Self-directed learning in MOOCs: exploring the relationships among motivation, self-monitoring, and self-management

Author:

Zhu Meina,Bonk Curtis J.,Doo Min Young

Publisher

Springer Science and Business Media LLC

Subject

Education

Reference105 articles.

1. Abd-El-Fattah, S. M. (2010). Garrison’s model of self-directed learning: Preliminary validation and relationship to academic achievement. The Spanish Journal of Psychology, 13(2), 586–596.

2. Adair, D., Alman, S. W., Budzick, D., Grisham, L. M., Mancini, M. E., & Thackaberry, A. S. (2014). Many shades of MOOCs. Internet Learning, 3(1), 7. https://digitalcommons.apus.edu/internetlearning/vol3/iss1/7.

3. Agarwal, A. (2015, April 22). Reimagine freshman year with the Global Freshman Academy (Web log post). https://blog.edx.org/reimagine-freshman-year-global-freshman/.

4. Ainoda, N., Onishi, H., & Yasuda, Y. (2005). Definitions and goals of “self-directed learning” in contemporary medical education literature. Annals of the Academy of Medicine Singapore, 34(8), 515. https://www.annals.edu.sg/pdf/34VolNo8200509/V34N8p515.pdf.

5. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261–271.

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