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Computer Assisted Language Learning Volume 35, 2022 - Issue 7
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Articles

Using learning analytics to understand collective attention in language MOOCs

Shuang Zenga Faculty of Foreign Languages, University of Shanghai for Science and Technology, Shanghai, ChinaView further author information
,
Jingjing Zhangb Big Data Centre for Technology-Mediated Education, Beijing Normal University, Beijing, ChinaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-0584-534XView further author information
ORCID Icon,
Ming Gaoc Research Centre of Distance Education, Beijing Normal University, Beijing, ChinaORCID Iconhttps://orcid.org/0000-0003-0129-703XView further author information
ORCID Icon,
Kate M. Xud Faculty of Educational Sciences, Open University of the Netherland, Heerlen, The NetherlandsView further author information
&
Jiang Zhange School of Systems Science, Beijing Normal University, Beijing, Haidian District, ChinaView further author information
Pages 1594-1619 | Published online: 06 Oct 2020

Citations (9)

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Read on this site (3)

Paz Díez-Arcón & Elena Martín-Monje. (2023) The coming of age of LMOOC research. A systematic review (2019-21). Innovation in Language Learning and Teaching 17:3, pages 535-551.
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Yuanlan Jiang & Jian-E Peng. (2023) Exploring the relationships between learners’ engagement, autonomy, and academic performance in an English language MOOC. Computer Assisted Language Learning 0:0, pages 1-26.
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Sin Wang Chong, Muhammad Aamir Khan & Hayo Reinders. (2022) A critical review of design features of LMOOCs. Computer Assisted Language Learning 0:0, pages 1-21.
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Articles from other publishers (6)

Yining Zhang & Ruoxi Sun. (2023) LMOOC research 2014 to 2021: What have we done and where are we going next?. ReCALL, pages 1-16.
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Huiwan Zhang & Wei Wei. 2023. Learning Technologies and Systems. Learning Technologies and Systems 403 411 .
Yutong Ao & Zhonggen Yu. (2022) Exploring the Relationship between Interactions and Learning Performance in Robot-Assisted Language Learning. Education Research International 2022, pages 1-13.
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Ping Yang. 2022. Theory and Practice in Second Language Teacher Identity. Theory and Practice in Second Language Teacher Identity 121 135 .
Jingjing Zhang, Ming Gao & Jiang Zhang. (2021) The learning behaviours of dropouts in MOOCs: A collective attention network perspective. Computers & Education 167, pages 104189.
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Billy Tak-ming Wong. (2021) A survey on the pedagogical features of language massive open online courses. Asian Association of Open Universities Journal 16:1, pages 116-128.
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