Academic literature on the topic 'Online courses'
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Journal articles on the topic "Online courses"
Lyerly, Eric. "Online Courses." Disability Compliance for Higher Education 27, no. 10 (April 8, 2022): 16. http://dx.doi.org/10.1002/dhe.31279.
Full textXu, Haixia, and Libby V. Morris. "Collaborative Course Development for Online Courses." Innovative Higher Education 32, no. 1 (January 19, 2007): 35–47. http://dx.doi.org/10.1007/s10755-006-9033-5.
Full textEnkin, Elizabeth. "Intensive online foreign language learning at the advanced level." Apples - Journal of Applied Language Studies 11, no. 1 (April 1, 2017): 67–86. http://dx.doi.org/10.17011/apples/urn.201705172388.
Full textMrázek, Michal. "Massive open online courses "MOOC" - how searching courses." e-Pedagogium 19, no. 1 (July 22, 2019): 65–72. http://dx.doi.org/10.5507/epd.2019.007.
Full textChriste, Barbara. "Online University Courses." Journal of Clinical Engineering 27, no. 3 (2002): 178–80. http://dx.doi.org/10.1097/00004669-200202730-00049.
Full textMeyen, Edward L., Cindy H. T. Lian, and Paul Tangen. "Teaching Online Courses." Focus on Autism and Other Developmental Disabilities 12, no. 3 (August 1997): 166–74. http://dx.doi.org/10.1177/108835769701200305.
Full textLitton, Eric. "Videos in Online Courses." Journal of Effective Teaching in Higher Education 4, no. 3 (January 4, 2022): 94–110. http://dx.doi.org/10.36021/jethe.v4i3.247.
Full textSharif, Afsaneh. "Quality of Online Courses." Universitas Tarraconensis. Revista de Ciències de l'Educació 1, no. 2 (December 31, 2014): 97. http://dx.doi.org/10.17345/ute.2014.2.461.
Full textHart, Cassandra M. D., Dan Berger, Brian Jacob, Susanna Loeb, and Michael Hill. "Online Learning, Offline Outcomes: Online Course Taking and High School Student Performance." AERA Open 5, no. 1 (January 2019): 233285841983285. http://dx.doi.org/10.1177/2332858419832852.
Full textHeller, Richard Frederick, Edward Chilolo, Jonny Elliott, Brian Johnson, David Lipman, Victoria Ononeze, and Justin Richards. "Do tutors make a difference in online learning? A comparative study in two Open Online Courses." Open Praxis 11, no. 3 (November 15, 2019): 229. http://dx.doi.org/10.5944/openpraxis.11.3.960.
Full textDissertations / Theses on the topic "Online courses"
Afsaneh, Afsaneh Sharif. "Quality of Online Courses." Doctoral thesis, Universitat Rovira i Virgili, 2014. http://hdl.handle.net/10803/277385.
Full textEste estudio tiene una visión integral de los elementos clave para el diseño de cursos en línea de calidad en el campo del diseño instruccional mediante el análisis de los elementos básicos del diseño eficaz de las directrices y criterios de referencia existentes, teniendo en cuenta el impacto de los contextos culturales y educativos de los diseñadores instruccionales. La investigación también analiza los factores clave para el aseguramiento de la calidad de la formación en línea en las diferentes fases del proceso de desarrollo del curso. Para comprender mejor las formas en que los diseñadores desarrollan su labor y trabajan para obtener un resultado de buena calidad, se utilizaron diferentes técnicas de investigación. Se utilizó un enfoque cuantitativo, que incluyó la aplicación de un cuestionario a direrentes grupos, para determinar los indicadores que 52 diseñadores definen para determinar que entienden por un diseño de calidad. Los cuestionarios se aplicaron a dos grupos, en España y en Canadá, para examinar el impacto de la cultura sobre los elementos básicos del diseño instruccional. Un enfoque cualitativo, utilizando como herramienta de recolección de datos la entrevista, y ese fue el objetivo principal de este estudio: explorar los puntos de vista de los diseñadores a la hora de definir un curso de buena calidad. El estudio de los antecedentes teóricos y las experiencias de ocho diseñadores de instrucción así como sus puntos de vista de "un curso ideal" ha permitido definir los principales indicadores de calidad. El estudio y la observación de la evolución de la tecnología, los roles de los instructores y de los diseñadores (de las dos culturas ) y la percepción de los alumnos han facilitado el desarrollo de una guía de para el diseño de cursos flexibles y en línea. La guía se puede encontrar en http://wiki.ubc.ca/Design_Quality_OnlineCourse. El estudio también proporciona información valiosa sobre el aprendizaje en línea y como un buen curso en línea se puede desarrollar a través de la evaluación continua y el énfasis en los elementos clave en cada fase del diseño y del desarrollo del curso .
This study takes a comprehensive look at the key elements for quality online courses within the field of instructional design by examining the core elements of effective design in existing guidelines and benchmarks while taking into consideration the impact of instructional designers’ cultural and educational backgrounds. The research also explores key factors for a quality online course in different phases of the course development process. To gain a better understanding of the ways in which designers approach their work and strive for a good-quality result, different research methods were used in this study. A quantitative approach, which included surveys in different steps and locations, was used to gather the elements that 52 designers focus on and find critical in their quality design. The surveys were conducted in both Spain and Canada to examine the impact of culture on core elements of design. A qualitative approach, an interview, was the main focus of this study and was used to explore the views of a good-quality course, examining the backgrounds and experiences of eight instructional designers and their views of “an ideal course”. The study and observation of the evolution of technology, instructors and learners’ roles, and designers’ cultural and educational differences led to development of a flexible online course development guideline within this field. The guideline can be found at http://wiki.ubc.ca/Design_Quality_OnlineCourse. The study also provides valuable insight into online learning and how a good online course can be developed through ongoing evaluation and emphasis of key elements in each phase of course development.
Shaw, Donna Carole. "Academic dishonesty in traditional and online courses as self-reported by students in online courses." [Johnson City, Tenn. : East Tennessee State University], 2004. https://dc.etsu.edu/etd/896.
Full textTitle from electronic submission form. ETSU ETD database URN: etd-0331104-152112. Includes bibliographical references. Also available via Internet at the UMI web site.
Gazi, Yakut. "Discourse indicators of culture in online courses." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1304.
Full textGulati, Shalni. "Learning during online and blended courses." Thesis, City University London, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.433652.
Full textPisutova, Katarina. "Collaboration in online courses in Slovakia." Thesis, Open University, 2012. http://oro.open.ac.uk/49152/.
Full textMerena, Penny S. "Increasing retention in online distance education courses." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 1.51 Mb., 84 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3221128.
Full textDavis, Antoinette M. "Measuring Student Satisfaction in Online Math Courses." UKnowledge, 2014. http://uknowledge.uky.edu/edc_etds/10.
Full textPoe-Greskamp, Marlene. "Pedagogical issues in online nursing graduate courses." CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1560836.
Full textAccess to thesis permanently restricted to Ball State community only
Department of Educational Studies
Taylor, Colin S. M. (Colin J. ). Massachusetts Institute of Technology. "Stopout prediction in massive open online courses." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/91699.
Full textThis electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (page 121).
Imagine your favorite college professor standing behind a podium in the center of Michigan Stadium in Ann Arbor, lecturing 109,000 students. Though that sounds like an unlikely scenario, Massive Open Online Courses, MOOCs, have practically made that a reality by offering previously exclusive classes to mass audiences. However, as the barriers to entry for MOOCs are very low, student dropout, referred to as student `stopout' [2], is very high. We believe that studying why students stopout will enable us to more fully understand how students learn in MOOCs. This thesis applies a variety of machine learning algorithms to predict student persistence in MOOCs. We built predictive models by utilizing a framework that went through the following steps: organizing and curating the data, extracting predictive, sophisticated features, and developing a distributed, parallelizable framework. We built models capable of predicting stopout with AUCs¹ of up to 0.95. These models even give an indication of whether students stopout because of predisposed motivations or due to course content. Additionally, we uncovered a number of findings about the factors indicative of stopout. These factors are presented in Chapter 10. Through the prediction framework we hope to help educators understand the factors of persistence in MOOCs and provide insight that prevents stopout. To our knowledge, this is the first in-depth, accurate prediction of stopout in Massive Open Online Courses.
by Colin Taylor.
M. Eng.
Russell, Jae-eun Lee. "Supporting students' motivation in college online courses." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2620.
Full textBooks on the topic "Online courses"
(Organization), WestEd, and United States. Dept. of Education. Office of Innovation and Improvement., eds. Connecting students to advanced courses online. Washington, D.C: U.S. Dept. of Education, Office of Innovation and Improvement, 2007.
Find full textAlexander, Victoria. Quality online courses: A writer's guide. Louisville, Ky: The Learning House, Inc., 2012.
Find full textSun, Di, and Gang Cheng. Learner Interactions in Massive Private Online Courses. London: Routledge, 2022. http://dx.doi.org/10.4324/b23163.
Full textHensel, Nancy H., William E. Campbell, and Jennifer C. Coleman. Undergraduate Research in Online, Virtual, and Hybrid Courses. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003448419.
Full textOnline learning: All you need to know to facilitate and administer online courses. Cresskill, NJ: Hampton Press, 2006.
Find full textSarmento, Anabela, and Paula Peres. Furthering higher education possibilities through massive open online courses. Hershey, PA: Information Science Reference, 2015.
Find full textWaks, Leonard J. The Evolution and Evaluation of Massive Open Online Courses. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-349-85204-8.
Full textMOOCs - Massive Open Online Courses: Offene Bildung oder Geschäftsmodell? Münster: Waxmann, 2013.
Find full textToth, Christian T. Massive Open Online Courses im Kontext von Persönlichkeit und Prokrastination. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-26296-9.
Full textGetting the most out of MOOC: Massive open online courses. New York: Rosen Publishing, 2015.
Find full textBook chapters on the topic "Online courses"
Mardan, Azat. "Online Courses." In Using Your Web Skills To Make Money, 19–31. Berkeley, CA: Apress, 2018. http://dx.doi.org/10.1007/978-1-4842-3922-3_2.
Full textFisher, Douglas H. "Online Courses." In Handbook of Science and Technology Convergence, 1–11. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-04033-2_60-1.
Full textFisher, Douglas H. "Online Courses." In Handbook of Science and Technology Convergence, 1105–18. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-07052-0_60.
Full textHillman, Daniel, Robert Schudy, and Anatoly Temkin. "Designing online courses." In Winning Online Instruction, 37–48. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003161288-5.
Full textHillman, Daniel, Robert Schudy, and Anatoly Temkin. "Teaching online courses." In Winning Online Instruction, 72–90. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003161288-8.
Full textLomellini, Amy, and Patrick R. Lowenthal. "Inclusive Online Courses." In The Instructional Design Trainer's Guide, 101–11. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003109938-11.
Full textDunlap, Scotty, and Brian Dudak. "Taking Online Courses." In How to Become a Successful College Student, 145–58. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003412687-18.
Full textHillman, Daniel, Robert Schudy, and Anatoly Temkin. "Making online courses better." In Winning Online Instruction, 146–54. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003161288-15.
Full textHillman, Daniel, Robert Schudy, and Anatoly Temkin. "Developing and teaching blended courses." In Winning Online Instruction, 61–71. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003161288-7.
Full textDowning, Kevin F. "Developing Online Earth Science Courses." In Teaching Science Online, 46–66. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447405-5.
Full textConference papers on the topic "Online courses"
Conijn, Rianne, and Menno Van Zaanen. "Trends in student behavior in online courses." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5337.
Full textSingh, Kumar V., and Fazeel Khan. "Embedding Specialized Online Learning Modules in Courses." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-38451.
Full textVoicu, Mirelacatrinel. "ONLINE MARKETING STRATEGIES USED TO DEVELOP ONLINE COURSES." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-251.
Full textVan Wyk, Norman, Kevin A. Johnston, Klaus Moeller, and Florian Haas. "Developing an IT Course for Emerging Technologies Using a Framework – An Example of an IoT Course V1.0." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4521.
Full textGilbert, Lisa A. "SYSTEMS THINKING IN OCEANOGRAPHY COURSES." In GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-356749.
Full textChoe, Byoungwon, Jaesik Hwang, Chang Joon Park, and Jongwon Kim. "Recent advances in online game technology." In ACM SIGGRAPH ASIA 2010 Courses. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1900520.1900532.
Full textMustea, Anca, Cosmin Herman, and Antoanela Naaji. "USING MOODLE FOR THE DEVELOPMENT OF MASSIVE OPEN ONLINE COURSES." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-038.
Full textHigley, James B., David A. McLees, and Mohammad A. Zahraee. "A Case Study in Laboratory-Based Online Courses: Teaching CNC Programming." In ASME 2003 International Mechanical Engineering Congress and Exposition. ASMEDC, 2003. http://dx.doi.org/10.1115/imece2003-42204.
Full textLupse, Oana sorina, Mihaela Crisanvida, and Lacramioara Stoicu tivadar. "ONLINE COURSE CUSTOMIZATION USING ONTOLOGIES." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-100.
Full text"The Persistence of Anxiety Experienced by New Generation in Online Learning." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4040.
Full textReports on the topic "Online courses"
LeFebvre, Rebecca. Implementing Undergraduate Research in an Online Gateway Political Science Course (Dataset). Kennesaw State University, July 2020. http://dx.doi.org/10.32727/27.2022.1.
Full textMeans, Barbara, and Julie Neisler. Suddenly Online: A National Survey of Undergraduates During the COVID-19 Pandemic. Digital Promise, July 2020. http://dx.doi.org/10.51388/20.500.12265/98.
Full textReeves-DeArmond, Genna, Jennifer Mower, and Keith Nishida. Student and faculty perceptions of online clothing and textile courses. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-1136.
Full textVlasenko, Kateryna V., Sergei V. Volkov, Daria A. Kovalenko, Iryna V. Sitak, Olena O. Chumak, and Alexander A. Kostikov. Web-based online course training higher school mathematics teachers. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3894.
Full textRoque, Jude David, Dave Pipon, Anna Christine Durante, Pamela Lapitan, Lakshman Nagraj Rao, and Elisabetta Gentile. Massive Open Online Courses for Building Statistical Capacity in Computer-Assisted Surveys. Asian Development Bank, June 2020. http://dx.doi.org/10.22617/brf200127.
Full textMeans, Barbara, and Julie Neisler. Unmasking Inequality: STEM Course Experience During the COVID-19 Pandemic. Digital Promise, August 2020. http://dx.doi.org/10.51388/20.500.12265/102.
Full textMeans, Barbara, Vanessa Peters, Julie Neisler, Korah Wiley, and Rebecca Griffiths. Lessons From Remote Learning During COVID-19. Digital Promise, March 2021. http://dx.doi.org/10.51388/20.500.12265/116.
Full textShalatska, Hanna M., Olena Yu Zotova-Sadylo, and Ivan O. Muzyka. Moodle course in teaching English language for specific purposes for masters in mechanical engineering. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3881.
Full textReeves-DeArmond, Genna, Jennifer Mower, and Keith Nishida. Student and faculty perceptions of the development and use of Massive Open Online Courses in clothing and textiles education. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-773.
Full textPanchenko, Liubov F., and Ivan O. Muzyka. Analytical review of augmented reality MOOCs. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3750.
Full text