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American Journal of Distance Education Volume 34, 2020 - Issue 2
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Research Article

Individual Learning Vs. Interactive Learning: A Cognitive Diagnostic Analysis of MOOC Students’ Learning Behaviors

Hongli Lia Georgia State UniversityCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-1039-7270
ORCID Icon,
Min Kyu Kima Georgia State UniversityORCID Iconhttps://orcid.org/0000-0002-5439-0214
ORCID Icon &
Yao Xiongb Pearson Assessment
Pages 121-136 | Published online: 24 Feb 2020

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Read on this site (3)

Gang Yang, Xiao-Qian Zheng, Qian Li, Miao Han & Yun-Fang Tu. (2023) An empirical study on how cognitive diagnostic feedback affects primary school pupils’ learning of Chinese writing. Interactive Learning Environments 0:0, pages 1-18.
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Lina María Cano-Vásquez & Isabel Cristina Ángel-Uribe. (2023) Perspectivas de Los Estudiantes Sobre Las Experiencias de Aprendizaje En Un Curso Virtual Y Un MOOC. American Journal of Distance Education 37:2, pages 133-150.
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Mona Tabatabaee-Yazdi. (2022) Diagnostic classification modeling of EFL learners’ online learning performances during COVID-19 pandemic: individual vs. interactive learning. Interactive Learning Environments 0:0, pages 1-13.
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Articles from other publishers (8)

Matthias Stadler, Laura Brandl & Samuel Greiff. (2023) 20 years of interactive tasks in large‐scale assessments: Process data as a way towards sustainable change?. Journal of Computer Assisted Learning 39:6, pages 1852-1859.
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Daniel Rubén Tacca Huamán, Miguel Angel Alva Rodriguez, Renzo Cuarez Cordero, Helí Alejandro Córdova-Berona, David Guillermo Franco Canaval & Ana Luisa Tacca Huamán. (2023) MOOCs and their contribution to the continuous development of high school teachers. MOOCs and their contribution to the continuous development of high school teachers.
Mitchell Dwyer, Sarah J. Prior, Pieter Jan Van Dam, Lauri O’Brien & Phoebe Griffin. (2022) Development and Evaluation of a Massive Open Online Course on Healthcare Redesign: A Novel Method for Engaging Healthcare Workers in Quality Improvement. Nursing Reports 12:4, pages 850-860.
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Rawad Chaker, François Bouchet & Rémi Bachelet. (2022) How do online learning intentions lead to learning outcomes? The mediating effect of the autotelic dimension of flow in a MOOC. Computers in Human Behavior 134, pages 107306.
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Ricardo-Adán Salas-Rueda, Ricardo Castañeda-Martínez, Ana-Libia Eslava-Cervantes & Clara Alvarado-Zamorano. (2022) Teachers’ Perception About MOOCs and ICT During the COVID-19 Pandemic. Contemporary Educational Technology 14:1, pages ep343.
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Fang Tang & Peida Zhan. (2021) Does Diagnostic Feedback Promote Learning? Evidence From a Longitudinal Cognitive Diagnostic Assessment. AERA Open 7, pages 233285842110608.
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Cong Qi & Shudong Liu. (2021) Evaluating On-Line Courses via Reviews Mining. IEEE Access 9, pages 35439-35451.
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Sandra Ricart, Rubén A. Villar-Navascués, Salvador Gil-Guirado, María Hernández-Hernández, Antonio M. Rico-Amorós & Jorge Olcina-Cantos. (2020) Could MOOC-Takers’ Behavior Discuss the Meaning of Success-Dropout Rate? Players, Auditors, and Spectators in a Geographical Analysis Course about Natural Risks. Sustainability 12:12, pages 4878.
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