Adekola, J., et al., (2017) ‘Student transitions to blended learning; An institutional case study’, Journal of Perspectives in Applied Academic Practice, vol. 5(2), pp. 58–65. doi:https://doi.org/10.14297/jpaap.v5i2.273Allen, I. E. & Seaman, J. (2014) Grade Change: Tracking Online Education in the United States. Available at: https://www.utc.edu/learn/pdfs/online/sloanc-report-2014.pdfArmellini, A. & Padilla Rodriguez, B. C. (2016) ‘Are massive open online courses (MOOCs) pedagogically innovative?’, Journal of Interactive Online Learning, vol. 14(1), pp. 17–28. Bayne, S. & Ross, J. (2014) The Pedagogy of the Massive Open Online Course(MOOC): The UK View. Available at: https://www.heacademy.ac.uk/resources/detail/elt/the_pedagogy_ of_the_MOOC_UK_viewBiggs, J. B. (1999) Teaching for Quality Learning at University : What the Student Does. Society for Research into Higher Education, Open University Press, Buckingham.Braun, V. & Clarke, V. (2006) ‘Using thematic analysis in psychology’, Qualitative Research in Psychology, vol. 3(2), pp. 77–101. doi:http://dx.doi.org/10.1191/1478088706qp063oaCheng, M., et al., (2015) Transition Skills and Strategies: Self-efficacy. Enhancement Themes. vailable at: http://www.enhancementthemes.ac.uk/docs/publications/ transition-skills-and-strategies---self-efficacy.pdfChristensen, G., et al., (2013) The MOOC Phenomenon: Who Takes Massive Open Online Courses and Why? [Working paper]. Available at: https://www.openeducationeuropa.eu/sites/default/files/asset/The%20MOOC%20Phenomenon.pdfCohen, D. & Crabtree, B. (2006) Semi-Structured Interviews. Available at: http://www.qualres.org/HomeSemi-3629.htmlCross, S. & Whitelock, D. (2017) ‘Similarity and difference in fee-paying and no-fee learner expectations, interaction and reaction to learning in a massive open online course’, Interactive Learning Environments, vol. 25(4), pp. 439–451. doi:http://dx.doi.org/doi:10.1080/10494820.2016.1138312Daniel, J., Vázquez Cano, E. & Gisbert Cervera, M. (2015) ‘The future of MOOCs: adaptive learning or business model?’, International Journal of Educational Technology in Higher Education, vol. 12(1), pp. 64–73. doi:10.7238/rusc.v12i1.2475Daza, V., Makriyannis, N. & Rovira Riera, C. (2013) ‘MOOC attack: closing the gap between pre-university and university mathematics’, Open Learning: The Journal of Open, Distance and e-Learning, vol. 28(3), pp. 227–238. doi:10.1080/02680513.2013.872558Dillahunt, T. R., Wang, B. Z. & Teasley, S. (2014) ‘Democratizing higher education: exploring MOOC use among those who cannot afford a formal education’, The International Review of Research in Open and Distance Learning, vol. 15(5). doi:10.19173/irrodl.v15i5.1841Duranton, H. & Mason, A. (2012) ‘The loneliness of the long-distance learner: social network-ing and student support. A case study of the distance-learning MA in translation at Bristol University’, Open Learning: The Journal of Open, Distance and e-Learning, vol. 27(1), pp. 81–87. doi:10.1080/02680513.2012.640790
E. Kubincova et al.(page number not for citation purpose)16Citation: Research in Learning Technology 2018, 26: 2055 - http://dx.doi.org/10.25304/rlt.v26.2055Emanuel, E. J. (2013) ‘Online education: MOOCs taken by educated few’, Nature, vol. 503(7476), pp. 342–342. doi:10.1038/503342aEpelboin, Y. (2017) ‘MOOCs: a viable business model?’, in Open Education: From OERs to MOOCs, eds M. Jemni, Kinshuk, & M. K. Khribi, Springer, Berlin, Heidelberg, pp. 241–259.Ferguson, R. & Sharples, M. (2014) ‘Innovative pedagogy at massive scale: teaching and learn-ing in MOOCs’, in Open Learning and Teaching in Educational Communities, vol. 8719, eds C. Rensing, S. de Freitas, T. Ley, & P. Muñoz-Merino, Cham, Springer International Publishing, pp. 98–111.Garrison, D. R., Anderson, T. & Archer, W. (1999) ‘Critical inquiry in a text-based environ-ment: computer conferencing in higher education’, The Internet and Higher Education,vol. 2(2), pp. 87–105. doi:https://doi.org/10.1016/S1096-7516(00)00016-6Garrison, D. R., Anderson, T. & Archer, W. (2010) ‘The first decade of the community of inquiry framework: a retrospective’, The Internet and Higher Education, vol. 13(1), pp. 5–9. doi:https://doi.org/10.1016/j.iheduc.2009.10.003Haggard, S., et al., (2013) ‘The maturing of the MOOC: literature review of massive open online courses and other forms of online distance learning’, Department for Business, Innovation and Skills, UK Government.Jiang, S., et al., (2014) ‘Influence of incentives on performance in a pre-college biology MOOC’, The international Review of Research in Open and Distributed Learning, 2014, vol. 15(5). doi:10.19173/irrodl.v15i5.1858Kerr, J., Houston, S., Marks, L. & Richford, A. (2015) Building and Executing MOOCs. A Practical Review of Glasgow’s First Two MOOCs (Massive Open Online Courses), Project Report, University of Glasgow, Glasgow. Available at: http://eprints.gla.ac.uk/112764/Kirby, D., et al., (2010) ‘Graduates of the new learning environment: a follow-up study of high school distance e-learners’, Quarterly Review of Distance Education, vol. 11(3), p. 161. Laurillard, D. (2012) Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology, Routledge, New York.Laurillard, D. (2016) ‘The educational problem that MOOCs could solve: professional develop-ment for teachers of disadvantaged students’, Research in Learning Technology, vol. 24(1), pp. 29369. doi:10.3402/rlt.v24.29369McAuley, A., Stewart, B., Siemens, G. & Cormier, D. (2010) The MOOC Model for Digital Practice, Available at: http://s3.amazonaws.com/academia.edu.documents/43171388/MOOC_Final.pdf ?AWS AccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1500295358&Signature=pPCPeGl2n9CwypnYK7MwnZgujnY%3D&response-content-disposition=inline%3B%20filename%3DThe_MOOC_Model_for_Digital_Practice.pdfMuilenburg, L. Y. & Berge, Z. L. (2005) ‘Student barriers to online learning: a factor analytic study’, Distance Education, vol. 26(1), pp. 29–48. doi:10.1080/01587910500081269O’Brien, B. C., Harris, I. B. & Beckman, T. J. (2014) ‘Standards for reporting qualitative research: asynthesis of recommendations’, Academic Medicine, vol. 89(9), pp. 1245–1251. doi:10.1097/ACM.0000000000000388Ossiannilsson, E., Altinay, F. & Altinay, Z. (2016) ‘MOOCs as change agents to boost innova-tion in higher education learning arenas’, Education Sciences, vol. 6(3), p. 25. doi:https://doi.org/10.3390/educsci6030025Perović, N. & Young, C. (2015) ABC (Arena Blended Connected) Curriculum Design, Available at: http://blogs.ucl.ac.uk/digital-education/2015/04/09/abc-arena-blended-connected-curriculum-design/Rovai, A. P. (2003) ‘In search of higher persistence rates in distance education online programs’, The Internet and Higher Education, vol. 6(1), pp. 1–16. doi:10.1016/S1096-7516(02)00158-6Simpson, O. (2013) ‘Student retention in distance education: are we failing our students?’, Open Learning: The Journal of Open, Distance and e-Learning, vol. 28(2), pp. 105–119. doi:10.1080/02680513.2013.847363Smith, R. M. (2014) Conquering the Content: ABlueprint for Online Course Design and Development, Jossey-Bass, San Francisco.
Research in Learning Technology(page number not for citation purpose)Citation: Research in Learning Technology 2018, 26: 2055 - http://dx.doi.org/10.25304/rlt.v26.2055 17Vihavainen, A., Luukkainen, M. & Kurhila, J. (2013) MOOC as Semester-Long Entrance Exam, Paper presented at the Proceedings of the 14th Annual ACM SIGITE Conference on Information Technology Education, New York, ACM, pp.177–182. doi: 10.1145/2512276.2512305Wulf, J., et al., (2014) ‘Massive open online courses’, Business & Information Systems Engineering, vol. 6(2), pp. 111–114. doi:10.1007/s12599-014-0313-9
![[img]](https://eprints.gla.ac.uk/style/images/fileicons/text.png)
Altmetric
Altmetric