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Special issue editors
Dr. Michael Kerres, University Duisburg-Essen, michael.kerres@uni-due.de, http://kerres.name
Dr. Pavlo Antonenko, University of Florida, p.antonenko@coe.ufl.edu, https://education.ufl.edu/faculty/antonenko-pavlo-pasha/
Dr. Marco Kalz, University of Education, Heidelberg, kalz@ph-heidelberg.
This research revealed the antecedes of two learner-centered outcome measures of success in massive open online courses (MOOCs): learner satisfaction and learner intention-fulfillment. Previous studies used success criteria from formal education …
Learners in MOOCs often experience challenges that can be identified as barriers to learning. These barriers may be MOOC- or not MOOC-related. By knowing about potential barriers learners would be better prepared and more likely to handle and …
In 2020, Higher Education institutions were pressed to swiftly implement online-based teaching. Among many challenges associated with this, lecturers in Higher Education needed to promptly and flexibly adapt their teaching to these circumstances. …
Various studies advocate training students prior to a peer-feedback activity to ensure high quality of feedback. Next to investing in students’ peer-feedback skills, it is important to focus on the under- lying perceptions since perceptions influence …
This study reports on the quantitative findings of an exploratory sequen- tial mixed methods study in which the underlying factor structure of students’ peer-feedback orientation (i.e. openness to provide and receive peer-feedback) was investigated. …
Recent reviews addressing the impact of noise exposure in teaching and learning situations conclude negative effects on learning performance. Providing objective real-time feedback on noise is key for teachers and students to adjust it into suitable …
This study aims to reveal insights into the educational design of Massive Open Online Courses (MOOCs) in particular on their educational scalability: How do MOOCs provide interaction and formative feedback to high student numbers without being highly …
Openness in education is not a consistent term or value since “open” is used to describe various things and often means different things to different individu- als. In a research context, it is important to identify the many interpretation(s) and …
This paper explores elements of open education within the context of higher education. After an introduction to the origins of open education and its theoretical foundations, the topics of open and distance learning, international education issues in …