Vol. 21 No. 3 (2020)

Editorial

Editorial - Volume 21, Issue 3

Constance Blomgren

i-iii
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Research Articles

Learners’ Perceptions of Online Exams: A Comparative Study in Turkey and Kyrgyzstan

Gülgün Afacan Adanır, Rita İsmailova, Asan Omuraliev , Gulshat Muhametjanova

1-17
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Antecedents of Student Loyalty in Open and Distance Learning Institutions: An Empirical Analysis

Yon Rosli Daud, Mohd Rushidi bin Mohd Amin, Jeannot bin Abdul Karim

18-40
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Does Delivery Model Matter? The Influence of Course Delivery Model on Teacher Candidates’ Self-Efficacy Beliefs Towards Inclusive Practices

Moriah Smothers, Tori Colson, Stacey Keown

41-59
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A Meta-Analysis of Scaffolding Effects in Online Learning in Higher Education

Min Young Doo, Curtis J. Bonk, Heeok Heo

60-80
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The Influence of Successful MOOC Learners’ Self-Regulated Learning Strategies, Self-Efficacy, and Task Value on Their Perceived Effectiveness of a Massive Open Online Course

Daeyeoul Lee, Sunnie Lee Watson, William R. Watson

81-98
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Applying the Rasch Model to Evaluate the Self-Directed Online Learning Scale (SDOLS) for Graduate Students

Hongwei Yang, Jian Su, Kelly D. Bradley

99-120
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An Analysis of Course Characteristics, Learner Characteristics, and Certification Rates in MITx MOOCs

Nergiz Ercil Cagiltay, Kursat Cagiltay, Berkan Celik

121-139
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Evaluation of Student Feedback Within a MOOC Using Sentiment Analysis and Target Groups

Karsten Lundqvist, Tharindu Liyanagunawardena, Louise Starkey

140-156
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Promoting Intercultural Competence in a Learning Activity Supported by Virtual Reality Technology

Rustam Shadiev, Xueying Wang , Yueh Min Huang

157-174
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Research Trends in Mobile Learning

Gizem Yıldız, Abdurrahman Yıldırım, Bedreddin Ali Akça, Ayşe Kök, Açelya Özer, Serçin Karataş

175-196
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Revisiting Textbook Adaption Through Open Educational Resources: An Inquiry into Students’ Emotions

Xiaodong Zhang

197-210
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A Qualitative Inquiry of K–12 Teachers’ Experience with Open Educational Practices: Perceived Benefits and Barriers of Implementing Open Educational Resources

Hengtao Tang

211-229
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Profiles of Online Students and the Impact of Their University Experience

Albert Sánchez-Gelabert, Riccardo Valente, Josep M Duart

230-249
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Challenges of Blended Learning in Refugee Camps: When Internet Connectivity Fails, Human Connection Succeeds

Mohamed Aziz Dridi, Dhinesh Radhakrishnan , Barbara Moser-Mercer, Jennifer DeBoer

250-263
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Learners’ Discussion Patterns, Perceptions, and Preferences in a Chinese Massive Open Online Course (MOOC)

Fan Ouyang, Xu Li, Dan Sun, Pengcheng Jiao, Jiajia Yao

264-284
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Literature Reviews

Research Trends in K–12 MOOCs: A Review of the Published Literature

Philippos Koutsakas, George Chorozidis, Angeliki Karamatsouki, Charalampos Karagiannidis

285-303
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Notes From the Field

Languaging Network Learning: The Emergence of Connectivism in Architectonic Thought

Jeremy Dennis

304-318
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Elements of Open Education: An Invitation to Future Research

Olaf Zawacki-Richter, Dianne Conrad, Aras Bozkurt, Cengiz Hakan Aydin, Svenja Bedenlier, Insung Jung, Joachim Stöter, George Veletsianos, Lisa Marie Blaschke, Melissa Bond, Andrea Broens, Elisa Bruhn, Carina Dolch, Marco Kalz, Michael Kerres, Yasar Kondakci, Victoria Marin, Kerstin Mayrberger, Wolfgang Müskens, Som Naidu, Adnan Qayyum, Jennifer Roberts, Albert Sangrà, Frank Senyo Loglo, Patricia J. Slagter van Tryon, Junhong Xiao

319-334
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Full Issue

Editorial

Editorial - Volume 21, Issue 3

Research Articles

Learners’ Perceptions of Online Exams: A Comparative Study in Turkey and Kyrgyzstan

Antecedents of Student Loyalty in Open and Distance Learning Institutions: An Empirical Analysis

Does Delivery Model Matter? The Influence of Course Delivery Model on Teacher Candidates’ Self-Efficacy Beliefs Towards Inclusive Practices

A Meta-Analysis of Scaffolding Effects in Online Learning in Higher Education

The Influence of Successful MOOC Learners’ Self-Regulated Learning Strategies, Self-Efficacy, and Task Value on Their Perceived Effectiveness of a Massive Open Online Course

Applying the Rasch Model to Evaluate the Self-Directed Online Learning Scale (SDOLS) for Graduate Students

An Analysis of Course Characteristics, Learner Characteristics, and Certification Rates in MITx MOOCs

Evaluation of Student Feedback Within a MOOC Using Sentiment Analysis and Target Groups

Promoting Intercultural Competence in a Learning Activity Supported by Virtual Reality Technology

Research Trends in Mobile Learning

Revisiting Textbook Adaption Through Open Educational Resources: An Inquiry into Students’ Emotions

A Qualitative Inquiry of K–12 Teachers’ Experience with Open Educational Practices: Perceived Benefits and Barriers of Implementing Open Educational Resources

Profiles of Online Students and the Impact of Their University Experience

Challenges of Blended Learning in Refugee Camps: When Internet Connectivity Fails, Human Connection Succeeds

Learners’ Discussion Patterns, Perceptions, and Preferences in a Chinese Massive Open Online Course (MOOC)

Literature Reviews

Research Trends in K–12 MOOCs: A Review of the Published Literature

Notes From the Field

Languaging Network Learning: The Emergence of Connectivism in Architectonic Thought

Elements of Open Education: An Invitation to Future Research

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