| A systematic review of research methods and topics of the empirical MOOC literature (2014-2016) |
37 |
| Motivating factors of MOOC completers: Comparing between university-affiliated students and general participants |
24 |
| Student perception of helpfulness of facilitation strategies that enhance instructor presence, connectedness, engagement and learning in online courses |
23 |
| The role of self-regulated learning in students' success in flipped undergraduate math courses |
18 |
| Award-winning faculty online teaching practices: Course design, assessment and evaluation, and facilitation |
14 |
| Fostering student engagement in online discussion through social learning analytics |
13 |
| Detecting leadership in peer-moderated online collaborative learning through text mining and social network analysis |
11 |
| Learning to teach online: Measuring the influence of faculty development training on teaching effectiveness through a TPACK lens |
11 |
| Determining the differences between online and face-to-face student-group interactions in a blended learning course |
11 |
| Identifying consistent patterns of quality learning discussions in blended learning |
9 |
| How do medium naturalness, teaching-learning interactions and Students' personality traits affect participation in synchronous E-learning? |
8 |
| Beyond positive and negative emotions: Looking into the role of achievement emotions in discussion forums of MOOCs |
7 |
| Students' motivation and subjective task value of participating in online and blended learning environments |
7 |
| Learner participation profiles in an asynchronous online collaboration context |
7 |
| Influence of satisfaction and preparedness on online students' feelings of anxiety |
7 |
| A systematic review of the Community of Inquiry survey |
7 |
| Confirming the subdimensions of teaching, social, and cognitive presences: A construct validity study |
6 |
| Group awareness increases student engagement in online collaborative writing |
6 |
| A model for aligning assessment with competences and learning activities in online courses |
6 |
| Time well spent: Creating a community of inquiry in blended first-year writing courses |
6 |
| We're all in this together: The impact of Facebook groups on social connectedness and other outcomes in higher education |
6 |
| Transition 2.0: Digital technologies, higher education, and vision impairment |
6 |
| Contrasting prediction methods for early warning systems at undergraduate level |
6 |
| Towards a framework for an institution-wide quantitative assessment of teachers' online participation in blended learning implementation |
5 |
| Students' engagement in asynchronous online discussion: The relationship between cognitive presence, learner prominence, and academic performance |
5 |
| Centralized student performance prediction in large courses based on low-cost variables in an institutional context |
5 |
| Eliciting the challenges and opportunities organizations face when delivering open online education: A group-concept mapping study |
5 |
| The nagging question when designing blended courses: Does the proportion of time devoted to online activities matter? |
5 |
| Exploring development of social capital in a CMOOC through language and discourse |
4 |
| Social media-based collaborative learning: Exploring antecedents of attitude |
4 |
| The effects of group metacognitive scaffolding on group metacognitive behaviors, group performance, and cognitive load in computer-supported collaborative learning |
4 |
| Examining communities of inquiry in Massive Open Online Courses: The role of study strategies |
4 |
| A network-based analytic approach to uncovering the relationship between social and cognitive presences in communities of inquiry |
3 |
| Situating videoconferencing in a connected class toward intercultural knowledge development: A comparative reflection approach |
3 |
| Behavioral patterns of knowledge construction in online cooperative translation activities |
3 |
| Open education resources and perceptions of financial value |
3 |
| The experience of embodied presence for the hybrid dance/movement therapy student: A qualitative pilot study |
2 |
| Becoming a competent self: A developmental process of adult distance learning |
2 |
| Uncovering the sequential patterns in transformative and non-transformative discourse during collaborative inquiry learning |
2 |
| The role of an online first-year seminar in higher education doctoral students' scholarly development |
2 |
| Relational and psychological factors affecting exam participation and student achievement in online college courses |
2 |
| Motivated strategies for learning questionnaire part B revisited: New subscales for an adult distance education setting |
1 |
| Implementing online personalized social comparison nudges in a web-enabled coaching system |
1 |
| School counselors' changing perceptions of ePortfolios: From graduate students to professionals |
0 |
| The role of social cues in supporting students to overcome challenges in online multi-stage assignments |
0 |
