Interest in Educational Data and Barriers to Data Use Among Massive Open Online Course Instructors
Author:
Funder
Ministry of Science and Technology, Israel
Publisher
Springer Science and Business Media LLC
Subject
General Engineering,Education
Link
https://link.springer.com/content/pdf/10.1007/s10956-022-09984-x.pdf
Reference58 articles.
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2. An, P., Holstein, K., D’Anjou, B., Eggen, B., & Bakker, S. (2020). The TA framework: Designing real-time teaching augmentation for K-12 classrooms. Conference on Human Factors in Computing Systems - Proceedings. https://doi.org/10.1145/3313831.3376277
3. Baig, M. I., Shuib, L., & Yadegaridehkordi, E. (2020). Big data in education: A state of the art, limitations, and future research directions. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-020-00223-0
4. Barak, M. & Usher, M. (2020). Innovation in a MOOC: Project-based learning in the international context. In J. J. Mintzes & E. M. Walter (Eds.) Active Learning in College Science: The Case for Evidence Based Practice. Berlin: Springer Nature, pp. 639–653. https://doi.org/10.1007/978-3-030-33600-4_39
5. Barak, M., & Usher, M. (2022). The innovation level of engineering students’ team projects in hybrid and MOOC environments. European Journal of Engineering Education, 47(2), 299–313. https://doi.org/10.1080/03043797.2021.1920889
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