Similar to other online courses, massive open online courses (MOOCs) often rely on learner–learner interaction as a mechanism to promote learning. However, '/>
机译:学习者 - 学习者在化学中互动的性质和程度巨大开放在线课程(MOOC)
Educational Technology Research and Assessment Northern Illinois University;
Educational Technology Research and Assessment Northern Illinois University;
Department of Leadership Educational Psychology and Foundations Northern Illinois University;
Educational Technology Research and Assessment Northern Illinois University;
Educational Technology Research and Assessment Northern Illinois University;
Computer Science Northern Illinois University;
Computer Science Northern Illinois University;
Educational Technology Research and Assessment Northern Illinois University;
Computer Science Northern Illinois University;
MOOCs; Interaction analysis model; STEM; Online learning; Computer supported collaborative learning; Social network analysis;
机译:学习者 - 学习者在化学中互动的性质和程度巨大开放在线课程(MOOC)
机译:了解学习者的大规模开放在线课程的完工意图(MOOCS):人格特质的作用和个人创新
机译:学习者参与,保留和成功:为什么大规模在大规模开放的在线课程(Moocs)
机译:学习者背景下的建构主义学习环境模型的调查结果,提升大规模开放式在线课程(MOOCS)加强高等教育的创造性思维
机译:Moocs开发?对印度学习者的研究及其在大规模开放在线课程中的经验
机译:数字学习者的存在和在线教学工具:在线学习者对有效学习的更高认知要求
机译:错误:学习者 - 学习者的性质和水平在大规模开放的在线课程中的学习者 - 学习者互动(MOOC)