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Distance Education Volume 35, 2014 - Issue 2: MOOCs: Emerging Research
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Digital culture clash: “massive” education in the E-learning and Digital Cultures MOOC

Jeremy KnoxInstitute of Education, Community and Society, Moray House School of Education, University of Edinburgh, Edinburgh, UKCorrespondence[email protected]
Pages 164-177 | Received 04 Nov 2013, Published online: 02 Jun 2014

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Karmijn van de Oudeweetering, Jeremy Knox & Mathias Decuypere. (2023) Problematizing feedback loops: ‘on’, ‘with’, and ‘beyond’ analytics dashboards in MOOCs. Learning, Media and Technology 0:0, pages 1-16.
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Hsi-Peng Lu & Intan Dzikria. (2023) The role of intellectual capital and social capital on the intention to use MOOC. Knowledge Management Research & Practice 21:1, pages 29-40.
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Shuang Li, Xinyi He & Jiaqi Chen. (2022) Exploring the relationship between interaction patterns and social capital accumulation in connectivist learning. Interactive Learning Environments 0:0, pages 1-22.
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Hyeon Jo. (2022) Determinants of continuance intention towards e-learning during COVID-19: an extended expectation-confirmation model. Asia Pacific Journal of Education 0:0, pages 1-21.
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Ekmel Geçer & Hakkı Bağci. (2022) Examining students’ attitudes towards online education during COVID-19: evidence from Turkey (Análisis de las actitudes de los estudiantes hacia la educación en línea durante la pandemia de COVID-19. Evidencia de un estudio realizado en Turquía). Culture and Education 34:2, pages 297-324.
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Karmijn van de Oudeweetering & Mathias Decuypere. (2021) In between hyperboles: forms and formations in Open Education. Learning, Media and Technology 46:1, pages 60-77.
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Ibrahim Mutambik, John Lee & Abdullah Almuqrin. (2020) Role of gender and social context in readiness for e-learning in Saudi high schools. Distance Education 41:4, pages 515-539.
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Duncan A. Thomas & Maria Nedeva. (2018) Broad online learning EdTech and USA universities: symbiotic relationships in a post-MOOC world. Studies in Higher Education 43:10, pages 1730-1749.
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Juliana Raffaghelli, Patrizia Ghislandi, Susanna Sancassani, Luisa Canal, Rocco Micciolo, Barbara Balossi, Matteo Bozzi, Laura Di Sieno, Immacolata Genco, Paolo Gondoni, Andrea Pini & Maurizio Zani. (2018) Integrating MOOCs in physics preliminary undergraduate education: beyond large size lectures. Educational Media International 55:4, pages 301-316.
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Saeid Zarghami-Hamrah & Marc J. de Vries. (2018) Ubiquitous learning and massive communication in MOOCs: Revisiting the role of teaching as a praxis. Ethics and Education 13:3, pages 370-384.
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Shi Yang. (2018) Construction research on index system of teaching quality of distance education. Journal of Discrete Mathematical Sciences and Cryptography 21:6, pages 1431-1436.
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Cristiane S. Damasceno. (2018) New pathways: affective labor and distributed expertise in peer-supported Learning Circles. Communication Education 67:3, pages 330-347.
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Lei Wang. (2018) Effects of online learning communities on college students’ knowledge learning and construction. Journal of Interdisciplinary Mathematics 21:2, pages 377-387.
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Simon Cross & Denise Whitelock. (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 25:4, pages 439-451.
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Sukaina Walji, Andrew Deacon, Janet Small & Laura Czerniewicz. (2016) Learning through engagement: MOOCs as an emergent form of provision. Distance Education 37:2, pages 208-223.
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Neil Selwyn & Eve Stirling. (2016) Social media and education … now the dust has settled. Learning, Media and Technology 41:1, pages 1-5.
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Anne Gaskell. (2015) MOOCS. Open Learning: The Journal of Open, Distance and e-Learning 30:3, pages 285-288.
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Anne Gaskell & Roger Mills. (2014) The quality and reputation of open, distance and e-learning: what are the challenges?. Open Learning: The Journal of Open, Distance and e-Learning 29:3, pages 190-205.
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Kemi Jona & Som Naidu. (2014) MOOCs: emerging research. Distance Education 35:2, pages 141-144.
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Jon Baggaley. (2014) MOOCS: digesting the facts. Distance Education 35:2, pages 159-163.
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