http://orcid.org/0000-0002-8846-7654
Citations (45)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (9)
Hengtao Tang, Yan Yang & Yu Bao. (2023) Understanding college students’ achievement goals toward using open educational resources from the perspective of expectancy–value theory. Distance Education 44:4, pages 675-693.
Read now
Read now
Hengtao Tang. (2023) Interactions in an xMOOC: perspectives of learners who completed the course. Open Learning: The Journal of Open, Distance and e-Learning 0:0, pages 1-16.
Read now
Read now
Hengtao Tang, Miao Dai, Xu Du, Jui-Long Hung & Hao Li. (2023) Understanding college students’ cognitive engagement in online collaborative problem-solving: A multimodal data analysis. Distance Education 44:2, pages 306-323.
Read now
Read now
Hengtao Tang & Yingxiao Qian. (2022) Designing MOOCs with LITTLE. Cogent Education 9:1.
Read now
Read now
Hengtao Tang & Yu Bao. (2022) Self-regulated learner profiles in MOOCs: A cluster analysis based on the item response theory. Interactive Learning Environments 0:0, pages 1-17.
Read now
Read now
George Veletsianos, Royce Kimmons, Ross Larsen & Jacob Rogers. (2021) Temporal flexibility, gender, and online learning completion. Distance Education 42:1, pages 22-36.
Read now
Read now
Clarence Ng. (2019) Shifting the focus from motivated learners to motivating distributed environments: a review of 40 years of published motivation research in Distance Education. Distance Education 40:4, pages 469-496.
Read now
Read now
Jingjing Zhang, Daniel Burgos & Shane Dawson. (2019) Advancing open, flexible and distance learning through learning analytics. Distance Education 40:3, pages 303-308.
Read now
Read now
Stefan Slater & Ryan Baker. (2019) Forecasting future student mastery. Distance Education 40:3, pages 380-394.
Read now
Read now
Articles from other publishers (36)
Yanfei Shen, Lili Chu, Song Yang, Xueli Zhang & Zhonggen Yu. (2024) A Systematic Review on Engagement, Motivation, and Performance in MOOCs During the Post-Pandemic Time. International Journal of Web-Based Learning and Teaching Technologies 19:1, pages 1-21.
Crossref
Crossref
Xiaomei Wei, Nadira Saab & Wilfried Admiraal. (2024) What rationale would work? Unfolding the role of learners’ attitudes and motivation in predicting learning engagement and perceived learning outcomes in MOOCs. International Journal of Educational Technology in Higher Education 21:1.
Crossref
Crossref
Shuoqiu Yang, Xu Du, Hengtao Tang, Jui-Long Hung & Yeye Tang. (2023) Temporal group interaction density in collaborative problem solving: Exploring group interactions with different time granularities. Education and Information Technologies.
Crossref
Crossref
Yuanyuan Hu, Claire Donald & Nasser Giacaman. (2022) Can Multi-Label Classifiers Help Identify Subjectivity? A Deep Learning Approach to Classifying Cognitive Presence in MOOCs. International Journal of Artificial Intelligence in Education 33:4, pages 781-816.
Crossref
Crossref
Zilong Pan, Chenglu Li, Wenting Zou & Min Liu. 2023. Perspectives on Learning Analytics for Maximizing Student Outcomes. Perspectives on Learning Analytics for Maximizing Student Outcomes
15
43
.
Shuang Li, Junlei Du & Shu Yu. (2023) Diversified resource access paths in MOOCs: Insights from network analysis. Computers & Education 204, pages 104869.
Crossref
Crossref
Jon Billsberry & Irit Alony. (2023) The MOOC Post-Mortem: Bibliometric and Systematic Analyses of Research on Massive Open Online Courses (MOOCs), 2009 to 2022. Journal of Management Education.
Crossref
Crossref
Hengtao Tang, Okan Arslan, Wanli Xing & Tugba Kamali-Arslantas. (2022) Exploring collaborative problem solving in virtual laboratories: a perspective of socially shared metacognition. Journal of Computing in Higher Education 35:2, pages 296-319.
Crossref
Crossref
Daniel L. Hoffman, Faye Furutomo, Ariana Eichelberger & Paul McKimmy. (2023) Matters of Frequency, Immediacy and Regularity: Engagement in an Online Asynchronous Course. Innovative Higher Education 48:4, pages 655-677.
Crossref
Crossref
Xiaomei Wei, Nadira Saab & Wilfried Admiraal. (2023) Do learners share the same perceived learning outcomes in MOOCs? Identifying the role of motivation, perceived learning support, learning engagement, and self-regulated learning strategies. The Internet and Higher Education 56, pages 100880.
Crossref
Crossref
Clarence Ng. 2023. Handbook of Open, Distance and Digital Education. Handbook of Open, Distance and Digital Education
165
181
.
Ryan Van Patten, John A Bellone, Taylor R Schmitt, Leslie Gaynor & Cady Block. (2022) Digital Methods of Delivering Education and Training in Neuropsychology. Archives of Clinical Neuropsychology 37:6, pages 1103-1117.
Crossref
Crossref
Mehrbakhsh Nilashi, Behrouz Minaei-Bidgoli, Abdullah Alghamdi, Mesfer Alrizq, Omar Alghamdi, Fatima Khan Nayer, Nojood O Aljehane, Arash Khosravi & Saidatulakmal Mohd. (2022) Knowledge discovery for course choice decision in Massive Open Online Courses using machine learning approaches. Expert Systems with Applications 199, pages 117092.
Crossref
Crossref
Chenglu Li, Wanli Xing & Walter Leite. (2022) Building socially responsible conversational agents using big data to support online learning: A case with Algebra Nation. British Journal of Educational Technology 53:4, pages 776-803.
Crossref
Crossref
Sung-Wan Kim. 2022. MOOC (Massive Open Online Courses). MOOC (Massive Open Online Courses).
Marwa Yasien Helmy Elbyaly & Abdellah Ibrahim Mohammed Elfeky. (2022) The role of metacognition in promoting deep learning in MOOCs during COVID-19 pandemic. PeerJ Computer Science 8, pages e945.
Crossref
Crossref
Reza Hadi Mogavi, Bingcan Guo, Yuanhao Zhang, Ehsan-Ul Haq, Pan Hui & Xiaojuan Ma. (2022) When Gamification Spoils Your Learning: A Qualitative Case Study of Gamification Misuse in a Language-Learning App. When Gamification Spoils Your Learning: A Qualitative Case Study of Gamification Misuse in a Language-Learning App.
Bokai Yang, Hengtao Tang, Ling Hao & John R. Rose. (2022) Untangling chaos in discussion forums: A temporal analysis of topic-relevant forum posts in MOOCs. Computers & Education 178, pages 104402.
Crossref
Crossref
Shuang Li, Shuang Wang, Junlei Du, Yu Pei & Xinyi Shen. (2021)
MOOC
learners'
time‐investment
patterns and
temporal‐learning
characteristics
. Journal of Computer Assisted Learning 38:1, pages 152-166.
Crossref
Crossref
Odiel Estrada-Molina & Dieter-Reynaldo Fuentes-Cancell. (2022) Engagement and desertion in MOOCs: Systematic review. Comunicar 30:70, pages 111-124.
Crossref
Crossref
Clarence Ng. 2022. Handbook of Open, Distance and Digital Education. Handbook of Open, Distance and Digital Education
1
17
.
José A. Ruipérez-Valiente, Daniel Jaramillo-Morillo, Srećko Joksimović, Vitomir Kovanović, Pedro J. Muñoz-Merino & Dragan Gašević. (2021) Data-driven detection and characterization of communities of accounts collaborating in MOOCs. Future Generation Computer Systems 125, pages 590-603.
Crossref
Crossref
Hengtao Tang. (2021) Teaching teachers to use technology through massive open online course: Perspectives of interaction equivalency. Computers & Education 174, pages 104307.
Crossref
Crossref
Jingjing Zhang, Ming Gao & Jiang Zhang. (2021) The learning behaviours of dropouts in MOOCs: A collective attention network perspective. Computers & Education 167, pages 104189.
Crossref
Crossref
Tenzin Doleck, David John Lemay & Christopher G. Brinton. (2021) Evaluating the efficiency of social learning networks: Perspectives for harnessing learning analytics to improve discussions. Computers & Education 164, pages 104124.
Crossref
Crossref
Irma Pozón-López, Elena Higueras-Castillo, Francisco Muñoz-Leiva & Francisco J. Liébana-Cabanillas. (2020) Perceived user satisfaction and intention to use massive open online courses (MOOCs). Journal of Computing in Higher Education 33:1, pages 85-120.
Crossref
Crossref
Hengtao Tang. (2021) Person-centered analysis of self-regulated learner profiles in MOOCs: a cultural perspective. Educational Technology Research and Development 69:2, pages 1247-1269.
Crossref
Crossref
Dongjo Shin & Jaekwoun Shim. (2021) Students’ Perceived Mathematics Teacher Competence: Longitudinal Associations with Learning Outcomes and Choice of College Major. Education Sciences 11:1, pages 18.
Crossref
Crossref
巍 肖. (2021) A Text Mining and Sentiment Analysis Approach to the Dynamic Changes of Mobile Learning Engagement. Creative Education Studies 09:05, pages 1231-1238.
Crossref
Crossref
Shin Yi Chew & Lee Luan NgShin Yi Chew & Lee Luan Ng. 2021. Interpersonal Interactions and Language Learning. Interpersonal Interactions and Language Learning
27
52
.
Oleksandra Poquet, Jelena Jovanovic & Shane Dawson. (2020) Differences in forum communication of residents and visitors in MOOCS. Computers & Education 156, pages 103937.
Crossref
Crossref
Osman Kandara & Eugene Kennedy. 2020. Advancing Educational Research With Emerging Technology. Advancing Educational Research With Emerging Technology
1
17
.
Hengtao Tang & Shuyan Wang. (2019) Revisiting the myth of disruptive innovation: An exploratory study of Chinese Learners’ Perception of Massive Open Online Courses. Revisiting the myth of disruptive innovation: An exploratory study of Chinese Learners’ Perception of Massive Open Online Courses.
Wanli Xing, Hengtao Tang & Bo Pei. (2019) Beyond positive and negative emotions: Looking into the role of achievement emotions in discussion forums of MOOCs. The Internet and Higher Education 43, pages 100690.
Crossref
Crossref
Xizhe Wang, Pengze Wu, Guang Liu, Qionghao Huang, Xiaoling Hu & Haijiao Xu. (2019) Learning performance prediction via convolutional GRU and explainable neural networks in e-learning environments. Computing 101:6, pages 587-604.
Crossref
Crossref
Gaoxia Zhu, Wanli Xing & Vitaliy Popov. (2019) Uncovering the sequential patterns in transformative and non-transformative discourse during collaborative inquiry learning. The Internet and Higher Education 41, pages 51-61.
Crossref
Crossref