“Time is the bottleneck”: a qualitative study exploring why learners drop out of MOOCs-Reference-Cited by-同舟云学术

“Time is the bottleneck”: a qualitative study exploring why learners drop out of MOOCs

Published:2016-11-24 Issue:1 Volume:29 Page:133-146
ISSN:1042-1726
Container-title:Journal of Computing in Higher Education
language:en
Short-container-title:J Comput High Educ

Author:

Eriksson Thommy^ORCID,Adawi Tom,Stöhr Christian

Funder

Chalmers tekniska högskola

Publisher

Springer Science and Business Media LLC

Subject

Education

Link

http://link.springer.com/content/pdf/10.1007/s12528-016-9127-8.pdf

Reference19 articles.

1. Belanger, Y., & Thornton, J. (2013). Bioelectricity: a quantitative approach, Duke University’s First MOOC. Duke Center for Instructional Technology. http://dukespace.lib.duke.edu/dspace/bitstream/handle/10161/6216/Duke_Bioelectricity_MOOC_Fall2012.pdf .

2. Bruff, D. (2013). Lessons learned from Vanderbilt’s first MOOCs. http://www.irrodl.org/content/v5.1/lentell_orourke.html .

3. Case, J. M., & Light, G. (2011). Emerging methodologies in engineering education research. Journal of Engineering Education, 100(1), 186–210.

4. Downes, S. (2014). Like reading a newspaper. [Web log comment]. http://halfanhour.blogspot.se/2014/03/like-reading-newspaper.html

5. Ebben, M., & Murphy, J. S. (2014). Unpacking MOOC scholarly discourse: A review of nascent MOOC scholarship. Learning, Media and Technology, 39(3), 328–345.

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