Motivating Online Learning: The Challenges of COVID-19 and Beyond
Author:
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s40299-021-00566-w.pdf
Reference14 articles.
1. Chiu, T. K. F. (2021). Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 1–17. https://doi.org/10.1080/15391523.2021.1891998.
2. Chiu, T. K. F., & Hew, T. K. F. (2018). Factors influencing peer learning and performance in MOOC asynchronous online discussion forum. Australasian Journal of Educational Technology, 34(4), 16–28. https://doi.org/10.14742/ajet.3240.
3. Chiu, T. K. F., & Lim, C. P. (2020). Strategic use of technology for inclusive education in Hong Kong: A content-level perspective. ECNU Review of Education, 3(4), 715–734. https://doi.org/10.1177/2096531120930861.
4. Chiu, T. K. F., Jong, M. S. Y., & Mok, I. A. C. (2020). Does learner expertise matter when designing emotional multimedia for learners of primary school mathematics? Educational Technology Research and Development, 68, 2305–2320. https://doi.org/10.1007/s11423-020-09775-4.
5. Hartnett, M. (2016). The importance of motivation in online learning. In M. Hartnett (Ed.), Motivation in online education (pp. 5–32). Springer.
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