How learners’ interactions sustain engagement: a MOOC case study
- Submitting institution
-
University of Southampton
- Unit of assessment
- 11 - Computer Science and Informatics
- Output identifier
- 20753542
- Type
- D - Journal article
- DOI
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10.1109/TLT.2016.2633268
- Title of journal
- IEEE Transactions on Learning Technologies
- Article number
- -
- First page
- 475
- Volume
- 10
- Issue
- 4
- ISSN
- 1939-1382
- Open access status
- Compliant
- Month of publication
- November
- Year of publication
- 2016
- URL
-
-
- Supplementary information
-
-
- Request cross-referral to
- -
- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
- -
- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- Yes
- Number of additional authors
-
3
- Research group(s)
-
-
- Citation count
- 34
- Proposed double-weighted
- No
- Reserve for an output with double weighting
- No
- Additional information
- Paper describes methodologies to identify new factors to model MOOC learners’ social behaviours. Attracted visiting scholars (Cobos and Duru) who have built on from this original approach; Cobos (UAM Spain) DOI:10.1109/IEEM.2018.8607541 ; Duru (Yildiz TU, Turkey) https://doi.org/10.3390/su11102808 , the latter extending the reach of the research into Language Learning Communities
- Author contribution statement
- -
- Non-English
- No
- English abstract
- -