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Radical Solutions and Open Science - An Open Approach to Boost Higher Education
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Seite - 149 - in Radical Solutions and Open Science - An Open Approach to Boost Higher Education

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156 H.ChaandH.-J.So Gutiérrez-Santiuste,E.,Gámiz-Sánchez,V.M.,&Gutiérrez-Pérez,J.(2015).MOOC&B-learning: Students’ barriers and satisfaction in formal and non-formal learning environments. Journal of InteractiveOnlineLearning, 13(3), 88–111. Halverson,A.C.,&Collins,R. (2009).Rethinkingeducation in theageof technology.NewYork: TeachersCollege,ColumbiaUniversity. Hill, P. (2013).Emerging student patterns in MOOCs: A (revised) graphical view.Retrieved from http://mfeldstein.com/emerging-student-patterns-in-moocs-a-revised-graphical-view/. Ho,A.D.,Chuang, I.,Reich, J.,Coleman,C.,Whitehill, J.,Northcutt,C.,Williams, J. J.,Hansen, J., Lopez, G., & Petersen, R. (2015).HarvardX and MITx: Two years of open online courses (HarvardXWorkingPaperNo.10). https://doi.org/10.2139/ssrn.2586847. Holotescu,C.,Cretu,V.I.,Grosseck,G.,&Antoanela,N. (2014). Integrating MOOCs in blended courses. The 10th international scientific conference e-learning and software for education, Bucharest,April 24–25,2014. Hone,K.S.,&Said,G.R.(2016).ExploringthefactorsaffectingMOOCretention:Asurveystudy. Computers&Education, 98,157–168. Hood,N.,Littlejohn,A.,&Milligan,C. (2015).Context counts:Howlearners’ contexts influence learning inaMOOC.Computers&Education, 91,83–91. Hung, C. Y., Sun, J. C. Y., & Liu, J. Y. (2018). Effects of flipped classrooms integrated with MOOCs and game-based learning on the learningmotivation and outcomes of students from differentbackgrounds. InteractiveLearningEnvironments,27(8),1028–1046.https://doi.org/10. 1080/10494820.2018.1481103. Hwang, G. J., & Lai, C. L. (2017). Facilitating and bridging out-of-class and in-class learning: Aninteractivee-Book-basedflippedlearningapproachformathcourses.JournalofEducational Technology &Society, 20(1).Retrieved fromhttps://www.j-ets.net/ets/journals/20_1/17.pdf. Iniesto, F., McAndrew, P., Minocha, S., & Coughlan, T. (2017). What are the expectations of disabled learnerswhenparticipating inaMOOC?InL@S‘17Proceedingsof theFourth (2017) ACMConferenceon Learning (pp.225–228).NewYork,NY:ACM. Jordan,K. (2014). Initial trends inenrolment andcompletionofmassiveopenonlinecourses.The International Review of Research in Open and Distributed Learning, 15(1). https://doi.org/10. 19173/irrodl.v15i1.1651. Joseph,A. I.M.,&Nath,B.A. (2013). Integration of Massive Open Online Education (MOOC) systemwithin-classroominteractionandassessmentandaccreditation:Anextensivereport from apilot study.Kolkata:DepartmentofComputerScience,St.Xavier’sCollege (Autonomous). Kaltencker,N.,Huesig, S.,Hess, T.,&Dowling,M. (2013).The disruptive potential of software as a service: validation and application of an ex-ante methodology. Thirty-fourth international conferenceon informationsystems,Milan, Italy. Kirschner,P.A.,Sweller, J.,&Clark,R.E. (2006).Whyminimalguidanceduring instructiondoes notwork:Ananalysisof thefailureofconstructivist,discovery,problem-based,experiential,and inquiry-based teaching.Educational Psychologist, 41(2), 75–86. Kuhn,D. (2007). Is direct instruction an answer to the right question?Educational Psychologist, 42(2), 109–113. Kursun,E. (2016).Does formal creditwork forMOOC-like learningenvironments? International Reviewof Research inOpen and DistributedLearning, 17(3), 77–91. Lapworth, A. (2018). Trends towards a sustainableMOOC platform. In D. Jansen, & L. Kon- ings (Eds.),The 2018 OpenupEd Trend Report on MOOCs (pp. 6–9).Maastricht,NL:EADTU. Retrieved fromhttps://tinyurl.com/2018OpenupEdtrendreport. Littlejohn,A.,Hood,N.,Milligan,C.,&Mustain,P. (2015).LearninginMOOCs:motivationsand self-regulated learning inMOOCs. Internet and HigherEducation, 29,40–48. Littlejohn, A., &Milligan, C. (2015). DesigningMOOCs for professional learners: Tools and patterns toencourageself-regulated learning.eLearning, 42(4), 1–10. Marcus-Quinn, A., & Clancy, I. (2015). Learning objects in MOOC: Good practice for learn- ing object. InM.Anabela&P.Paula (Eds.),Furthering higher education possibilities through MassiveOpen Online Courses (pp.150–164).Hershey,PA: IGIGlobal.
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Radical Solutions and Open Science An Open Approach to Boost Higher Education
Titel
Radical Solutions and Open Science
Untertitel
An Open Approach to Boost Higher Education
Herausgeber
Daniel Burgos
Verlag
Springer Open
Datum
2020
Sprache
englisch
Lizenz
CC BY 4.0
ISBN
978-981-15-4276-3
Abmessungen
16.0 x 24.1 cm
Seiten
200
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Radical Solutions and Open Science