Exploring the structural relationships between course design factors, learner commitment, self-directed learning, and intentions for further learning in a self-paced MOOC

Author:

Kim Dongho,Jung Eulho,Yoon Meehyun,Chang Yunjeong,Park Sanghoon,Kim Dongsim,Demir Fatih

Funder

National Research Foundation of Korea

Publisher

Elsevier BV

Subject

Education,General Computer Science

Reference99 articles.

1. What makes a great MOOC? An interdisciplinary analysis of student retention in online courses;Adamopoulous;Presented at the Thirty Fourth International Conference on Information Systems,2013

2. Theories and applications of massive online open courses (MOOCs): The case for hybrid design;Anders;International Review of Research in Open and Distance Learning,2015

3. Kim, D., Yoon, M., Jo, I. H., & Branch, R. M. (2018). Learning analytics to support self-regulated learning in asynchronous online courses: A case study at a women's university in South Korea. Computers & Education, 127, 233-251.

4. Kim, D. (2018). A framework for implementing OER-Based lesson design activities for pre-service teachers. The International Review of Research in Open and Distributed Learning. 19(4) https://doi.org/10.19173 /irrodl.v19i4.3394.

5. The influence of instructional design on learner control, sense of achievement, and perceived effectiveness in a supersize MOOC course;Jung;Computers & Education,2019

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