References
- Abramovich, S., Schunn, C., & Higashi, R. M. (2013). Are badges useful in education?: It depends upon the type of badge and expertise of learner. Educational Technology Research and Development, 61(2), 217–232. https://doi.org/https://doi.org/10.1007/s11423-013-9289-2
- Ashton, S., & Davies, R. S. (2015). Using scaffolded rubrics to improve peer assessment in a MOOC writing course. Distance Education, 36(3), 312–334. https://doi.org/https://doi.org/10.1080/01587919.2015.1081733
- Balfour, S. P. (2013). Assessing writing in MOOCs: Automated essay scoring and calibrated peer review™. Research & Practice in Assessment, 8, 40–48. https://eric.ed.gov/?id=EJ1062843
- Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41 (3) , 586–598 doi: https://doi.org/https://doi.org/10.1037/0022-3514.41.3.586.
- Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
- Barba, P. D., Kennedy, G. E., & Ainley, M. D. (2016). The role of students’ motivation and participation in predicting performance in a MOOC. Journal of Computer Assisted Learning, 32(3), 218–231. https://doi.org/https://doi.org/10.1111/jcal.12130
- Baxter, J. A., & Haycock, J. (2014). Roles and student identities in online large course forums: Implications for practice. The International Review of Research in Open and Distributed Learning, 15(1), 20–40. http://www.irrodl.org/index.php/irrodl/article/view/1593
- Bonk, C. J., Lee, M. M., Reeves, T. C., & Reynolds, T. H. (Eds.). (2015). MOOCs and open education around the world. Routledge.
- Bonk, C. J., Zhu, M., Kim, M., Xu, S., Sabir, N., & Sari, A. (2018). Pushing toward a more personalized MOOC: Exploring instructor selected activities, resources, and technologies for MOOC design and implementation. The International Review of Research on Open and Distributed Learning (IRRODL), 19(4), 92–115. http://www.irrodl.org/index.php/irrodl/article/view/3439/4765
- Brooker, A., Corrin, L., De Barba, P., Lodge, J., & Kennedy, G. (2018). A tale of two MOOCs: How student motivation and participation predict learning outcomes in different MOOCs. Australasian Journal of Educational Technology, 34(1), 73–87. https://doi.org/https://doi.org/10.14742/ajet.3237
- Chamberlin, L., & Parish, T. (2011). MOOCs: Massive open online courses or massive and often obtuse courses? eLearn Magazine, 8(1). http://elearnmag.acm.org/featured.cfm?aid=2016017
- Chen, Y., Gao, Q., Yuan, Q., & Tang, Y. (2020). Discovering MOOC learner motivation and its moderating role. Behaviour & Information Technology, 39(12), 1257–1275. https://doi.org/https://doi.org/10.1080/0144929X.2019.1661520
- Chen, Y. (2014). Investigating MOOCs through blog mining. The International Review of Research in Open and Distributed Learning, 15(2), 85–106. https://doi.org/https://doi.org/10.19173/irrodl.v15i2.1695
- Cho, K., & Schunn, C. D. (2007). Scaffolded writing and rewriting in the discipline: A web-based reciprocal peer review system. Computers & Education, 48(3), 409–426. https://doi.org/https://doi.org/10.1016/j.compedu.2005.02.004
- Cohen, L., & Magen-Nagar, N. (2016). Self-regulated learning and a sense of achievement in MOOCs among high school science and technology students. American Journal of Distance Education, 30(2), 68–79. https://doi.org/https://doi.org/10.1080/08923647.2016.1155905
- Collis, B., & Margaryan, A. (2005). Design criteria for work‐based learning: Merrill’s First Principles of Instruction expanded. British Journal of Educational Technology, 36(5), 725–738. https://doi.org/https://doi.org/10.1111/j.1467-8535.2005.00507.x
- Conole, G. (2016). MOOCs as disruptive technologies: Strategies for enhancing the learner experience and quality of MOOCs. RED: Revista de Educacion a Distancia, 50, 1–18. https://doi.org/http://dx.doi.org/10.6018/red/50/2
- Creswell, J. W., & Plano-Clark, V. L. (2017). Designing and conducting mixed methods research (3rd ed.). Sage.
- De Charms, R. (2013). Personal causation: The internal affective determinants of behavior. Routledge.
- Deshpande, A., & Chukhlomin, V. (2017). What makes a good MOOC: A field study of factors impacting student motivation to learn. American Journal of Distance Education, 31(4), 275–293. https://doi.org/https://doi.org/10.1080/08923647.2017.1377513
- Dwyer, F. M. (1978). Strategies for improving visual learning. Learning Services.
- Finaly-Neumann, E. (1994). Course work characteristics and students’ satisfaction with instructions. Journal of Instructional Psychology, 21(2), 14–19. https://psycnet.apa.org/record/1994-39255-001
- Fini, A. (2009). The technological dimension of a massive open online course: The case of the CCK08 course tools. International Review of Research in Open and Distance Learning, 10(5), 1–26. https://doi.org/https://doi.org/10.19173/irrodl.v10i5.643
- Fisher, M. J., & King, J. (2010). The self-directed learning readiness scale for nursing education revisited: A confirmatory factor analysis. Nurse Education Today, 30(1), 44–48. https://doi.org/https://doi.org/10.1016/j.nedt.2009.05.020
- Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48(1), 18–33. https://doi.org/https://doi.org/10.1177/074171369704800103
- Haney, W., Russell, M., Gulek, C., & Fierros, E. (1998). Drawing on education: Using student drawings to promote middle school improvement. Schools in the Middle, 7(3), 38–43. https://eric.ed.gov/?id=EJ561666
- Herrington, J. A., Oliver, R. G., & Reeves, T. (2003). Patterns of engagement in authentic online learning environments. Australian Journal of Educational Technology, 19(1), 59–71. https://doi.org/https://doi.org/10.14742/ajet.1701
- Hew, K. F., & Cheung, W. S. (2014). Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Review, 12, 45–58. https://doi.org/https://doi.org/10.1016/j.edurev.2014.05.001
- Hewitt-Taylor, J. (2001). Self-directed learning: Views of teachers and students. Journal of Advanced Nursing, 36(4), 496–504. https://doi.org/https://doi.org/10.1046/j.1365-2648.2001.02001.x
- Howe, M. J. A. (1987). Motivation, cognition, and individual achievements. In E. de Corte, H. Lodewijks, R. Parmentier, & P. Span (Eds.), Learning and instruction: Volume 1 (pp. 133–146). Pergamon.
- Johnson, S. D., & Aragon, S. R. (2003). An instructional strategy framework for online learning environments. New Directions for Adult and Continuing Education, 2003(100)), 31–43. https://doi.org/https://doi.org/10.1002/ace.117
- Jordan, K. (2014). Initial trends in enrolment and completion of massive open online courses. The International Review of Research in Open and Distributed Learning, 15(1), 133–160. https://doi.org/https://doi.org/10.19173/irrodl.v15i1.1651
- Kell, C., & Deursen, R. V. (2002). Student learning preferences reflect curricular change. Medical Teacher, 24(1), 32–40. https://doi.org/https://doi.org/10.1080/00034980120103450
- Khalil, H., & Ebner, M. (2015). “How satisfied are you with your mooc?”- A research study about interaction in huge online courses. Journalism and Mass Communication, 5(12), 629–639. https://doi.org/https://doi.org/10.17265/2160-6579/2015.12.003
- Kolowich, S. (2013, July 8). A university’s offer of credit for a MOOC gets no takers. The Chronicle of Higher Education. http://chronicle.com/article/a-universitys-offer-of-credit/140131/
- Kop, R., & Fournier, H. (2011). New dimensions to self-directed learning in an open networked learning environment. International Journal for Self-Directed Learning, 7(2), 1–19. https://docs.wixstatic.com/ugd/dfdeaf_b1740fab6ad144a980da1703639aeeb4.pdf
- Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
- Leech, N. L., & Onwuegbuzie, A. J. (2007). An array of qualitative data analysis tools: A call for data analysis triangulation. School Psychology Quarterly, 22(4), 557–584. https://doi.org/https://doi.org/10.1037/1045-3830.22.4.557
- Lohr, S. (2020, May 26). Remember the MOOCs? After near-death, they’re booming. The New York Times. https://www.nytimes.com/2020/05/26/technology/moocs-online-learning.html
- Loizzo, J., Ertmer, P. A., Watson, W. R., & Watson, S. L. (2017). Adult MOOC learners as self-directed: Perceptions of motivation, success, and completion. Online Learning, 21(2), 1–24. https://doi.org/https://doi.org/10.24059/olj.v21i2.889
- Luik, P., & Lepp, M. (2021). Are highly motivated learners more likely to complete a computer programming MOOC? International Review of Research in Open and Distributed Learning, 22(1), 41–58. https://doi.org/https://doi.org/10.19173/irrodl.v22i1.4978
- Lunyk-Child, O. I., Crooks, D., Ellis, P. J., Ofosu, C., & Rideout, E. (2001). Self-directed learning: Faculty and student perceptions. Journal of Nursing Education, 40(3), 116–123. https://doi.org/https://doi.org/10.3928/0148-4834-20010301-06
- Margaryan, A., Bianco, M., & Littlejohn, A. (2015). Instructional quality of massive open online courses (MOOCs). Computers & Education, 80, 77–83. https://doi.org/https://doi.org/10.1016/j.compedu.2014.08.005
- Mayer, R. E. (2002). Multimedia learning. Psychology of Learning and Motivation, 41, 85–139. https://doi.org/https://doi.org/10.1016/S0079-7421(02)80005-6
- Meek, S. E., Blakemore, L., & Marks, L. (2017). Is peer review an appropriate form of assessment in a MOOC? Student participation and performance in formative peer review. Assessment & Evaluation in Higher Education, 42(6), 1000–1013. https://doi.org/https://doi.org/10.1080/02602938.2016.1221052
- Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. New Directions for Adult and Continuing Education, 2001(89), 3–14. https://doi.org/https://doi.org/10.1002/ace.3
- Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
- Moore, D. M., Burton, J. K., & Myers, R. J. (1996). Multiple-channel communication: The theoretical and research foundations of multimedia. In H. D. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 851–875). Macmillan Library Reference.
- Moore, M. G. (1989). Three types of interaction. The American Journal of Distance Education, 3(2), 1–6. https://doi.org/https://doi.org/10.1080/08923648909526659
- Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/https://doi.org/10.3102/00346543066004543
- Parr, C. (2013). Coursera founder: MOOC credits aren’t the real deal. Times Higher Education, 2085, 12. https://www.timeshighereducation.com/coursera-founder-mooc-credits-arent-the-real-deal/2001085.article
- Patton, M. Q. (2002). Two decades of developments in qualitative inquiry: A personal, experiential perspective. Qualitative Social Work, 1(3), 261–283. https://doi.org/https://doi.org/10.1177/1473325002001003636
- Piskurich, G. (1996). Self-directed learning. In R. Craig (Ed.), The ASTD training & development handbook (4th ed., pp. 453–472). McGraw Hill.
- Rigby, C. S., Deci, E. L., Patrick, B. C., & Ryan, R. M. (1992). Beyond the intrinsic-extrinsic dichotomy: Self-determination in motivation and learning. Motivation and Emotion, 16(3), 165–185. https://link.springer.com/content/pdf/https://doi.org/10.1007/BF00991650.pdf
- Rohs, M., & Ganz, M. (2015). MOOCs and the claim of education for all: A disillusion by empirical data. The International Review of Research in Open and Distributed Learning, 16(6), 1–19. https://doi.org/https://doi.org/10.19173/irrodl.v16i6.2033
- Semenova, T. (2020). The role of learners’ motivation in MOOC completion. Open Learning: The Journal of Open, Distance and e-Learning, 1–15. https://doi.org/https://doi.org/10.1080/02680513.2020.1766434
- Stefanou, C. R., Perencevich, K. C., DiCintio, M., & Turner, J. C. (2004). Supporting autonomy in the classroom: Ways teachers encourage student decision making and ownership. Educational Psychologist, 39(2), 97–110. https://doi.org/https://doi.org/10.1207/s15326985ep3902_2
- Suen, H. K. (2014). Peer assessment for massive open online courses (MOOCs). The International Review of Research in Open and Distributed Learning, 15(3), 312–327. https://doi.org/https://doi.org/10.19173/irrodl.v15i3.1680
- Terras, M. M., & Ramsay, J. (2015). Massive open online courses (MOOCs): Insights and challenges from a psychological perspective. British Journal of Educational Technology, 46(3), 472–487. https://doi.org/https://doi.org/10.1111/bjet.12274
- Tricker, T., Rangecroft, M., Long, P., & Gilroy, P. (2001). Evaluating distance education courses: The student perception. Assessment & Evaluation in Higher Education, 26(2), 165–177. https://doi.org/https://doi.org/10.1080/02602930020022002
- Watson, S. L., Loizzo, J., Watson, W. R., Mueller, C., Lim, J., & Ertmer, P. A. (2016). Instructional design, facilitation, and perceived learning outcomes: An exploratory case study of a human trafficking MOOC for attitudinal change. Educational Technology Research and Development, 64(6), 1273–1300. https://doi.org/https://doi.org/10.1007/s11423-016-9457-2
- Wenger, E. (1998). Communities of practice: Learning as a social system. Systems Thinker, 9(5), 2–3. https://moo27pilot.eduhk.hk/pluginfile.php/415222/mod_resource/content/3/Learningasasocialsystem.pdf
- Williamson, S. N. (2007). Development of a self-rating scale of self-directed learning. Nurse Researcher, 14(2), 66–83. https://search.proquest.com/openview/c7980aea8ee20b570c57e9102cf5b9ea/1?pq-origsite=gscholar&cbl=33100
- Young, J. R. (2013, May 20). What professors can learn from ‘hard core’ MOOC students. Chronicle of Higher Education. https://www.chronicle.com/article/What-Professors-Can-Learn-From/139367
- Zhang, Q., Bonafini, F. C., Lockee, B. B., Jablokow, K. W., & Hu, X. (2019). Exploring demographics and students’ motivation as predictors of completion of a massive open online course. International Review of Research in Open and Distributed Learning, 20(2). https://doi.org/https://doi.org/10.19173/irrodl.v20i2.3730
- Zheng, S., Rosson, M. B., Shih, P. C., & Carroll, J. M. (2015). Understanding student motivation, behaviors and perceptions in MOOCs. In Proceedings of the 18th ACM Conference on Computer Supported Cooperative Work & Social Computing (pp. 1882–1895). ACM. https://dl.acm.org/citation.cfm?id=2675217
- Zhu, M., Bonk, C. J., & Doo, M.-Y. (2020). Self-directed learning in MOOCs: Exploring the relationships among motivation, self-monitoring, and self-management. Educational Technology Research and Development, 68(5), 2073–2093. https://doi.org/https://doi.org/10.1007/s11423-020-09747-8
- Zhu, M., Bonk, C. J., & Sari, A. R. (2018b). Instructor experiences designing MOOCs in higher education: Pedagogical, resource, and logistical considerations and challenges. Online Learning, 22(4), 203–241. https://doi.org/https://doi.org/10.24059/olj.v22i4.1495
- Zhu, M., & Bonk, C. J. (2019). Designing MOOCs to facilitate participant self-directed learning: An analysis of instructor perspectives and practices. International Journal of Self-Directed Learning, 16(2), 39–60. http://publicationshare.com/pdfs/Designing-MOOCs-for-SDL.pdf
- Zhu, M., Sari, A., & Lee, M. M. (2018a). A systematic review of research methods and topics of the empirical MOOC literature (2014–2016). The Internet and Higher Education, 37, 31–39. https://doi.org/https://doi.org/10.1016/j.iheduc.2018.01.002
- Zimmerman, B. J., & Kitsantas, A. (1999). Acquiring writing revision skill: Shifting from process to outcome self-regulatory goals. Journal of Educational Psychology, 91 (2) , 1–10. https://psycnet.apa.org/fulltext/1999-03660-006.html
- Zhu, M. (2021). Enhancing MOOC learners’ skills for self-directed learning. Distance Education, 42(3), 441–460. https://doi.org/10.1080/01587919.2021.1956302