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Studies in Higher Education Volume 46, 2021 - Issue 11
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Articles

Modelling students’ performance in MOOCs: a multivariate approach

Maria Carannantea Department of Economics and Statistics, University of Naples Federico II, Naples, ItalyView further author information
,
Cristina Davinoa Department of Economics and Statistics, University of Naples Federico II, Naples, ItalyCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-1154-4209View further author information
ORCID Icon &
Domenico Vistoccob Department of Political Science, University of Naples Federico II, Naples, ItalyView further author information
Pages 2371-2386 | Published online: 10 Feb 2020

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Stefano Azzali, Tatiana Mazza & Veronica Tibiletti. (2023) Student engagement and performance: evidence from the first wave of COVID-19 in Italy. Accounting Education 32:4, pages 479-500.
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Safa Elkefi, Achraf Tounsi & Mohamed Amine Kefi. Use of ChatGPT for education by engineering students in developing countries: a mixed-methods study. Behaviour & Information Technology 0:0, pages 1-17.
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Articles from other publishers (5)

Davino Cristina, Lamberti Giuseppe & Vistocco Domenico. (2023) Assessing heterogeneity in MOOC student performance through composite-based path modelling. Quality & Quantity 58:3, pages 2453-2477.
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Muhammad Rashedul Huq Shamim, Ash Malick Jeng & Md Abu Raihan. (2024) University teachers’ perceptions of ICT-based teaching to construct knowledge for effective classroom interaction in the context of TPACK model. Heliyon 10:8, pages e28577.
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Cristina Davino, Giuseppe Lamberti & Domenico Vistocco. (2023) Testing heterogeneity in quantile regression: a multigroup approach. Computational Statistics 39:1, pages 117-140.
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Ibrahim Youssef Alyoussef. (2021) Massive Open Online Course (MOOCs) Acceptance: The Role of Task-Technology Fit (TTF) for Higher Education Sustainability. Sustainability 13:13, pages 7374.
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Andrew Struan. 2021. Cases on Active Blended Learning in Higher Education. Cases on Active Blended Learning in Higher Education 106 121 .

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