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Direct linkEriksson, Thommy; Adawi, Tom; Stöhr, Christian – Journal of Computing in Higher Education, 2017
Why do over 90% of the learners in Massive Open Online Courses (MOOCs) never finish the course? There is a need for further studies focusing on the learners' experiences of participating in MOOCs and factors that influence the decision to complete or drop out of the course. To deepen our understanding of why learners complete or drop out of MOOCs,…
Descriptors: Large Group Instruction, Online Courses, Educational Technology, Technology Uses in Education
Interaction in Distance Education and Online Learning: Using Evidence and Theory to Improve Practice
Abrami, Philip C.; Bernard, Robert M.; Bures, Eva M.; Borokhovski, Eugene; Tamim, Rana M. – Journal of Computing in Higher Education, 2011
In a recent meta-analysis of distance and online learning, Bernard et al. (2009) quantitatively verified the importance of three types of interaction: among students, between the instructor and students, and between students and course content. In this paper we explore these findings further, discuss methodological issues in research and suggest…
Descriptors: Foreign Countries, Evidence, Instructional Design, Distance Education
