British Journal of Educational Technology (BJET)
Vol. 46, n°3,5/2015
Massive Open Online Courses (MOOCs): ‘disrupting’ teaching and learning practices in higher education
- Editorial: Massive open online courses (MOOCs): Disrupting teaching and learning practices in higher education, Dick Ng'ambi and Vivienne Bozalek
- Will MOOCs transform learning and teaching in higher education? Engagement and course retention in online learning provision, Sara Isabella de Freitas, John Morgan and David Gibson
- Massive open online courses (MOOCs): Insights and challenges from a psychological perspective, Melody M Terras and Judith Ramsay
- Methodological approaches in MOOC research: Retracing the myth of Proteus, Juliana Elisa Raffaghelli, Stefania Cucchiara and Donatella Persico
- What public media reveals about MOOCs: A systematic analysis of news reports, Vitomir Kovanović, Srećko Joksimović, Dragan Gašević, George Siemens and Marek Hatala
- Survey of learning experiences and influence of learning style preferences on user intentions regarding MOOCs, Ray I Chang, Yu Hsin Hung and Chun Fu Lin
- Experiential online development for educators: The example of the Carpe Diem MOOC , Gilly Salmon, Janet Gregory, Kulari Lokuge Dona and Bella Ross
- Who are with us: MOOC learners on a FutureLearn course, Tharindu Rekha Liyanagunawardena, Karsten Øster Lundqvist and Shirley Ann Williams
- Digging deeper into learners' experiences in MOOCs: Participation in social networks outside of MOOCs, notetaking and contexts surrounding content consumption, George Veletsianos, Amy Collier and Emily Schneider
- E-assessment: Institutional development strategies and the assessment life cycle, Carmen Tomas, Michaela Borg and Jane McNeil
- A tool for learning or a tool for cheating? The many-sided effects of a participatory student website in mass higher education, Tereza Stöckelová and Tereza Virtová
- Bridging the research-to-practice gap in education: A software-mediated approach for improving classroom instruction, Mark E. Weston and Alan Bain
- Pattern of accesses over time in an online asynchronous forum and academic achievements, Luisa Canal, Patrizia Ghislandi and Rocco Micciolo Technological utopia, dystopia and ambivalence: Teaching with social media at a South African university , Patient Rambe and Liezel Nel
- Assessment of children's digital courseware in light of developmentally appropriate courseware criteria, Fathi Mahmoud Ihmeideh
- Educational games based on distributed and tangible user interfaces to stimulate cognitive abilities in children with ADHD, Elena de la Guía, María D. Lozano and Víctor M. R. Penichet
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