MOOCs and open education: Implications for higher education

By Li Yuan, S. Powell. 2013

943 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/467c57e96c25e05b9a80a0efe41e5cd274a8f491

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Citations in the corpus

Understanding Student Motivation, Behaviors and Perceptions in MOOCs (2015, background): “For instance, in a MOOC, an instructor acts more as a facilitator [5, 23, 39] fostering a space for learning connections to occur.”
Dropout rates of massive open online courses : behavioural patterns (2014, background): “Keywords: MOOC, massive open online course, dropout rate, reasons for dropout, participants’ engagement, motivation, behavioural patterns, Moodle.”
The role of students' motivation and participation in predicting performance in a MOOC (2016, methodology): “Originating with George Siemens and Stephen Downes’ Connectivism and Connective Knowledge course in 2008 (Daniel, 2012; Liyanagunawardena, Adams, & Williams, 2013; Yuan & Powell, 2013) MOOCs were originally designed on principles of connectivism (Siemens, 2005).”
Peer Feedback Improves Students’ Academic Self-Concept in Higher Education (2020, background): “Some providers of MOOCs already successfully integrate peer assessments as a form of open assessment and evaluation of learning results in their courses (Yuan and Powell 2013).”
Understanding the MOOCs continuance: The role of openness and reputation (2015, background): “Coursera and Udacity are for-profit companies while edX and Udemy are non-profit organizations (Yuan & Powell 2013).”
Initial trends in enrolment and completion of massive open online courses (2014, background): “In order to succeed in a MOOC environment, higher digital literacy may be required of students (Yuan & Powell, 2013), potentially exacerbating pre-existing digital divides.”