open education

Who is taking MOOCs for teachers’ professional development on the use of ICT? A cross-sectional study from Spain

Research on the use of Massive Open Online Courses (MOOCs) for teacher professional development (TPD) and the characteristics of their participants is scarce. This article presents a case of a MOOC initiative supported by the Spanish Ministry of …

Refining success and dropout in massive open online courses based on the intention–behavior gap

In this paper we present an alternative typology for determining success and dropout in massive open online courses (MOOCs). This typology takes the perspectives of MOOC-takers into account and is based on the their intentions and subsequent …

Validation of the self-regulated online learning questionnaire

The number of students engaged in Massive Open Online Courses (MOOCs) is increasing rapidly. Due to the autonomy of students in this type of education, students in MOOCs are required to regulate their learning to a greater extent than students in …

Does digital competence and occupational setting influence MOOC participation? Evidence from a cross-course survey

While MOOCs are recognized nowadays as a potential format for professional development and lifelong learning, little research has been conducted on the factors that influence MOOC participation of professionals and unemployed in MOOCs. Based on a …

New Learning Opportunities in a Networked World: Developing a Research Agenda on Innovative uses of ICTs for Learning and Teaching

The research aims to establish a relevant research agenda on issues of new digital learning opportunities. Experts in advanced technologies for educational purposes were consulted about how these could impact education in developing countries: open …