References
- Acemoglu, D., D. Laibson, and J. A. List. 2014. Equalizing superstars: The Internet and the democratization of education. American Economic Review 104 (5): 523–27.
- Ballard, C., and M. Johnson. 2005. Gender, expectations, and grades in introductory microeconomics at a US university. Feminist Economics 11 (1): 95–122.
- Banerjee, A. V., and E. Duflo. 2014. (Dis)organization and success in an economics MOOC. American Economic Review 104 (5): 514–18.
- Central Intelligence Agency (CIA). n.d. The world factbook. Washington, DC: CIA. https://www.cia.gov/library/publications/the-world-factbook/fields/2098.html ( accessed October 27, 2014).
- Clow, D. 2013. MOOCs and the funnel of participation. Paper presented at the Third Conference on Learning Analytics and Knowledge. Leuven, Belgium, April.
- Cowen, T., and A. Tabarrok. 2014. The industrial organization of online education. American Economic Review 104 (5): 519–22.
- DiPrete, T., and C. Buchmann. 2013. The rise of women: The growing gender gap in education and what it means for American schools. New York: The Russell Sage Foundation.
- Hart, C. 2012. Factors associated with student persistence in an online program of study: A review on the literature. Journal of Interactive online Learning 11 (1): 19–42.
- Hoxby, C. M. 2014. The economics of online postsecondary education: MOOCs, nonselective education, and highly selective education. American Economic Review 104 (5): 528–33.
- Hu, N., J. Zhang, and P. Pavlou. 2009. Overcoming the J-shaped distribution of product reviews. Communications of the ACM 52 (10): 144–47.
- Johnson, H., and M. Cuellar Mejia. 2014. Online learning and student outcomes in California's community colleges. San Francisco, CA: Public Policy Institute of California.
- Jordan, K. 2014. Initial trends in enrolment and completion of Massive Open Online Courses. The International Review of Research in Open and Distance Learning 15 (1): 134–60.
- Knowledge@Wharton. 2015. The hype is dead, but MOOCs are marching on. Knowledge@Wharton, January 5. Philadelphia, PA: University of Pennsylvania, Wharton School. http://knowledge.wharton.upenn.edu/article/moocs-making-progress-hype-died/ ( accessed August 3, 2015).
- Koller, D., A. Ng, C. Do, and Z. Chen. 2013. Retention and intention in Massive Open Online Courses: In depth. EDUCAUSE Review Online, June 3. http://er.educause.edu/articles/2013/6/retention-and-intention-in-massive-open-online-courses-in-depth ( accessed November 18, 2013).
- Konnikova, M. 2014. Will MOOCs be flukes? The New Yorker, November 7. http://www.newyorker.com/science/maria-konnikova/moocs-failure-solutions ( accessed August 4, 2015).
- Li, X., and L. M. Hitt. 2008. Self-selection and information role of online product reviews. Information Systems Research 19 (4): 456–74.
- Pappano, L. 2012. The year of the MOOC. New York Times, November 4. http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapid-pace.html?_r=0 ( accessed November 18, 2013).
- Perna, L., A. Ruby, R. Boruch, N. Wang, J. Scull, S. Ahmad, and C. Evans. 2014. The life cycle of a million MOOC users. Unpublished report. Philadelphia, PA: University of Pennsylvania.
- Siegfried, J. J. 1979. Male-female differences in economic education: A survey. Journal of Economic Education 10 (2): 1–11.
- Williams, M. L., C. Waldauer, and V. G. Duggal. 1992. Gender differences in economic knowledge: An extension of the analysis. Journal of Economic Education 23 (3): 219–23.
- World Bank. n.d. International Comparison Program database. Washington, DC: World Bank. http://data.worldbank.org/indicator/NY.GDP.PCAP.PP.CD ( accessed November 11, 2014).
- Xu, D., and S. Smith Jaggars. 2013. The impact of online learning on student's outcomes: Evidence from a large community and technical college system. Economics of Education Review 37 ( December): 46–57.