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References 1. Bansal, S. K., & Kagemann, S. (2015). Integrating big data: A semantic extract-transform-load framework. Computer, 48 (3), 42-50. doi: 10.1109/MC.2015.76 2. Bozkurt, A., Keskin, N. O., & de Waard, I. (2016). Research Trends in Massive Open Online Course (MOOC) Theses and Dissertations: Surfing the Tsunami Wave. Open Praxis, 8 (3), 203-221. Retrieved from 3. Clark, D. (2013, April 16). MOOCs: taxonomy of 8 types of MOOC. Donald Clark Plan B [Blog post]. Retrieved from

., & Hadi, M. (2016). Exploring the Factors Associated with MOOC Engagement, Retention and the Wider Benefits for Learners. European Journal of Open, Distance and E-Learning, 19(2), 112-129. 26. Pot, A. M., Petrea, I., & Meerveld, J. (2013). Improving Dementia Care Worldwide Ideas and Advice on Developing and Implementing a National Dementia Plan. London. Retrieved from 27. Prince, M., Bryce, R., & Ferri, C. (2011). World Alzheimer Report 2011: The Benefits of Early Diagnosis and Intervention

References 1. Alexander, S. (2001). E-learning developments and experiences. In Education & Training, 43, (pp. 240-248). 2. An-Najah National University (2014). Press conference: launching the first free English language online course, ‘Discover Palestine’. Available: [Accessed 10-10-2014]. 3. AUB, American University of Beirut (2014). AUB tests the waters of open online learning and digital degrees with pilot courses. AUB News. Available:

1 Introduction With the development of Web 2.0 technology and trends in education globalization, the massive open online course (MOOC) has rapidly become an influential educational tool. Enabling students from all over the world to access free education provided by elite universities ( Daniel, 2012 ), and offering the meeting point for communities of people that share common interests ( McAuley et al., 2010 ), MOOC is not only a great innovation in internet applications, but also a revolution in education. Following the success of Coursera and edX in the United

Analysis. Cambridge: Cambridge University Press. 5. Borg, S. (2015). Teacher Cognition and Language Education (1 st ed.). London: Bloomsbury Academic. 6. Bozkurt, A., Akgün-Özbek, E., & Zawacki-Richter, O. (2017). Trends and Patterns in Massive Open Online Courses: Review and Content Analysis of Research on MOOCs (2008-2015). The International Review of Research in Open and Distributed Learning, 18 (5). doi: 10.19173/irrodl.v18i5.3080 7. Braun, V., & Clarke, V. (2006) Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3 (2). pp. 77-101. doi

, A., & Jansen, D. (2017). Designing Massive Open Online Learning Processes: The sMOOC Pedagogical Framework. In: M. Jemni, Kinshuk, M. Khribi (eds), Open Education: from OERs to MOOCs. Lecture Notes in Educational Technology . Springer, Berlin, Heidelberg. Calise, M. (2018 June 27, 28). MOOC: sfide e opportunità. In Conference of the Rectors of Italian Universities – CRUI, Table 3A. Udine. Retrieved from . Cinque, M. et al. (2015). MOOC risorse educative

References 1. Bolkan, J. (2013). MOOCs Top Open Access for Disruptive Potential. In Campus Technology, Blog, 2013, October 23. Retrieved from: potential.aspx 2. Cheng, C.Y. (2014). An Exploratory Study of Emotional Affordance of a Massive Open Online Courses. In European Journal of Open, Distance and e-Learning, 17(1), (pp. 43-55). Retrieved from 3. Daniel, J. (2012). Making Sense of MOOCs: Musings in a Maze of Myth

References 1. Altbach, P.G. (2014). MOOCs as neocolonialism: who controls knowledge? In International Higher Education, 75(Spring), (pp. 5-7). Available online at 2. Bearman, M.; Smith, C.D.; Carbone, A.; Slade, S.; Baik, C.; Hughes-Warrington, M. and Neumann, D.L. (2012). Systematic review methodology in higher education. In Higher Education Research and Development, 31(5), (pp. 625-640). doi:10.1080/07294360.2012.702735 3. Brey, P. (2006). Social and ethical dimensions of computer

References 1. Bingham, T., & Conner, M. (2015). The New Social Learning: A Guide to Transforming Organizations Through Social Media. Berrett-Koehler Publishers & ASTD Press. 2. Bozkurt, A., Keskin, N. O., & de Waard, I. (2016). Research Trends in Massive Open Online Course (MOOC) Theses and Dissertations: Surfing the Tsunami Wave. Open Praxis, 8 (3), 203-221. 3. CEDEFOP. (2011). Glossary: Quality in Education and Training. 4. Chen, B., & Bryer, T. (2012). Investigating instructional strategies for using social media in formal and informal learning. The 7. Esposito, A. (2012). Research ethics in emerging forms of online learning: Issues arisen from a hypothetical study on a MOOC. In Electronic Journal of e-Learning, 10(3), (pp. 315-325). 8. Garrison, D.R.; Anderson, T. and Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. In Internet and Higher Education, 2(2-3), (pp. 87-105). 9. Garrison, D.R. and Arbaugh, J.B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. In Internet and Higher