Progress and new directions for teaching and learning in MOOCs

Deng, Ruiqi; Benckendorff, Pierre; Gannaway, Deanne

doi:10.1016/j.compedu.2018.10.019

Cited by 273Online Learning and AnalyticsOnline and Blended LearningTeaching and Learning Programming

Progress and new directions for teaching and learning in MOOCs

Deng, Ruiqi, Benckendorff, Pierre, Gannaway, Deanne·2019·Computers & Education

DOI 10.1016/j.compedu.2018.10.019

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In the past few years, the popularity of Massive Online Open Courses (MOOCS) has grown exponentially with the emergence of platforms like Coursera, Udemy, Udacity, LinkedIn Learning and edX.
“In the past few years, the popularity of Massive Online Open Courses (MOOCS) has grown exponentially with the emergence of platforms like Coursera, Udemy, Udacity, LinkedIn Learning and edX [5, 16, 28].”
From Artificial Intelligence in Education (AIEd): a high-level academic and industry note 2021 (2022) · cites this paper as [16]

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Authors: Deng, R., Benckendorff, P., & Gannaway, D.
Affiliations: The University of Queensland (AU)
Corresponding author: Deng, Ruiqi
ORCID: Deng, Ruiqi
Benckendorff, Pierre
Gannaway, Deanne
Venue: Computers & Education
Publisher: Elsevier BV
Published: 2019-02
Volume: 129
Pages: 48-60
ISSN: 0360-1315 (ISSN-L)
DOI: 10.1016/j.compedu.2018.10.019
OpenAlex: W2898977791
Cited by: 273
References: 104
Citations by year: 2026: 13 · 2025: 23 · 2024: 32 · 2023: 50 · 2022: 41 · 2021: 48 · 2020: 41 · 2019: 25
FWCI: 33.64
Type: journal article
Language: en
Open access: closed
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations: Computers & Education (publishedVersion)
Topics: Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
Social Sciences › Education › Online and Blended Learning
Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
Keywords: MOOCs, massive open online courses, online learning, Biggs 3P model, student engagement, learning outcomes, learner factors, teaching context

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