Relevant bibliographies by topics / Promoting MOOCs

Contents

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

Academic literature on the topic 'Promoting MOOCs'

Author: Grafiati
Published: 5 June 2025
Last updated: 1 August 2025

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Journal articles on the topic "Promoting MOOCs"

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Xu, Yiling. "The Exploration of the Teaching Mode of "Foundation of Management" Based on MOOCS." Journal of Higher Education Research 5, no. 5 (2024): 454. https://doi.org/10.32629/jher.v5i5.3060.

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In today's network era, the teaching methods of colleges and universities are constantly emerging and improving continuously. MOOCs play a leading role in promoting the teaching reform of higher vocational colleges. However, MOOCs have not been widely adopted to integrate the research and teaching of the subject "Fundamentals of Management". This paper expounds the significance of MOOCs in the teaching of basic courses of management, analyzes the problems existing in the traditional teaching of Basic courses of Management, and puts forward the reform strategy of course teaching based on MOOCs
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Zhao, Xiuting, Ruotian Liang, and Ziyue Wang. "Research on the Compilation of Mechanical Design Guided Textbooks Based on Chinese University MOOCs." SHS Web of Conferences 209 (2024): 01008. https://doi.org/10.1051/shsconf/202420901008.

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With the development of information technology, MOOCs (Massive Open Online Courses) have become a hot topic in the field of education. At present, there is a lack of teaching materials for mechanical design courses that are compatible with MOOCs education platforms, and there are no guiding materials for students to learn after class. Therefore, this paper takes the MOOCs of Chinese universities as a platform to discuss how to use the MOOCs platform to construct a teaching material for mechanical design. By analyzing the existing problems of mechanical design teaching and the characteristics o
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Pant, Harsh Vardhan, Manoj Chandra Lohani, and Jeetendra Pande. "Descriptive Analytics of MOOCs With ICT in Respect of Developed Countries and Indian Context." International Journal of Information Communication Technologies and Human Development 11, no. 4 (2019): 18–34. http://dx.doi.org/10.4018/ijicthd.2019100102.

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The advances in technology and changing demand from students and business as well as the possibility for reducing costs and generating income has led to a MOOC explosion. Over the last years, massive open online courses (MOOCs) have received a great deal of attention from the academic community, the business and the media. The boost of MOOC initiatives in India is connected with several crucial issues – Promoting Digital India, SarvaSiksha Abhiyan, population and infrastructure and the business model specific educational needs, gaps, and necessities. The present article gives a brief idea of t
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Lachaud, Léa, and Charles Tijus. "Massive Online Open Courses: Features for Understanding and Learning." Educational Innovations and Emerging Technologies 2, no. 2 (2022): 1–16. http://dx.doi.org/10.35745/eiet2022v02.02.0001.

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Massive Online Open Courses (MOOCs) are based on digital cognitive technologies that serve the education of the greatest number by promoting understanding and learning. Combined with appropriate functionalities, methods, and procedures, MOOCs may become Smart Things with intelligent devices at the service of learners. This article aims to introduce to the education community a method for defining and evaluating the exemplary nature of MOOCs as Smart Things that have a user-centric design based on utility, acceptability, accessibility, usability, and ergonomic criteria. The procedure implemente
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Misra, Pradeep Kumar. "MOOCs for Teacher Professional Development: Reflections and Suggested Actions." Open Praxis 10, no. 1 (2018): 67. http://dx.doi.org/10.5944/openpraxis.10.1.780.

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Teacher Professional Development (TPD) has become a major policy priority within education systems worldwide. But keeping teachers professionally up-to-date and providing them professional development opportunities on continuing basis is a big challenge. Massive Open Online Courses (MOOCs) can be a cost and resource effective means to complement the traditional methods of professional development of teachers. This optimism is based on the assumption that use of MOOCs will facilitate mass training of teachers as per their convenience and ease. The other assumption is that being MOOCs-based trai
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Elbyaly, Marwa Yasien Helmy, and Abdellah Ibrahim Mohammed Elfeky. "The role of metacognition in promoting deep learning in MOOCs during COVID-19 pandemic." PeerJ Computer Science 8 (June 15, 2022): e945. http://dx.doi.org/10.7717/peerj-cs.945.

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In many nations affected by the COVID-19 pandemic, the situation in higher education institutions has changed. During the pandemic, these institutions have introduced numerous e-solutions to continue the process of education. Besides, research has shown many benefits in the last years of MOOCs. Yet, to date there are few studies to explore some individual characteristics, such as learners’ metacognitive skills, that might have an impact on learning outcomes in MOOCs. Furthermore, promotion of deep learning is a serious challenge for online courses including MOOCs. Therefore, the purpose of thi
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Mahmod, Mohamed Ali, Asma Md Ali, and Asadullah Shah. "Massive Open Online Courses as an Augmentation of E-Learning: A Review." International Journal on Perceptive and Cognitive Computing 4, no. 2 (2018): 1–4. http://dx.doi.org/10.31436/ijpcc.v4i2.69.

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Massive Open Online Courses (MOOCs) are considered as important trends in electroniclearning (e-learning) in higher education. Many universities offered MOOCs to any learners who preferlearning via the internet and benefiting from the offered courses online. Massive Open Online Courses areopen learning to anyone to enrol and study and many offered courses are free which do not require payingfees. MOOCs are delivered as video-based content via the internet offered by educational institutions anduniversities to many international learners. There is a lack of previous studies and scientific paper
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García-Sastre, Sara, Alejandro Ortega-Arranz, Eduardo Gómez-Sánchez, and Sara Villagrá-Sobrino. "Reflexões para a introdução da Colaboração e Gamificação no MOOC." Revista Latinoamericana de Tecnología Educativa - RELATEC 18, no. 1 (2019): 163–74. http://dx.doi.org/10.17398/1695-288x.18.1.163.

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MOOCs (Massive Open Online Courses) have significantly disrupted Higher Education. Usually, these online courses offer universal access to learning, generating new challenges regarding the form they are taught and the pedagogical approaches used. In fact, despite the benefits of MOOCs in Higher Education (e.g. ubiquitous and free access to learning), these courses are frequently critized due to their content-based teaching models. Therefore, the application of strategies promoting active learning is presented as a potential technique to change these models and to improve the student participat
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Ukaegbu, Bernadette C. N., and Godwin A. Otu. "Libraries and access to open online courses." Journal of Library Services and Technologies 5, no. 2 (2023): 148–56. http://dx.doi.org/10.47524/jlst.v5i2.149.

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This article aims to raise consciousness about the value of massive open online courses (MOOCs) for learners who cannot afford the exorbitant cost of higher education. Massive Open Online Courses (MOOCs) is a relatively new method of education in the digital age. The courseware is inexpensive, and students can access the materials whenever and wherever they like. MOOCs can be broken down into three distinct types: cMOOCs, xMOOCs, and quasi-MOOCs. A MOOC is an online education programme that allows for an infinite number of participants. The course materials typically consist of videotaped lect
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Ou, Kuo-Liang, and Wen-Chi Fong. "Factors Influencing Learning Intention of Advanced Placement MOOCs: Insights from an Investigation into Information Technology Adoption." Journal of Educational Technology Development and Exchange 16, no. 2 (2023): 92–107. http://dx.doi.org/10.18785/jetde.1602.06.

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Massive open online courses (MOOCs) have attracted recent scholarly attention, mainly because MOOCs have effectively made higher education accessible. However, MOOCs tend to have low completion rates, and many scholars have attempted to remedy this by investigating the psychological, cognitive, physiological, and demographic factors affecting completion rates. Nevertheless, most studies have rarely investigated the student’s information technology (IT) background, focusing instead on self-awareness, self-recognition, intrinsic motivation, or external factors. Thus, this study adopted the techn
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Dissertations / Theses on the topic "Promoting MOOCs"

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Deane, Nawaal. "Promoting Inclusive Higher Education in the digital age: Wrapping massive open online courses (MOOCs) for youth from marginalised communities in South Africa." Master's thesis, Faculty of Commerce, 2021. http://hdl.handle.net/11427/33694.

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In 2020, the Covid-19 pandemic led to the global shutdown of Higher Education Institutions (HEI) forcing the move from residential campuses to online learning. In South Africa, the shutdown further exacerbated the lack of access to Higher Education (HE) amongst youth, which adds to higher unemployment rates and perpetuates the cycle of poverty with detrimental consequences for society. However, in 2020 the forced move to online learning, and the use of freely available Massive Open Online Courses (MOOCs) provided an opportunity to rethink accessto HE for youth from marginalised areas. In some
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Shaker, T. (Tharwat). "Promoting engagement in self-paced online language courses:a case study in the context of a MOOC for Learning Arabic." Master's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201811103018.

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Student academic engagement is a very essential aspect of learning and is known to have a direct positive influence on the quality of learning outcomes as well as performance and retention. Thus, promoting opportunities for better engagement in online learning can potentially lead to increased learning. The concept of engagement in the literature overlaps with other concepts such as motivation, self-efficacy, and self-regulation which has some commonalities and differences. Engagement is an immensely complicated phenomenon incorporating students’ emotions, cognition, and behaviors, and is larg
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Chang, Hsuan Ming, and 張軒銘. "Developing a Data-Driven Learning Interest Recommendation System to Promoting Self-Paced Learning on MOOCs." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/92197869308430964351.

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碩士<br>國立清華大學<br>資訊工程學系<br>104<br>The revolution of Massive Online Open Courses (MOOCs) brings great opportunities for millions of learners worldwide. Meanwhile, student-generated data on MOOCs could be effectively used to improve both the teaching and learning effectiveness. In this study, considering the habit of replay the video, a data-driven learning interest rec- ommendation system called Videomark is proposed to identify the specific concepts that might interest leaners through integrating both the learner’s logs and video subtitles in the Chinese-speaking environments. Videomark pr
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Huang, Hao-Wei, and 黃皓偉. "A Study on the Points of the Implementation and Promotion of MOOCs in Elementary Schools, Junior High Schools, and Senior High Schools in Taiwan." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/29769967755972669145.

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碩士<br>國立臺灣師範大學<br>圖文傳播學系<br>102<br>A Massive Open Online Course (MOOC) is an online course with open unlimited global enrollment to anyone who desires to learn. These courses are offered through various platforms, like Coursera, Edx and Udacity .MOOCs originated around 2008, and growing out of the open educational resources movement. In 2011, Stanford University launched three MOOCs. At that time, many new MOOCs were being announced.Recently, MOOCS gradually makes its way into the K-12 education. With the rise of the MOOCs, authorities began to plan and promote MOOCs actively . Therefore, this
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Kuo, Chih-Han, and 郭智涵. "Promotive or Prohibitive? Explore the Relationships between Employee Moods and Voice Behaviors: The Moderating Effects of Environmental Perception and Leadership Styles." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/43110960501336087888.

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碩士<br>國立中山大學<br>人力資源管理研究所<br>101<br>Voice behavior refers to employees who express their opinions, ideas or suggestions in an attempt to help the organization or work unit. As previous studies show that voice behaviors can enhance organizational efficiency, decision quality, and even avoid potential crisis. Hence, the investigation of voice’s antecedent variables has become a popular research topic. The present study discussed whether positive / negative moods will influence promotive / prohibitive voice based on the voice behavior model that Morrison (2011) proposed. Moreover, we further inve
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Books on the topic "Promoting MOOCs"

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Schoenborn, Charlotte A. Negative moods as correlates of smoking and heavier drinking: Implications for health promotion. [U.S. Dept. of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Center for Health Statistics, 1993.

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Mune, Christina D. Libraries Supporting Online Learning. ABC-CLIO, LLC, 2020. http://dx.doi.org/10.5040/9798400678929.

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Using practical examples from librarians in the field, this book lays out current issues in online learning and teaches librarians how to adapt a variety of library services―including instruction, reference, and collection development―to online education. Recent studies highlighting the challenges faced by online learners show that skills librarians are uniquely qualified to teach, such as information and digital literacy and source evaluation, can improve academic performance in online courses and enhance the online learning experience. Just as embedded librarianship was developed to answer t
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Anderson, Amanda. A Human Science. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198755821.003.0005.

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The final chapter considers the question of psychology’s challenge to morality in light of larger debates over the value of the humanities. While many of the influential calls for new methods within the literary field therapeutically privilege psychological over moral desiderata in their promotion of new moods of literary appreciation and pleasure, public-facing defenses of the humanities typically stress their moral value, their ability to promote civic virtue and individual moral growth. Surveying the broad conditions affecting the self-understanding of the humanities in literary studies tod
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Ufimtseva, Nataliya V., Iosif A. Sternin, and Elena Yu Myagkova. Russian psycholinguistics: results and prospects (1966–2021): a research monograph. Institute of Linguistics, Russian Academy of Sciences, 2021. http://dx.doi.org/10.30982/978-5-6045633-7-3.

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The monograph reflects the problems of Russian psycholinguistics from the moment of its inception in Russia to the present day and presents its main directions that are currently developing. In addition, theoretical developments and practical results obtained in the framework of different directions and research centers are described in a concise form. The task of the book is to reflect, as far as it is possible in one edition, firstly, the history of the formation of Russian psycholinguistics; secondly, its methodology and developed methods; thirdly, the results obtained in different research
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Book chapters on the topic "Promoting MOOCs"

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Pata, Kai, and Emanuele Bardone. "Promoting Distributed Cognition at MOOC Ecosystems." In Learning and Collaboration Technologies. Designing and Developing Novel Learning Experiences. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07482-5_20.

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Albakri, Ghadah Shukri. "Exploring the Impact of Artistic Practices on Undergraduate Student Stress Levels: An Applied Research." In Sustainability, AI and Innovation: Proceedings of the Applied Research in Humanities & Social Sciences (ARHSS 2023). Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-96-2532-1_2.

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Abstract This research explores the impacts of involving undergraduate students in various artistic practices on their stress levels. An integrated approach was adopted for this purpose, using both qualitative and quantitative methods to compare stress levels before and after participation in artistic activities. One hundred and fifty-five undergraduate students were involved in the Stress Scale to examine their stress levels before and after the arts activities. Additionally, 15 undergraduate students wrote protocol writing and participated in focus group discussions while practicing art. The
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Che, Ziyan, Longkai Wu, Jiumei Yang, and Peizhi Mao. "Implementing Inclusive Education through Informatization: A Case Study on Promotion of MOOCs in Western China." In Education and Human Development. IntechOpen, 2023. http://dx.doi.org/10.5772/intechopen.112620.

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This paper reports on the implementation of Promoting Massive Open Online Courses (MOOCs) in Western China, an initiative over a span of 10 years aimed at promoting the MOOC education model in the Western region of China, which plays a crucial role in inclusive education, breaking down geographical barriers and empowering individuals to pursue lifelong learning and realize their full potential. By 2022, this Initiative provided 10,000 customized MOOCs to Western universities, benefited over 2300 universities nationwide, engaged 39.3 million students, and trained 250,000 teachers. The Initiativ
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Thammetar, Thapanee, and Jintavee Khlaisang. "Promoting Open Education and MOOCs in Thailand." In MOOCs and Open Education in the Global South. Routledge, 2019. http://dx.doi.org/10.4324/9780429398919-16.

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Deval, Amit Kumar. "Open Educational Resources for MOOC." In Advances in Library and Information Science. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5146-1.ch014.

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The higher education sector is being influenced by many factors, and a paradigm shift from conventional learning to virtual learning can easily be observed. MOOCs are an innovative initiative in promoting and imparting virtual learning to the end users that are restricted to pursue their higher education due to time, space, and money constraints. Open educational resources are an integral part of MOOCs, and to sustain the viability of MOOCs, quality open educational resources are a need of the hour. Issues related to MOOCs and open educational resources are being taken up by various government
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Watted, Abeer. "Promoting innovative thinking and achievements in a massive open online course." In Massive Open Online Courses - Current Practice and Future Trends [Working Title]. IntechOpen, 2023. http://dx.doi.org/10.5772/intechopen.1001449.

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This chapter deals with the role of massive open online courses (MOOCs) in promoting innovative thinking skills and achievements among undergraduate students. The study compared two groups who studied the same course in different learning environments: 1. students who studied the course via MOOC (N=91) and 2. students who studied the same F2F course in the classroom (N=66). The study applied the quantitative approach, collecting data via pre- and post-questionnaires and students’ grades in the different assignments in the course. Findings indicated that MOOC students promoted innovative thinki
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Sahoo, Jyotshna, Basudev Mohanty, Lipsha Ratha, Anupama Meher, and Jayanta Kumar Sahu. "Massive Open Online Courses and MOOCs-SWAYAM." In Advances in Library and Information Science. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5146-1.ch004.

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Massive Open Online Courses (MOOCs) are relatively new models for imparting high quality online education not only on different platforms but also multi-learners can simultaneously access from different geographical regions. Within a very short span these courses have gain momentum across the globe through prominent academic and research bodies by investing considerable efforts in developing, promoting and in delivering such courses. While MOOC courses are being imparted through popular global platforms like Coursera, Udacity, edx, Future Learn etc. by a number of top ranked Universities, SWAY
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Gupta, Shikha, and Samarth Gupta. "Massive Open Online Courses." In Handbook of Research on Teaching Strategies for Culturally and Linguistically Diverse International Students. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8921-2.ch015.

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Multimedia technology and the internet have revolutionized the delivery and the reach of education through massive open online courses (MOOCs). Starting in 2011 when professors from Stanford University took a lead in starting such courses, teaching/learning through MOOCs has become a revolution of sorts with the professors and the higher education institutions (HEIs) realizing the benefits of several thousand students registering for an online course. Today, more than 11000 MOOCs are available from various countries spanning diverse cultures and languages, disrupting the teaching/learning mode
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Aarthi, S., R. N. Ravikumar, Karomat Sobirova, and Zokir Mamadiyarov. "Empowering a Sustainable Future Through Digital Learning and the SDGs." In Harnessing E-Learning to Create a Sustainable Future. IGI Global Scientific Publishing, 2025. https://doi.org/10.4018/979-8-3373-0112-9.ch006.

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E-learning is a transformative force supporting the United Nations Sustainable Development Goals (SDGs) by enhancing educational access, promoting inclusivity, and advancing sustainability. It bridges gaps across distance, time, and status, offering quality education (SDG 4) through multimodal, AI-powered, adaptive learning tools. E-learning supports environmental sustainability (SDG 13) by reducing reliance on physical infrastructure and encouraging eco-conscious behavior. It also fosters socio-economic progress (SDGs 5, 8, 10) by improving employability, gender equality, and inclusion. Real-
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Ossiannilsson, Ebba. "Quality Enhancement for Mobile Learning in Higher Education." In Promoting Active Learning through the Integration of Mobile and Ubiquitous Technologies. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6343-5.ch010.

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Students entering higher education today have grown up with the Internet and mobile devices. Thus, there is a need for universities to offer a greater mix of face-to-face and online learning possibilities, such as Open Educational Resources (OER) and Massive Open Online Courses (MOOCs) that allow individuals to access education anywhere, anytime, and to have it personalized through apps. This chapter focuses on mobile learning (M-learning) in open learning educational arenas and contexts. The author defines M-learning and the usefulness of M-learning in education. Then some examples of mobile
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Conference papers on the topic "Promoting MOOCs"

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Chandramouli, Magesh, and Gokarna Aryal. "DESIGN AND EVALUATION OF MOOC VIDEOS IN LMS (LEARNING MANAGEMENT SYSTEMS) FOR PROMOTING STUDENT ENGAGEMENT AND ACTIVE LEARNING." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.2173.

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Baek, Jiye, and Jesse Shore. "Promoting Student Engagement in MOOCs." In L@S 2016: Third (2016) ACM Conference on Learning @ Scale. ACM, 2016. http://dx.doi.org/10.1145/2876034.2893437.

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Wang, Yuyue, Yidan Li, Xiaodong Hu, Yueqiang Xu, Xinyi Liang, and Chi-Un Lei. "Massive Open Online Courses Role in Promoting United Nations Sustainable Development Goals." In 2022 IEEE Learning with MOOCS (LWMOOCS). IEEE, 2022. http://dx.doi.org/10.1109/lwmoocs53067.2022.9927947.

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Cardoso, Janaina. "MASSIVE OPEN ONLINE COURSES CAMPS: BEFORE AND DURING THE PANDEMIC." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end072.

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MOOC Camps have been used as a successful blended alternative to more traditional MOOCs (totally online). A “camp” here means “an informal gathering of learners working together to discuss new ideas and concepts” (Sowell, 2019). MOOC Camps combine the positive aspects of MOOCs, such as high-quality of professional development and low cost for participants with the advantages of using the “camps”, such as adaptation to the local context and a simpler way of promoting interaction among participants, who consequently feel highly motivated to complete the online course (Cardoso, 2020). The aim of
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Dash, Manoj Kumar, and Manas Ranjan Panigrahi. "Promoting Educational Resilience through Technology Enhanced Learning for Sustainable Quality Education and Training in the Context of Higher Education in India: An Innovation under CEMCA." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.4075.

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Ministry of Education, Govt of India (GOI) under the digital India initiatives encourages teachers of higher education making use of SWAYAM (online platform) effectively and efficiently for education, training and capacity building. University Grants Commission (UGC), GOI has been encouraging the teachers to submit proposals for designing and developing Massive Open Online Courses (MOOCs) for UG/PG levels &amp; skill development of youth under SWAYAM. Therefore, teachers of higher education must be trained, oriented and exposed for capacity building to enable them to design and develop quality
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Thongkoo, Krittawaya, and Kannika Daungcharone. "Using Flipped Classroom: MOOCs and Active Learning Approach to Promoting Undergraduate Students' Learning Achievement." In 2022 Joint International Conference on Digital Arts, Media and Technology with ECTI Northern Section Conference on Electrical, Electronics, Computer and Telecommunications Engineering (ECTI DAMT & NCON). IEEE, 2022. http://dx.doi.org/10.1109/ectidamtncon53731.2022.9720375.

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Chang, Hsuan-Ming, Tonny Meng-Lun Kuo, So-Chen Chen, et al. "Developing a Data-Driven Learning Interest Recommendation System to Promoting Self-Paced Learning on MOOCs." In 2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2016. http://dx.doi.org/10.1109/icalt.2016.42.

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Dell, Debra, Martha Cleveland-Innes, and Norm Vaughan. "Community of Inquiry: Designing for Lifelong Learning Regulation." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.6044.

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The Community of Inquiry framework is used extensively to design and evaluate open and distance learning courses, including MOOCs. In the CoI model, at the intersection of the way we think and make sense of content (cognitive presence) and how we demonstrate, assess, and make our learning and unlearning visible (teaching presence) is the construct overlap called regulating learning. The regulating learning overlap is deeply connected to core CoI concepts of community building, purposeful inquiry, discourse, metacognition, and self and co-regulation (Akyol &amp; Garrison, 2011; Garrison, 2013).
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DENG, QIU-HU. "RESEARCH ON THE DEVELOPMENT, INNOVATION AND LEARNING OF MOOC EDUCATION." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35717.

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Since the birth of massive open online courses (MOOC) in 2011, MOOC has developed rapidly all over the world. MOOC platform has developed from providing courses to providing social recognized degree certificates for learners. There are many MOOC platforms at home and abroad. Many scholars believe that MOOC is a destructive innovation form of education. Many famous schools have launched MOOC projects. After years of development, the platforms launch course combinations to meet the needs of learners and provide certification according to the market demand. MOOC is conducive to promoting teaching
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Sevón, Sofia, and Taija Chaya Votkin. "SWEDISH IN FINLAND - A MOOC PROMOTING INTEGRATION." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.0387.

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Reports on the topic "Promoting MOOCs"

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Ingram, Keisha LaRaine, Dorsa Dorbahani, Anzhela Sargsyan, and Mannhas Kamble. Promotion of Luxurious Cosmetics Through Emotion Manipulation. Vilnius Business College, 2024. https://doi.org/10.57005/ab.2024.3.2.

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Considering the rising importance of emotions in influencing the purchase decisions of consumers, this research highlights emotions and the ways in which they impact the purchase behaviour. This is significant regarding information the marketers use to develop the strategies and practices for targeting consumer emotions, which ineffectively influence their purchase decisions for luxury cosmetics products. Indeed, this a challenge that marketers have faced in correctly aligning their marketing mix strategies to connect with these consumer groups. Conventional marketing strategies used to captur
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