Relevant bibliographies by topics / Massively Open Online Courses

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Massively Open Online Courses'

Author: Grafiati
Published: 2 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Massively Open Online Courses"

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Billings, Diane M. "Understanding Massively Open Online Courses." Journal of Continuing Education in Nursing 45, no. 2 (2014): 58–59. http://dx.doi.org/10.3928/00220124-20140124-14.

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Tsakiris, KleonikosA. "Massively open online courses and ophthalmology training." Education for Health 30, no. 1 (2017): 95. http://dx.doi.org/10.4103/efh.efh_334_15.

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Gillani, Nabeel, and Rebecca Eynon. "Communication patterns in massively open online courses." Internet and Higher Education 23 (October 2014): 18–26. http://dx.doi.org/10.1016/j.iheduc.2014.05.004.

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Skiba, Diane J. "What Has Happened to Massively Open Online Courses?" Nursing Education Perspectives 38, no. 5 (2017): 291–92. http://dx.doi.org/10.1097/01.nep.0000000000000222.

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Karadimce, Aleksandar. "Adjusting the massively open online courses in cloud computing environment." International scientific journal HORIZONS 1, no. 2014 (2014): 73–82. https://doi.org/10.5281/zenodo.23004.

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Abstract: Massively Open Online Courses (MOOC) is new trending model for delivering learning content online to any person with no limit on attendance for everyone that wishes to attend to a course. Following the MOOC trend there is an expectation that till 2015 there will be more than 6 million unique students worldwide. In order to provide appropriate quality learning user experience for the students we propose how to optimize the cloud computing resources, such as Virtual Machine (VM) distribution per contents to support the MOOC. For this purpose we have used a simulation tool, called Cloud
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Liyanagunawardena, Tharindu. "Massive Open Online Courses." Humanities 4, no. 1 (2015): 35–41. http://dx.doi.org/10.3390/h4010035.

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Wulf, Jochen, Ivo Blohm, Jan Marco Leimeister, and Walter Brenner. "Massive Open Online Courses." WIRTSCHAFTSINFORMATIK 56, no. 2 (2014): 127–30. http://dx.doi.org/10.1007/s11576-014-0405-7.

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Wulf, Jochen, Ivo Blohm, Jan Marco Leimeister, and Walter Brenner. "Massive Open Online Courses." Business & Information Systems Engineering 6, no. 2 (2014): 111–14. http://dx.doi.org/10.1007/s12599-014-0313-9.

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Huang, Biyun, and Khe Foon Hew. "Measuring Learners’ Motivation Level in Massive Open Online Courses." International Journal of Information and Education Technology 6, no. 10 (2016): 759–64. http://dx.doi.org/10.7763/ijiet.2016.v6.788.

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Ritai, Yu, Chen Yangxue, Lin Fei, Zhang Zhan, and Sun Yong. "A Improved Recommendation Model for Massively Open Online Courses Using MapReduce." Journal of Computational and Theoretical Nanoscience 13, no. 12 (2016): 9412–18. http://dx.doi.org/10.1166/jctn.2016.5857.

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Dissertations / Theses on the topic "Massively Open Online Courses"

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Taylor, Colin S. M. (Colin J. ). Massachusetts Institute of Technology. "Stopout prediction in massive open online courses." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/91699.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2014.<br>This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.<br>Cataloged from student-submitted PDF version of thesis.<br>Includes bibliographical references (page 121).<br>Imagine your favorite college professor standing behind a podium in the center of Michigan Stadium in Ann Arbor, lecturing 109,000 students. Though that sounds like an unlikely scenario, Massive Open Online Courses,
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Han, Fang M. Eng Massachusetts Institute of Technology. "Modeling problem solving in Massive Open Online Courses." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/91817.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2014.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (page 101).<br>.Massive Open Online Courses (MOOC) have presented a completely new style of learning and teaching that also brings us a massive amount of student behavioral data. Some of this data is exclusive to the MOOC environment. It opens up many possibilities for educators to study a question they have always wanted to answer: how do students solve problems? In this thesis, we present and a
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Coleman, Cody A. "Identifying and characterizing subpopulations in massive open online courses." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/100300.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2015.<br>This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.<br>Cataloged from student-submitted PDF version of thesis.<br>Includes bibliographical references (pages [105]-115).<br>The large and diverse student populations in Massive Open Online Courses (MOOCs) present an unprecedented opportunity to understand student behavior and learn about learning. A tremendous amount of information
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Jesse, Edel. "Student Attitudes Toward Use of Massive Open Online Courses." University of Dayton / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1573740761560753.

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Vonder, Haar Christine M. "Understanding learner engagement and the effect of course structure in massive open online courses." Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/129929.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, February, 2020<br>Cataloged from student-submitted PDF of thesis.<br>Includes bibliographical references (page 44).<br>In this thesis, we analyze learner performance in two edX programming courses. We look at many dierent types of learners, such as learners who have taken both intro and advanced courses, learners who opt to pay for certification, learners who take the experimental self-paced course, learners who eventually become community teaching assistants, and learners who tak
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Helbert, Justin (Justin C. ). "Methods for observational studies using data from massive open online courses." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/106126.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2016.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (page 51).<br>Measuring the effect of a course component in online classes present an opportunity to use propensity score methods. Propensity score methods aim to balance the effect of self-selecting biases and other confounding variables that arise in observational studies like this, as each student decides what components they engage in throughout the course. This method is applied to an edX co
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May, Douglas Scott. "Meeting the Challenges of Massive Open Online Courses in Higher Education." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10846325.

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<p> The purpose of this research study is to analyze the impact that Massive Open Online Courses (MOOCs) have had on institutions of higher learning and explore successful strategies implemented by educational leaders in meeting the challenges of these new learning platforms. As online learning has exploded in recent years&mdash;with MOOCs representing the latest evolution of that process&mdash;traditional educational methods at brick and mortar colleges and universities have been challenged by the scope and reach of virtual scholarship. With this rapid development of online learning, and MOOC
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Li, Kun. "Motivating Learners in Massive Open Online Courses: A Design-based ResearchApproach." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1448918123.

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Kelle, Sebastian, Jens Voegler, Gerhard Weber, and Gottfried Zimmermann. "Barrierefreiheit im MOOC." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-181570.

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Massive Open Online Courses (MOOCs) sind darauf ausgelegt, im tertiären Bildungsbereich den Wissenserwerb zu fördern, ohne dass die formalen Strukturen einer Ausbildungseinrichtung relevant sind. Dazu werden die Teilnehmer nicht persönlich von Dozenten betreut, sondern sind selbstgesteuert, oder werden durch kollaborative Lernmethoden aktiviert. Der Leistungszwang ist daher geringer, die Anzahl derjenigen, die Kurse abbrechen, jedoch ungleich höher. Durchschnittlich schließen maximal 10% der Teilnehmer ihren MOOC-Kurs ab.
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Gore, Hannah. "Engagement of learners undertaking Massive Open Online Courses and the impact of design." Thesis, Open University, 2018. http://oro.open.ac.uk/57943/.

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This thesis investigates the low levels of student engagement after registering to study for a massive open online course. To do this, it adopts a mixed methods approach (Gray, 2013) by analysing two large-scale surveys (120,842 and 1,800 responses respectively) and interviewing 12 learners. This was possible because access was given to 76 presentations of 19 MOOCs produced by The Open University on the FutureLearn platform. The aim of this thesis was to answer two research questions. Why do learners engage in massive open online courses (MOOCs), and what elements of the design of MOOCS encour
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Books on the topic "Massively Open Online Courses"

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Dianati, Seb. The Commercialisation of Massive Open Online Courses. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-58184-7.

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Sarmento, Anabela, and Paula Peres. Furthering higher education possibilities through massive open online courses. Information Science Reference, 2015.

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Waks, Leonard J. The Evolution and Evaluation of Massive Open Online Courses. Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-349-85204-8.

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Toth, Christian T. Massive Open Online Courses im Kontext von Persönlichkeit und Prokrastination. Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-26296-9.

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Yuan, Yanyue. Scoping Studies as an Approach to Analyze Massive Open Online Courses (MOOCs). SAGE Publications, Ltd., 2022. http://dx.doi.org/10.4135/9781529604238.

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McKay, Elspeth. Macro-level learning through massive open online courses (MOOCS): Strategies and predictions for the future. Information Science Reference, 2015.

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Sillak-Riesinger, Bianca. The Potential of Massive Open Online Courses in the Context of Corporate Training and Development. Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-16649-6.

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Knox, Jeremy. Posthumanism and the Massive Open Online Course. Routledge, 2016. http://dx.doi.org/10.4324/9781315674032.

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Stengel, Paul Joseph. The Elements, Processes, and Outcomes of Collaborative Massive Open Online Course Development Teams. [publisher not identified], 2020.

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Nash, Susan Smith. Moodle 3.x teaching techniques: Creative ways to build powerful and effective online courses with Moodle 3.0. Packt Publishing, 2016.

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Book chapters on the topic "Massively Open Online Courses"

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Dabbagh, Nada, Angela D. Benson, André Denham, et al. "Massive Open Online Courses." In SpringerBriefs in Educational Communications and Technology. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-22963-8_2.

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Sun, Di. "Massive Private Open Courses." In Learner Interactions in Massive Private Online Courses. Routledge, 2022. http://dx.doi.org/10.4324/b23163-6.

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Knox, Jeremy. "Massive Open Online Courses (MOOCs)." In Encyclopedia of Educational Philosophy and Theory. Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-532-7_219-1.

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Knox, Jeremy. "Massive Open Online Courses (MOOCs)." In Encyclopedia of Educational Philosophy and Theory. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_219.

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Manna, Manpreet Singh, Balamurugan Balusamy, Meenakshi Sharma, and Prithi Samuel. "Massive Open Online Courses (MOOCs)." In Blended Learning and MOOCs. Routledge India, 2023. http://dx.doi.org/10.4324/9781003307730-6.

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Manna, Manpreet Singh, Balamurugan Balusamy, Meenakshi Sharma, and Prithi Samuel. "Massive Open Online Courses (MOOC)." In Blended Learning and MOOCs. Routledge India, 2023. http://dx.doi.org/10.4324/9781003307730-7.

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Ferreira, José Manuel Martins. "Massive Open Online Courses (MOOCs)." In Cross-Border Higher Education and Quality Assurance. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59472-3_12.

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Toth, Christian T. "Massive Open Online Courses (MOOCs)." In Massive Open Online Courses im Kontext von Persönlichkeit und Prokrastination. Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-26296-9_3.

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Farias, Hugo, Christiano Braga, and Paulo B. Menezes. "Massive Open Online Courses and Monoids." In Lecture Notes in Computer Science. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-49815-7_11.

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Lund, Arwid, and Mariano Zukerfeld. "Profiting from Massive Open Online Courses." In Corporate Capitalism's Use of Openness. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28219-6_6.

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Conference papers on the topic "Massively Open Online Courses"

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Espada, María, Mark Byra, Nikolaos Digelidis, Feng-Min Wei, and Robin Deng-Yau Shy. "SPECTRUM OF TEACHING STYLES EDUCATIONAL CURRICULUM: MASSIVE OPEN ONLINE COURSES (MOOC)." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0781.

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McKinsey, Jonathan, Samuel Joseph, Armando Fox, and Daniel D. Garcia. "Remote pair programming (RPP) in massively open online courses (MOOCs)." In the 2014 conference. ACM Press, 2014. http://dx.doi.org/10.1145/2591708.2602667.

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Voulgari, Iro, and Demetrios G. Sampson. "Applying Lessons Learnt from Massively Multiplayer Online Games (MMOGs) to Massive Open Online Courses (MOOCs)." In 2014 IEEE 14th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2014. http://dx.doi.org/10.1109/icalt.2014.14.

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Mehlenbacher, Brad. "Massive open online courses (MOOCs)." In the Workshop. ACM Press, 2012. http://dx.doi.org/10.1145/2316936.2316953.

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Kravvaris, Dimitrios, Georgios Ntanis, and Katia L. Kermanidis. "Studying massive open online courses." In the 17th Panhellenic Conference. ACM Press, 2013. http://dx.doi.org/10.1145/2491845.2491875.

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Abedi, Mostafa, and Alireza Beikverdi. "Rise of Massive Open Online Courses." In 2012 4th International Congress on Engineering Education (ICEED 2012). IEEE, 2012. http://dx.doi.org/10.1109/iceed.2012.6779278.

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Kukharenko, Vladimir. "Massive open online courses in Ukraine." In 2013 IEEE 7th International Conference on Intelligent Data Acquisition and Advanced Computing Systems: Technology and Applications (IDAACS). IEEE, 2013. http://dx.doi.org/10.1109/idaacs.2013.6663027.

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Säde, Merilin. "Massive Open Online Courses in Programming." In ICER '18: International Computing Education Research Conference. ACM, 2018. http://dx.doi.org/10.1145/3230977.3231017.

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Glusac, Dragana, Dijana Karuovic, and Dusanka Milanov. "Massive open online courses - pedagogical overview." In 2015 16th International Carpathian Control Conference (ICCC). IEEE, 2015. http://dx.doi.org/10.1109/carpathiancc.2015.7145063.

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McKinsey, Jonathan, Samuel Joseph, Armando Fox, and Daniel D. Garcia. "Remote pair programming (RPP) in massively open online courses (MOOCs) (abstract only)." In the 45th ACM technical symposium. ACM Press, 2014. http://dx.doi.org/10.1145/2538862.2544320.

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Reports on the topic "Massively Open Online Courses"

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Roque, Jude David, Dave Pipon, Anna Christine Durante, Pamela Lapitan, Lakshman Nagraj Rao, and Elisabetta Gentile. Massive Open Online Courses for Building Statistical Capacity in Computer-Assisted Surveys. Asian Development Bank, 2020. http://dx.doi.org/10.22617/brf200127.

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Traxler, John, and Betty Ogange. Policy Brief: Leveraging MOOCs for Teacher Development in Low-Income Countries and Disadvantaged Regions. Commonwealth of Learning (COL), 2021. http://dx.doi.org/10.56059/11599/3980.

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This policy brief looks at open digital distance learning and the potential of massive open online courses to deliver and support teacher development in low-income countries and disadvantaged regions. It addresses the particular barriers faced by teachers and their communities and proposes options to help overcome their challenges. Recommendations cover areas of local, national and global policy.
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Reeves-DeArmond, Genna, Jennifer Mower, and Keith Nishida. Student and faculty perceptions of the development and use of Massive Open Online Courses in clothing and textiles education. Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-773.

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Panchenko, Liubov F., and Ivan O. Muzyka. Analytical review of augmented reality MOOCs. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3750.

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The aim of the article is to provide an analytical review of the content of massive open online courses about augmented reality and its use in education with the further intent to create a special course for the professional development system for the research and teaching personnel in postgraduate education. The object of research is massive open online courses. The subject of the study is the structure and content of augmented reality MOOCs which are offered by acclaimed providers of the world. The methods of research are: the analysis of publications on the problem; the analysis of MOOCs’ c
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Reeves-DeArmond, Genna, Jennifer Mower, and Keith Nishida. Student, faculty, and industry perceptions of the development and use of Massive Open Online Courses in clothing and textiles education: Continuing studies. Iowa State University, Digital Repository, 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-89.

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Gungadeen, Anuradha. Report on the Baseline Study of Technology-Enabled Learning at the Mauritius Institute of Education. Commonwealth of Learning (COL), 2023. http://dx.doi.org/10.56059/11599/5256.

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This document reports on the findings of a baseline survey conducted at the Mauritius Institute of Education with the objective of establishing TEL preparedness at the institution and thereafter developing TEL policy and implementing TEL. It outlines the findings of a self-review of the institutional facilities related to technology and policies, and the preparedness of faculty members and students to use technology for teaching and learning at the MIE. Faculty use of technology for teaching remains basic to intermediate at the MIE. However, appropriate TEL practices are not visible there, so
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Semerikov, Serhiy, Viacheslav Osadchyi, and Olena Kuzminska. Proceedings of the 1st Symposium on Advances in Educational Technology - Volume 2: AET. SciTePress, 2022. http://dx.doi.org/10.31812/123456789/7011.

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Symposium on Advances in Educational Technology (AET) is a peer-reviewed international conference focusing on research advances and applications of combined use of computer hardware, software, and educational theory and practice to facilitate learning. Today, AET is the premier interdisciplinary forum for learning scientists, academicians, researchers, professionals, policymakers, postgraduate students, and practitioners to present their latest research results, ideas, developments, and applications. AET topics of interest are: • Artificial intelligence in education • Augmented reality in educ
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Woods, Mel, Saskia Coulson, Raquel Ajates, et al. Citizen Science Projects: How to make a difference. WeObserve, 2020. http://dx.doi.org/10.20933/100001193.

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Citizen Science Projects: How to make a difference, is a massive open online course (MOOC). It was developed by the H2020 WeObserve project and ran on the FutureLearn platform from 2019. The course was designed to assist learners from all backgrounds and geographical locations to discover how to build their own citizen science project to address global challenges and create positive change. It also helped learners with interpreting the information they collected and using their findings to educate others about important local and global concerns. The main learning objectives for the course wer
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&amp;D), academies of science, ministries of science and technology, policies, rec
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