pages 305-323.

Chapter One. Background  – Chapter Two. Theoretical framework & literature review  – Chapter Three. Methodology  – Chapter Four. Paper… (more)

Subjects/Keywords: MOOCs (Web-based instruction); Open learning; Independent study; MOOCs; self-regulated learning; self-efficacy; achievement goals; social cognitive theory

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

APA (6th Edition):

Norman, A. (2017). Learning in a MOOC: how people of differing backgrounds regulate their learning in a MOOC. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/1261416

Chicago Manual of Style (16th Edition):

Norman, Adrian. “Learning in a MOOC: how people of differing backgrounds regulate their learning in a MOOC.” 2017. Doctoral Dissertation, Macquarie University. Accessed March 08, 2021. http://hdl.handle.net/1959.14/1261416.

MLA Handbook (7th Edition):

Norman, Adrian. “Learning in a MOOC: how people of differing backgrounds regulate their learning in a MOOC.” 2017. Web. 08 Mar 2021.

Vancouver:

Norman A. Learning in a MOOC: how people of differing backgrounds regulate their learning in a MOOC. [Internet] [Doctoral dissertation]. Macquarie University; 2017. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/1959.14/1261416.

Council of Science Editors:

Norman A. Learning in a MOOC: how people of differing backgrounds regulate their learning in a MOOC. [Doctoral Dissertation]. Macquarie University; 2017. Available from: http://hdl.handle.net/1959.14/1261416


University of California – Berkeley

12. Hasser, Neil Ericson. Using Hybrid MOOCs to Improve Teachers’ Academic Discourse Practices.

Degree: Education, 2017, University of California – Berkeley

 Curricular and demographic changes in our schools have created significant shifts in the instructional needs of our classrooms. Inservice professional development (PD) through Massive Open… (more)

Subjects/Keywords: Special education; Academic language; English language learners; MOOCs; professional development

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

APA (6th Edition):

Hasser, N. E. (2017). Using Hybrid MOOCs to Improve Teachers’ Academic Discourse Practices. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/68v894jx

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):

Hasser, Neil Ericson. “Using Hybrid MOOCs to Improve Teachers’ Academic Discourse Practices.” 2017. Thesis, University of California – Berkeley. Accessed March 08, 2021. http://www.escholarship.org/uc/item/68v894jx.

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

MLA Handbook (7th Edition):

Hasser, Neil Ericson. “Using Hybrid MOOCs to Improve Teachers’ Academic Discourse Practices.” 2017. Web. 08 Mar 2021.

Vancouver:

Hasser NE. Using Hybrid MOOCs to Improve Teachers’ Academic Discourse Practices. [Internet] [Thesis]. University of California – Berkeley; 2017. [cited 2021 Mar 08]. Available from: http://www.escholarship.org/uc/item/68v894jx.

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

Council of Science Editors:

Hasser NE. Using Hybrid MOOCs to Improve Teachers’ Academic Discourse Practices. [Thesis]. University of California – Berkeley; 2017. Available from: http://www.escholarship.org/uc/item/68v894jx

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


University of Saskatchewan

13. Olakanmi, Bunmi Fenwa 1982-. Adapting Collaborative Learning Tools to Support Group Peer Mentorship.

Degree: 2016, University of Saskatchewan

 Group peer mentorship is a relatively new addition to the area of collaborative learning. We see an untapped potential in supporting this model of mentorship… (more)

Subjects/Keywords: Mentorship; collaborative learning, peer review, wiki, group learning, moocs

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

APA (6th Edition):

Olakanmi, B. F. 1. (2016). Adapting Collaborative Learning Tools to Support Group Peer Mentorship. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/7568

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):

Olakanmi, Bunmi Fenwa 1982-. “Adapting Collaborative Learning Tools to Support Group Peer Mentorship.” 2016. Thesis, University of Saskatchewan. Accessed March 08, 2021. http://hdl.handle.net/10388/7568.

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

MLA Handbook (7th Edition):

Olakanmi, Bunmi Fenwa 1982-. “Adapting Collaborative Learning Tools to Support Group Peer Mentorship.” 2016. Web. 08 Mar 2021.

Vancouver:

Olakanmi BF1. Adapting Collaborative Learning Tools to Support Group Peer Mentorship. [Internet] [Thesis]. University of Saskatchewan; 2016. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10388/7568.

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

Council of Science Editors:

Olakanmi BF1. Adapting Collaborative Learning Tools to Support Group Peer Mentorship. [Thesis]. University of Saskatchewan; 2016. Available from: http://hdl.handle.net/10388/7568

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


Penn State University

14. Tang, Hengtao. EXPLORING SELF-REGULATED LEARNER PROFILES IN MOOCS: A COMPARATIVE STUDY.

Degree: 2018, Penn State University

 Massive Open Online Courses (MOOCs) have received considerable attention with some scholars claiming they have the potential of opening up access to higher education, but… (more)

Subjects/Keywords: Self-regulated learning; Learning analytics; MOOCs; Culture; Comparative study

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

APA (6th Edition):

Tang, H. (2018). EXPLORING SELF-REGULATED LEARNER PROFILES IN MOOCS: A COMPARATIVE STUDY. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/15966hzt111

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):

Tang, Hengtao. “EXPLORING SELF-REGULATED LEARNER PROFILES IN MOOCS: A COMPARATIVE STUDY.” 2018. Thesis, Penn State University. Accessed March 08, 2021. https://submit-etda.libraries.psu.edu/catalog/15966hzt111.

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

MLA Handbook (7th Edition):

Tang, Hengtao. “EXPLORING SELF-REGULATED LEARNER PROFILES IN MOOCS: A COMPARATIVE STUDY.” 2018. Web. 08 Mar 2021.

Vancouver:

Tang H. EXPLORING SELF-REGULATED LEARNER PROFILES IN MOOCS: A COMPARATIVE STUDY. [Internet] [Thesis]. Penn State University; 2018. [cited 2021 Mar 08]. Available from: https://submit-etda.libraries.psu.edu/catalog/15966hzt111.

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

Council of Science Editors:

Tang H. EXPLORING SELF-REGULATED LEARNER PROFILES IN MOOCS: A COMPARATIVE STUDY. [Thesis]. Penn State University; 2018. Available from: https://submit-etda.libraries.psu.edu/catalog/15966hzt111

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


Penn State University

15. Zheng, Saijing. Occupy MOOCs: Understanding Users' Motivations, Perceptions and Activity Trajectories .

Degree: 2016, Penn State University

 Compared with traditional online courses, Massive Open Online Courses (MOOCs) are larger in scale, distributed worldwide, clear of financial barriers, and without geographic constraints. MOOCs(more)

Subjects/Keywords: MOOCs; Massive Open Online Courses; Motivation; Perceptions; mix-method

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

APA (6th Edition):

Zheng, S. (2016). Occupy MOOCs: Understanding Users' Motivations, Perceptions and Activity Trajectories . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/28057

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):

Zheng, Saijing. “Occupy MOOCs: Understanding Users' Motivations, Perceptions and Activity Trajectories .” 2016. Thesis, Penn State University. Accessed March 08, 2021. https://submit-etda.libraries.psu.edu/catalog/28057.

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

MLA Handbook (7th Edition):

Zheng, Saijing. “Occupy MOOCs: Understanding Users' Motivations, Perceptions and Activity Trajectories .” 2016. Web. 08 Mar 2021.

Vancouver:

Zheng S. Occupy MOOCs: Understanding Users' Motivations, Perceptions and Activity Trajectories . [Internet] [Thesis]. Penn State University; 2016. [cited 2021 Mar 08]. Available from: https://submit-etda.libraries.psu.edu/catalog/28057.

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

Council of Science Editors:

Zheng S. Occupy MOOCs: Understanding Users' Motivations, Perceptions and Activity Trajectories . [Thesis]. Penn State University; 2016. Available from: https://submit-etda.libraries.psu.edu/catalog/28057

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


Columbia University

16. Freire, Fabian D. Work-based Learning Through the Multidisciplinary Design of edX MOOCS for Latin America and the Caribbean.

Degree: 2019, Columbia University

 With the application of work-based learning theory and cultural historical activity theory (CHAT) via qualitative research methods, this study considered the reported learning experiences of… (more)

Subjects/Keywords: Adult education; Educational technology; Education; Education, Cooperative; MOOCs (Web-based instruction)

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

APA (6th Edition):

Freire, F. D. (2019). Work-based Learning Through the Multidisciplinary Design of edX MOOCS for Latin America and the Caribbean. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-qkrf-h911

Chicago Manual of Style (16th Edition):

Freire, Fabian D. “Work-based Learning Through the Multidisciplinary Design of edX MOOCS for Latin America and the Caribbean.” 2019. Doctoral Dissertation, Columbia University. Accessed March 08, 2021. https://doi.org/10.7916/d8-qkrf-h911.

MLA Handbook (7th Edition):

Freire, Fabian D. “Work-based Learning Through the Multidisciplinary Design of edX MOOCS for Latin America and the Caribbean.” 2019. Web. 08 Mar 2021.

Vancouver:

Freire FD. Work-based Learning Through the Multidisciplinary Design of edX MOOCS for Latin America and the Caribbean. [Internet] [Doctoral dissertation]. Columbia University; 2019. [cited 2021 Mar 08]. Available from: https://doi.org/10.7916/d8-qkrf-h911.

Council of Science Editors:

Freire FD. Work-based Learning Through the Multidisciplinary Design of edX MOOCS for Latin America and the Caribbean. [Doctoral Dissertation]. Columbia University; 2019. Available from: https://doi.org/10.7916/d8-qkrf-h911


Columbia University

17. Wang, Yuan. Demystifying Learner Success: Before, During, and After a Massive Open Online Course.

Degree: 2017, Columbia University

 Massive Open Online Courses (MOOCs) have gained great popularity during a relatively short time frame. Yet, measuring MOOC learner success has been fairly challenging. The… (more)

Subjects/Keywords: Cognitive psychology; Education; Psychology; MOOCs (Web-based instruction); Learning, Psychology of

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

APA (6th Edition):

Wang, Y. (2017). Demystifying Learner Success: Before, During, and After a Massive Open Online Course. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D84B3CQT

Chicago Manual of Style (16th Edition):

Wang, Yuan. “Demystifying Learner Success: Before, During, and After a Massive Open Online Course.” 2017. Doctoral Dissertation, Columbia University. Accessed March 08, 2021. https://doi.org/10.7916/D84B3CQT.

MLA Handbook (7th Edition):

Wang, Yuan. “Demystifying Learner Success: Before, During, and After a Massive Open Online Course.” 2017. Web. 08 Mar 2021.

Vancouver:

Wang Y. Demystifying Learner Success: Before, During, and After a Massive Open Online Course. [Internet] [Doctoral dissertation]. Columbia University; 2017. [cited 2021 Mar 08]. Available from: https://doi.org/10.7916/D84B3CQT.

Council of Science Editors:

Wang Y. Demystifying Learner Success: Before, During, and After a Massive Open Online Course. [Doctoral Dissertation]. Columbia University; 2017. Available from: https://doi.org/10.7916/D84B3CQT


University of Bath

18. Al-Imarah, Ahmed. Quality assurance and innovation : case studies of Massive Open Online Courses in UK Higher Education.

Degree: PhD, 2019, University of Bath

 Quality assurance is a common concern in a wide variety of organisations, and there is a large body of literature specific to quality management (including… (more)

Subjects/Keywords: 658; Quality assurance; Higher education; Innovation; MOOCs; eLearning

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

APA (6th Edition):

Al-Imarah, A. (2019). Quality assurance and innovation : case studies of Massive Open Online Courses in UK Higher Education. (Doctoral Dissertation). University of Bath. Retrieved from https://researchportal.bath.ac.uk/en/studentthesis/quality-assurance-and-innovation-case-studies-of-massive-open-online-courses-in-uk-higher-education(07c30471-2a09-466e-8a3c-670263bce7ed).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.774177

Chicago Manual of Style (16th Edition):

Al-Imarah, Ahmed. “Quality assurance and innovation : case studies of Massive Open Online Courses in UK Higher Education.” 2019. Doctoral Dissertation, University of Bath. Accessed March 08, 2021. https://researchportal.bath.ac.uk/en/studentthesis/quality-assurance-and-innovation-case-studies-of-massive-open-online-courses-in-uk-higher-education(07c30471-2a09-466e-8a3c-670263bce7ed).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.774177.

MLA Handbook (7th Edition):

Al-Imarah, Ahmed. “Quality assurance and innovation : case studies of Massive Open Online Courses in UK Higher Education.” 2019. Web. 08 Mar 2021.

Vancouver:

Al-Imarah A. Quality assurance and innovation : case studies of Massive Open Online Courses in UK Higher Education. [Internet] [Doctoral dissertation]. University of Bath; 2019. [cited 2021 Mar 08]. Available from: https://researchportal.bath.ac.uk/en/studentthesis/quality-assurance-and-innovation-case-studies-of-massive-open-online-courses-in-uk-higher-education(07c30471-2a09-466e-8a3c-670263bce7ed).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.774177.

Council of Science Editors:

Al-Imarah A. Quality assurance and innovation : case studies of Massive Open Online Courses in UK Higher Education. [Doctoral Dissertation]. University of Bath; 2019. Available from: https://researchportal.bath.ac.uk/en/studentthesis/quality-assurance-and-innovation-case-studies-of-massive-open-online-courses-in-uk-higher-education(07c30471-2a09-466e-8a3c-670263bce7ed).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.774177


Hong Kong University of Science and Technology

19. Fu, Siwei CSE. Visual analytics of online communication.

Degree: 2018, Hong Kong University of Science and Technology

 Increasing categories of electronic communication platforms, such as instant messaging, Email, forums, and the like, have facilitated communication and collaboration among people worldwide. A large… (more)

Subjects/Keywords: Visual analytics ; Online data processing ; MOOCs (Web-based instruction) ; Data processing

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

APA (6th Edition):

Fu, S. C. (2018). Visual analytics of online communication. (Thesis). Hong Kong University of Science and Technology. Retrieved from http://repository.ust.hk/ir/Record/1783.1-95777 ; https://doi.org/10.14711/thesis-991012636769303412 ; http://repository.ust.hk/ir/bitstream/1783.1-95777/1/th_redirect.html

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):

Fu, Siwei CSE. “Visual analytics of online communication.” 2018. Thesis, Hong Kong University of Science and Technology. Accessed March 08, 2021. http://repository.ust.hk/ir/Record/1783.1-95777 ; https://doi.org/10.14711/thesis-991012636769303412 ; http://repository.ust.hk/ir/bitstream/1783.1-95777/1/th_redirect.html.

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

MLA Handbook (7th Edition):

Fu, Siwei CSE. “Visual analytics of online communication.” 2018. Web. 08 Mar 2021.

Vancouver:

Fu SC. Visual analytics of online communication. [Internet] [Thesis]. Hong Kong University of Science and Technology; 2018. [cited 2021 Mar 08]. Available from: http://repository.ust.hk/ir/Record/1783.1-95777 ; https://doi.org/10.14711/thesis-991012636769303412 ; http://repository.ust.hk/ir/bitstream/1783.1-95777/1/th_redirect.html.

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

Council of Science Editors:

Fu SC. Visual analytics of online communication. [Thesis]. Hong Kong University of Science and Technology; 2018. Available from: http://repository.ust.hk/ir/Record/1783.1-95777 ; https://doi.org/10.14711/thesis-991012636769303412 ; http://repository.ust.hk/ir/bitstream/1783.1-95777/1/th_redirect.html

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


Hong Kong University of Science and Technology

20. Chen, Yuanzhe CSE. Visual analytics of temporal event data.

Degree: 2018, Hong Kong University of Science and Technology

 Temporal event sequences are becoming increasingly important in many application domains such as website click streams, user interaction logs, electronic health records and car service… (more)

Subjects/Keywords: Visual analytics ; Electronic data processing ; MOOCs (Web-based instruction) ; Data processing

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

APA (6th Edition):

Chen, Y. C. (2018). Visual analytics of temporal event data. (Thesis). Hong Kong University of Science and Technology. Retrieved from http://repository.ust.hk/ir/Record/1783.1-97474 ; https://doi.org/10.14711/thesis-991012659569003412 ; http://repository.ust.hk/ir/bitstream/1783.1-97474/1/th_redirect.html

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):

Chen, Yuanzhe CSE. “Visual analytics of temporal event data.” 2018. Thesis, Hong Kong University of Science and Technology. Accessed March 08, 2021. http://repository.ust.hk/ir/Record/1783.1-97474 ; https://doi.org/10.14711/thesis-991012659569003412 ; http://repository.ust.hk/ir/bitstream/1783.1-97474/1/th_redirect.html.

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

MLA Handbook (7th Edition):

Chen, Yuanzhe CSE. “Visual analytics of temporal event data.” 2018. Web. 08 Mar 2021.

Vancouver:

Chen YC. Visual analytics of temporal event data. [Internet] [Thesis]. Hong Kong University of Science and Technology; 2018. [cited 2021 Mar 08]. Available from: http://repository.ust.hk/ir/Record/1783.1-97474 ; https://doi.org/10.14711/thesis-991012659569003412 ; http://repository.ust.hk/ir/bitstream/1783.1-97474/1/th_redirect.html.

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

Council of Science Editors:

Chen YC. Visual analytics of temporal event data. [Thesis]. Hong Kong University of Science and Technology; 2018. Available from: http://repository.ust.hk/ir/Record/1783.1-97474 ; https://doi.org/10.14711/thesis-991012659569003412 ; http://repository.ust.hk/ir/bitstream/1783.1-97474/1/th_redirect.html

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

21. Xu, Xiaoji. Study Of Game Elements Impacting On SE Course Completion Rate In MOOCs.

Degree: 2017, , Department of Software Engineering

  Context. SE is a growing field in both academia and industry, online SE education becomes more and more prevalent recent years. Massive Open Online… (more)

Subjects/Keywords: MOOCs; Completion rate; SE courses; Game element; Software Engineering; Programvaruteknik

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

APA (6th Edition):

Xu, X. (2017). Study Of Game Elements Impacting On SE Course Completion Rate In MOOCs. (Thesis). , Department of Software Engineering. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:bth-14078

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):

Xu, Xiaoji. “Study Of Game Elements Impacting On SE Course Completion Rate In MOOCs.” 2017. Thesis, , Department of Software Engineering. Accessed March 08, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-14078.

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

MLA Handbook (7th Edition):

Xu, Xiaoji. “Study Of Game Elements Impacting On SE Course Completion Rate In MOOCs.” 2017. Web. 08 Mar 2021.

Vancouver:

Xu X. Study Of Game Elements Impacting On SE Course Completion Rate In MOOCs. [Internet] [Thesis]. , Department of Software Engineering; 2017. [cited 2021 Mar 08]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:bth-14078.

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

Council of Science Editors:

Xu X. Study Of Game Elements Impacting On SE Course Completion Rate In MOOCs. [Thesis]. , Department of Software Engineering; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:bth-14078

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


East Carolina University

22. Newton, Rochelle. Massive open online courses and completion rates: does academic readiness and its factors influence completion rates in MOOCs?.

Degree: EdD, EDD-Educational Leadership, 2016, East Carolina University

 With the increase in the cost of an education and the flat employment rate, many institutions and students are looking to online learning to solve… (more)

Subjects/Keywords: academic factors; MOOCs (Web-based instruction); Students – Attitudes; Web-based instruction

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

APA (6th Edition):

Newton, R. (2016). Massive open online courses and completion rates: does academic readiness and its factors influence completion rates in MOOCs?. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/6040

Chicago Manual of Style (16th Edition):

Newton, Rochelle. “Massive open online courses and completion rates: does academic readiness and its factors influence completion rates in MOOCs?.” 2016. Doctoral Dissertation, East Carolina University. Accessed March 08, 2021. http://hdl.handle.net/10342/6040.

MLA Handbook (7th Edition):

Newton, Rochelle. “Massive open online courses and completion rates: does academic readiness and its factors influence completion rates in MOOCs?.” 2016. Web. 08 Mar 2021.

Vancouver:

Newton R. Massive open online courses and completion rates: does academic readiness and its factors influence completion rates in MOOCs?. [Internet] [Doctoral dissertation]. East Carolina University; 2016. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10342/6040.

Council of Science Editors:

Newton R. Massive open online courses and completion rates: does academic readiness and its factors influence completion rates in MOOCs?. [Doctoral Dissertation]. East Carolina University; 2016. Available from: http://hdl.handle.net/10342/6040


UCLA

23. Nickerson, Claire Elizabeth. Library Support for Massive Open Online Courseware.

Degree: Information Studies, 2015, UCLA

 MOOCs—an online successor to older forms of distance education, such as correspondence courses, radio for education, and educational television—entered the higher education scene around 2011-2012… (more)

Subjects/Keywords: Library science; Information science; Educational technology; Academic Libraries; Coursera; Distance Education; EdX; MOOCs; Open Access

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

APA (6th Edition):

Nickerson, C. E. (2015). Library Support for Massive Open Online Courseware. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/2sw65753

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):

Nickerson, Claire Elizabeth. “Library Support for Massive Open Online Courseware.” 2015. Thesis, UCLA. Accessed March 08, 2021. http://www.escholarship.org/uc/item/2sw65753.

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

MLA Handbook (7th Edition):

Nickerson, Claire Elizabeth. “Library Support for Massive Open Online Courseware.” 2015. Web. 08 Mar 2021.

Vancouver:

Nickerson CE. Library Support for Massive Open Online Courseware. [Internet] [Thesis]. UCLA; 2015. [cited 2021 Mar 08]. Available from: http://www.escholarship.org/uc/item/2sw65753.

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

Council of Science Editors:

Nickerson CE. Library Support for Massive Open Online Courseware. [Thesis]. UCLA; 2015. Available from: http://www.escholarship.org/uc/item/2sw65753

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


University of California – Irvine

24. Jiang, Suhang. Cultural Values and Cross-National Differences in Educational Choices and Performance.

Degree: Education, 2018, University of California – Irvine

 This dissertation explores how country-level cultural values are associated with gender differences in the enrollment in and completion of science, technology, engineering, and mathematics (STEM)… (more)

Subjects/Keywords: Education; Cross-national Comparison; Cultural Values; Educational Achievement; Gender Difference; MOOCs; STEM

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

APA (6th Edition):

Jiang, S. (2018). Cultural Values and Cross-National Differences in Educational Choices and Performance. (Thesis). University of California – Irvine. Retrieved from http://www.escholarship.org/uc/item/7ch1f181

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):

Jiang, Suhang. “Cultural Values and Cross-National Differences in Educational Choices and Performance.” 2018. Thesis, University of California – Irvine. Accessed March 08, 2021. http://www.escholarship.org/uc/item/7ch1f181.

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

MLA Handbook (7th Edition):

Jiang, Suhang. “Cultural Values and Cross-National Differences in Educational Choices and Performance.” 2018. Web. 08 Mar 2021.

Vancouver:

Jiang S. Cultural Values and Cross-National Differences in Educational Choices and Performance. [Internet] [Thesis]. University of California – Irvine; 2018. [cited 2021 Mar 08]. Available from: http://www.escholarship.org/uc/item/7ch1f181.

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

Council of Science Editors:

Jiang S. Cultural Values and Cross-National Differences in Educational Choices and Performance. [Thesis]. University of California – Irvine; 2018. Available from: http://www.escholarship.org/uc/item/7ch1f181

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


San Jose State University

25. Le, Hong. Interactive Computer Science Exercises In edX.

Degree: MS, Computer Science, 2016, San Jose State University

  This project focuses on improving online learning courses for Computer Science. My approach is to create a platform in which interactive exercises can be… (more)

Subjects/Keywords: Learning Management System MOOCs interactive computer exercises; Other Computer Sciences; Software Engineering

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

APA (6th Edition):

Le, H. (2016). Interactive Computer Science Exercises In edX. (Masters Thesis). San Jose State University. Retrieved from https://doi.org/10.31979/etd.hrr2-y8rc ; https://scholarworks.sjsu.edu/etd_projects/473

Chicago Manual of Style (16th Edition):

Le, Hong. “Interactive Computer Science Exercises In edX.” 2016. Masters Thesis, San Jose State University. Accessed March 08, 2021. https://doi.org/10.31979/etd.hrr2-y8rc ; https://scholarworks.sjsu.edu/etd_projects/473.

MLA Handbook (7th Edition):

Le, Hong. “Interactive Computer Science Exercises In edX.” 2016. Web. 08 Mar 2021.

Vancouver:

Le H. Interactive Computer Science Exercises In edX. [Internet] [Masters thesis]. San Jose State University; 2016. [cited 2021 Mar 08]. Available from: https://doi.org/10.31979/etd.hrr2-y8rc ; https://scholarworks.sjsu.edu/etd_projects/473.

Council of Science Editors:

Le H. Interactive Computer Science Exercises In edX. [Masters Thesis]. San Jose State University; 2016. Available from: https://doi.org/10.31979/etd.hrr2-y8rc ; https://scholarworks.sjsu.edu/etd_projects/473


University of North Texas

26. Crosslin, Matthew Blake. Customizable Modality Pathway Learning Design: Exploring Personalized Learning Choices through a Lens of Self-Regulated Learning.

Degree: 2016, University of North Texas

 Open online courses provide a unique opportunity to examine learner preferences in an environment that removes several pressures associated with traditional learning. This mixed methods… (more)

Subjects/Keywords: personalized learning; open learning; MOOCs; learning pathways; connectivism; Education, Technology; Education, Philosophy of; Education, Higher

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APA (6th Edition):

Crosslin, M. B. (2016). Customizable Modality Pathway Learning Design: Exploring Personalized Learning Choices through a Lens of Self-Regulated Learning. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc849703/

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):

Crosslin, Matthew Blake. “Customizable Modality Pathway Learning Design: Exploring Personalized Learning Choices through a Lens of Self-Regulated Learning.” 2016. Thesis, University of North Texas. Accessed March 08, 2021. https://digital.library.unt.edu/ark:/67531/metadc849703/.

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

MLA Handbook (7th Edition):

Crosslin, Matthew Blake. “Customizable Modality Pathway Learning Design: Exploring Personalized Learning Choices through a Lens of Self-Regulated Learning.” 2016. Web. 08 Mar 2021.

Vancouver:

Crosslin MB. Customizable Modality Pathway Learning Design: Exploring Personalized Learning Choices through a Lens of Self-Regulated Learning. [Internet] [Thesis]. University of North Texas; 2016. [cited 2021 Mar 08]. Available from: https://digital.library.unt.edu/ark:/67531/metadc849703/.

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

Council of Science Editors:

Crosslin MB. Customizable Modality Pathway Learning Design: Exploring Personalized Learning Choices through a Lens of Self-Regulated Learning. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc849703/

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

27. Gebre-Medhin, Benjamin Hidru. Reengineering Elite Universities: Massive Open Online Courses and the Rise of Applied Science in American Higher Education.

Degree: Sociology, 2018, University of California – Berkeley

 In the early 2000s a small handful of computer science and artificial intelligence researchers stitched together a platform to teach undergraduate computer science courses to… (more)

Subjects/Keywords: Organization theory; Educational sociology; Organizational behavior; Education; Fields; MOOCs; Organizations; Technology; Universities

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

APA (6th Edition):

Gebre-Medhin, B. H. (2018). Reengineering Elite Universities: Massive Open Online Courses and the Rise of Applied Science in American Higher Education. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/9g3223sb

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):

Gebre-Medhin, Benjamin Hidru. “Reengineering Elite Universities: Massive Open Online Courses and the Rise of Applied Science in American Higher Education.” 2018. Thesis, University of California – Berkeley. Accessed March 08, 2021. http://www.escholarship.org/uc/item/9g3223sb.

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

MLA Handbook (7th Edition):

Gebre-Medhin, Benjamin Hidru. “Reengineering Elite Universities: Massive Open Online Courses and the Rise of Applied Science in American Higher Education.” 2018. Web. 08 Mar 2021.

Vancouver:

Gebre-Medhin BH. Reengineering Elite Universities: Massive Open Online Courses and the Rise of Applied Science in American Higher Education. [Internet] [Thesis]. University of California – Berkeley; 2018. [cited 2021 Mar 08]. Available from: http://www.escholarship.org/uc/item/9g3223sb.

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

Council of Science Editors:

Gebre-Medhin BH. Reengineering Elite Universities: Massive Open Online Courses and the Rise of Applied Science in American Higher Education. [Thesis]. University of California – Berkeley; 2018. Available from: http://www.escholarship.org/uc/item/9g3223sb

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

28. Teplechuk, Evgenia. Emergent models of Massive Open Online Courses: an exploration of sustainable practices for MOOC institutions in the context of the launch of MOOCs at the University of Edinburgh.

Degree: 2013, University of Edinburgh

 Over the past decade there has been a significant change in societal adaptation to Internet technologies, advances in accessibility to the Internet and cheaper computer… (more)

Subjects/Keywords: MOOCs; Massive Open Online Courses

…Since its creation in 2008 MOOCs evolved into two different… …presentations, short quizzes and testing. MOOCs are time-­‐controlled… …2012). Most 2 MOOCs are described as a very technology… …sharing is key. Delivered since 2008, only now are MOOCs… …understanding of MOOCs, one examines the development of educational… 

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

APA (6th Edition):

Teplechuk, E. (2013). Emergent models of Massive Open Online Courses: an exploration of sustainable practices for MOOC institutions in the context of the launch of MOOCs at the University of Edinburgh. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/7536

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):

Teplechuk, Evgenia. “Emergent models of Massive Open Online Courses: an exploration of sustainable practices for MOOC institutions in the context of the launch of MOOCs at the University of Edinburgh.” 2013. Thesis, University of Edinburgh. Accessed March 08, 2021. http://hdl.handle.net/1842/7536.

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

MLA Handbook (7th Edition):

Teplechuk, Evgenia. “Emergent models of Massive Open Online Courses: an exploration of sustainable practices for MOOC institutions in the context of the launch of MOOCs at the University of Edinburgh.” 2013. Web. 08 Mar 2021.

Vancouver:

Teplechuk E. Emergent models of Massive Open Online Courses: an exploration of sustainable practices for MOOC institutions in the context of the launch of MOOCs at the University of Edinburgh. [Internet] [Thesis]. University of Edinburgh; 2013. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/1842/7536.

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

Council of Science Editors:

Teplechuk E. Emergent models of Massive Open Online Courses: an exploration of sustainable practices for MOOC institutions in the context of the launch of MOOCs at the University of Edinburgh. [Thesis]. University of Edinburgh; 2013. Available from: http://hdl.handle.net/1842/7536

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


Liberty University

29. Tryon, Howard Dale. Leveraging a Massive Open Online Course in the Local Church to Teach Hermeneutics.

Degree: 2018, Liberty University

 The increase in massive open online course (MOOC) offerings in theological higher education presents unique equipping opportunities for local churches, providing high-quality instruction from authoritative… (more)

Subjects/Keywords: MOOCs (Web-based instruction); Bible – Study and teaching; Bible – Hermeneutics; Christianity; Educational Technology; Religion

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

APA (6th Edition):

Tryon, H. D. (2018). Leveraging a Massive Open Online Course in the Local Church to Teach Hermeneutics. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/1949

Chicago Manual of Style (16th Edition):

Tryon, Howard Dale. “Leveraging a Massive Open Online Course in the Local Church to Teach Hermeneutics.” 2018. Doctoral Dissertation, Liberty University. Accessed March 08, 2021. https://digitalcommons.liberty.edu/doctoral/1949.

MLA Handbook (7th Edition):

Tryon, Howard Dale. “Leveraging a Massive Open Online Course in the Local Church to Teach Hermeneutics.” 2018. Web. 08 Mar 2021.

Vancouver:

Tryon HD. Leveraging a Massive Open Online Course in the Local Church to Teach Hermeneutics. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2021 Mar 08]. Available from: https://digitalcommons.liberty.edu/doctoral/1949.

Council of Science Editors:

Tryon HD. Leveraging a Massive Open Online Course in the Local Church to Teach Hermeneutics. [Doctoral Dissertation]. Liberty University; 2018. Available from: https://digitalcommons.liberty.edu/doctoral/1949


Columbia University

30. Pheatt, Lara. The Pursuit of Profit or Prestige: What the Diffusion of MOOCs Can Tell Us about Disruptive Innovation in US Higher Education.

Degree: 2017, Columbia University

 Disruptive innovations are used to lower costs and augment access to high-quality, affordable higher education, but little systematic research is available on the topic. Higher… (more)

Subjects/Keywords: Education and state; School management and organization; Educational technology; MOOCs (Web-based instruction)

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

APA (6th Edition):

Pheatt, L. (2017). The Pursuit of Profit or Prestige: What the Diffusion of MOOCs Can Tell Us about Disruptive Innovation in US Higher Education. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8WD4BV3

Chicago Manual of Style (16th Edition):

Pheatt, Lara. “The Pursuit of Profit or Prestige: What the Diffusion of MOOCs Can Tell Us about Disruptive Innovation in US Higher Education.” 2017. Doctoral Dissertation, Columbia University. Accessed March 08, 2021. https://doi.org/10.7916/D8WD4BV3.

MLA Handbook (7th Edition):

Pheatt, Lara. “The Pursuit of Profit or Prestige: What the Diffusion of MOOCs Can Tell Us about Disruptive Innovation in US Higher Education.” 2017. Web. 08 Mar 2021.

Vancouver:

Pheatt L. The Pursuit of Profit or Prestige: What the Diffusion of MOOCs Can Tell Us about Disruptive Innovation in US Higher Education. [Internet] [Doctoral dissertation]. Columbia University; 2017. [cited 2021 Mar 08]. Available from: https://doi.org/10.7916/D8WD4BV3.

Council of Science Editors:

Pheatt L. The Pursuit of Profit or Prestige: What the Diffusion of MOOCs Can Tell Us about Disruptive Innovation in US Higher Education. [Doctoral Dissertation]. Columbia University; 2017. Available from: https://doi.org/10.7916/D8WD4BV3

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