Relevant bibliographies by topics / Online courses

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Online courses'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 September 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Online courses.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Online courses"

1

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 text
APA, Harvard, Vancouver, ISO, and other styles
2

Xu, 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 text
APA, Harvard, Vancouver, ISO, and other styles
3

Enkin, 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 text
Abstract:
Hybrid and online foreign language courses are becoming increasingly more important for students. However, several gaps in the literature point to needing studies investigating courses taught online, at the advanced level, and during intensive summer timeframes, since these classes can be advantageous for learners. This paper discusses an advanced-level online Spanish grammar course that was taught during the summer, and examines: (1) learning gains from a beginning-ofcourse test to end-of-course test (i.e., a pretest-posttest covering course content), and (2) students’ perceptions of the course gleaned from an end-of-course survey, which collected both quantitative and qualitative data. The pretest-posttest results showed a significant improvement in learners’ scores, and the survey results indicated mixed opinions. Specifically, positive course attributes included the course’s self-paced nature and practical benefits, however the course’s fast-paced nature may have led to several drawbacks. These findings offer insight into these types of courses, and may prove helpful for instructors who want to plan similar classes.
APA, Harvard, Vancouver, ISO, and other styles
4

Mrázek, 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 text
APA, Harvard, Vancouver, ISO, and other styles
5

Christe, Barbara. "Online University Courses." Journal of Clinical Engineering 27, no. 3 (2002): 178–80. http://dx.doi.org/10.1097/00004669-200202730-00049.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Meyen, 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 text
APA, Harvard, Vancouver, ISO, and other styles
7

Litton, 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 text
Abstract:
Many instructors use videos to support their teaching in online courses to convey course content that would normally be taught in a traditional setting. Prior studies have shown some connection between utilizing online videos and student performance but do not always support their finding statistically or consider the nuance of the online videos, such as if the videos are required and how long the videos are. This article uses various quantitative analysis techniques to investigate the relationship between video length, student video viewing patterns, and grades. The findings indicate that videos should stay within a certain length to encourage student engagement with the videos and course assignments. Also, watching online videos is only positively related to grades when students are not required to watch, a result that is consistent across course-level and student-level models. Student viewing patterns also differ for courses that require watching videos versus those that do not. The article concludes by discussing the relevance of these results and how instructors can best utilize online videos in their courses.
APA, Harvard, Vancouver, ISO, and other styles
8

Sharif, 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 text
Abstract:
Instructional designers strive to create quality online courses by using different methods and strategies; however, they rarely find the time to reflect on their work and evaluate their final course design. There are three main challenges that instructional designers face while developing online course. First, instructional designers have ambiguity around their roles, and their skills and expertise are often not used as they fulfill their responsibilities.
APA, Harvard, Vancouver, ISO, and other styles
9

Hart, 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 text
Abstract:
This article uses fixed effects models to estimate differences in contemporaneous and downstream academic outcomes for students who take courses virtually and face-to-face—both for initial attempts and for credit recovery. We find that while contemporaneous outcomes are positive for virtual students in both settings, downstream outcomes vary by attempt type. For first-time course takers, virtual course taking is associated with decreases in the likelihood of taking and passing follow-on courses and in graduation readiness (based on a proxy measure). For credit recovery students, virtual course taking is associated with an increased likelihood of taking and passing follow-on courses and being in line for graduation. Supplemental analyses suggest that selection on unobservables would have to be substantial to render these results null.
APA, Harvard, Vancouver, ISO, and other styles
10

Heller, 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 text
Abstract:
Two free fully online courses were offered by Peoples-uni on its Open Online Courses site, both as self-paced courses available any time and as courses run over four weeks with tutor-led discussions. We tested the hypothesis that there are no measurable differences in outcomes between the two delivery methods. Similar numbers attended both versions of each course; students came from multiple countries and backgrounds. Numbers of discussion forum posts were greater in tutor-led than self-paced courses. Measured outcomes of certificates of completion, quiz completion and marks gained were very similar and not statistically significantly different between the tutor-led and the self-paced versions of either course. In light of little discernible difference in outcome between self-paced learning compared with courses including tutor-led discussions, the utility of the time cost to tutors is in question. The findings may be relevant to others designing online courses, including MOOCs.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Online courses"

1

Afsaneh, Afsaneh Sharif. "Quality of Online Courses." Doctoral thesis, Universitat Rovira i Virgili, 2014. http://hdl.handle.net/10803/277385.

Full text
Abstract:
Aquest estudi té una visió integral dels elements clau per al disseny de cursos en línia de qualitat en el camp del disseny d'instrucció mitjançant l'anàlisi dels elements bàsics del disseny eficaç de les directrius i criteris de referència existents, tenint en compte l'impacte dels contextos culturals i educatius dels dissenyadors instruccionals . La investigació també analitza els factors clau per a assegurar la qualitat de la formació en línia en les diferents fases del procés de desenvolupament del curs. Per comprendre millor les formes en què els dissenyadors desenvolupen la seva tasca i treballen per obtenir un resultat de bona qualitat, es van utilitzar diferents tècniques d'investigació . Es va utilitzar un enfocament quantitatiu, que va incloure l'aplicació d'un qüestionari a direrents grups, per determinar els indicadors que 52 dissenyadors defineixen per a determinar que entenen per un disseny de qualitat. Els qüestionaris es van aplicar a a dos grups, a Espanya i al Canadà, per examinar l'impacte de la cultura sobre els elements bàsics de disseny instruccional. Un enfocament qualitatiu, utilitzant com a eina de recollida de dades l'entrevista, i aquest va ser l'objectiu principal d'aquest estudi: explorar els punts de vista dels dissenyadors a l'hora de definir un curs de bona qualitat. L'estudi dels antecedents teòrics i les experiències de vuit dissenyadors d'instrucció així com els seus punts de vista d '"un curs ideal" ha permès definir els principals indicadors de qualitat. L'estudi i l'observació de l'evolució de la tecnologia, els rols dels instructors i dels dissenyadors (de les dues cultures) i la percepció dels alumnes han facilitat el desenvolupament d'una guia de per al disseny de cursos flexibles i en línia. La guia es pot trobar a http://wiki.ubc.ca/Design_Quality_OnlineCourse. L'estudi també proporciona informació valuosa sobre l'aprenentatge en línia i com un bon curs en línia es pot desenvolupar a través de l'avaluació continua i l'èmfasi en els elements clau en cada fase del disseny i dels desenvolupament del curs .
Este 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.
APA, Harvard, Vancouver, ISO, and other styles
2

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 text
Abstract:
Thesis (Ed. D.)--East Tennessee State University, 2004.
Title from electronic submission form. ETSU ETD database URN: etd-0331104-152112. Includes bibliographical references. Also available via Internet at the UMI web site.
APA, Harvard, Vancouver, ISO, and other styles
3

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 text
APA, Harvard, Vancouver, ISO, and other styles
4

Gulati, Shalni. "Learning during online and blended courses." Thesis, City University London, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.433652.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Pisutova, Katarina. "Collaboration in online courses in Slovakia." Thesis, Open University, 2012. http://oro.open.ac.uk/49152/.

Full text
Abstract:
Comprehensive analyses of online and collaborative learning methods in the post-communist countries of Central and Eastern Europe are nearly non-existent. Yet, these nations typically have authoritarian teaching and learning traditions which present unique and significant challenges to the development of these methods, and which are poorly understood at present. This thesis provides a thorough examination of how collaborative activities are used in online courses, and of student and teacher perceptions of these methods, in the Slovak Republic (Slovakia), and postulates that its findings are relevant and valuable for the many newly open societies in the region that are now entering the online teaching world. Research involved case studies of two Slovak higher education institutions, and interviews with administrators and teachers from a number of Slovak educational institutions. Findings can be summarized as follows: • Collaboration is rarely used as a teaching method in Slovakia, particularly in online settings • Students do not expect to be asked to participate in discussions, but when asked they seem to have no problem embracing the method. • Instructors at many Slovak institutions lack the motivation and training to promote and use collaborative methods in their online courses • The few instructors who make the effort to implement some of these methods use mostly asynchronous discussions. Further analysis of data and findings leads to suggestions for improving the use of collaborative methods in online learning on three key levels: the course level, the institutional level, and the national policy level.
APA, Harvard, Vancouver, ISO, and other styles
6

Merena, 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 text
APA, Harvard, Vancouver, ISO, and other styles
7

Davis, Antoinette M. "Measuring Student Satisfaction in Online Math Courses." UKnowledge, 2014. http://uknowledge.uky.edu/edc_etds/10.

Full text
Abstract:
Colleges and universities worldwide have struggled to find a way to measure student satisfaction in online courses. This study examined the growth of math courses that are delivered in the online format. This study aims to address many gaps in the research literature concerning distance education using technology. In particular, it is the intention of this study to investigate satisfaction and performance of students as a result of taking online courses. There has been an expanding concern over whether students are satisfied and can perform well in courses taken in an online environment. Satisfaction and performance in distance education have always been examined in comparison with traditional education that implements instruction through face-to-face interactions. A careful examination of the research literature also indicates that researchers apply vastly different ways to measure satisfaction and performance. This situation may well be responsible for the inconsistencies among empirical studies in the research literature. The first purpose was to develop and validate an instrument that measures satisfaction regarding taking online courses. The second purpose was to predict student satisfaction (measured through the developed instrument) from the learning characteristics of an online environment. The third purpose was to predict student performance from student satisfaction (measured through the developed instrument) in an online environment. A deductive approach was adopted for this research project and utilized a quantitative research design including surveys. Survey data was collected from adult students who were students in the online College Algebra course at a certain Community & Technical College. The instrument was developed and found to be reliable through confirmatory factor analysis. Using multiple regression for the second question, it was found that age (of students) demonstrated statistically significant absolute and relative effects on satisfaction with online mathematics courses. In other words, satisfaction with online mathematics courses depended on age both individually and collectively. Lastly, using multiple regression and ANCOVA to answer question three, it was found that gains from pretest to posttest did not depend on individual characteristics, learning preferences, and online (learning) environment. Meanwhile, gains from pretest to posttest did not depend on satisfaction with online mathematics courses.
APA, Harvard, Vancouver, ISO, and other styles
8

Poe-Greskamp, Marlene. "Pedagogical issues in online nursing graduate courses." CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1560836.

Full text
Abstract:
One of the core issues in distance education has been the adequacy of assessment of student experiences and the interaction between faculty and students. This challenge has become even greater with the increase in the numbers of online courses in nursing. Distance education programs that are delivered totally online have many advantages and some disadvantages. Masters level nursing students are choosing online programs for convenience, flexibility, and quality. The purpose of this study was two-fold: to describe Masters nursing students’ perceptions of online courses between 2005 and 2009, as expressed through word data in a web evaluation survey; and to analyze the student perceptions of the online learning environment for trends and themes. The questions of this investigation were the following: 1. What perceptions do Masters nursing students have of their online courses (2005-2009) as expressed through word data in a web evaluation survey? 2. What recommendations can be made for continuous improvement and best practices in programming and evaluation methods based on student perceptions. This research utilized Constructivist Theory as a theoretical model. There were 1625 student comments and 903 suggestions that were analyzed for themes and placed in categories. A qualitative analysis approach was utilized to create categories and look for trends in the data. There were six categories gleaned from the comments and six more that were found as a result of reviewing the suggestions that were made for future course offerings. The researcher found that there was some overlap between the categories of the comments and those of the suggestions. The perception of the students regarding their online course experience in the graduate nursing program was very positive. The flexibility and independence that the online environment offered was appreciated. Blackboard was viewed very positively and students felt that it was easy to use. Students enjoyed the interaction with peers and with faculty and felt it was a valuable learning experience. Recommendations were identified, based on the findings related to the use of technology, recruitment and retention of faculty, and teaching strategies and learning styles.
Access to thesis permanently restricted to Ball State community only
Department of Educational Studies
APA, Harvard, Vancouver, ISO, and other styles
9

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 text
Abstract:
Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2014.
This 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.
APA, Harvard, Vancouver, ISO, and other styles
10

Russell, Jae-eun Lee. "Supporting students' motivation in college online courses." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2620.

Full text
Abstract:
Students' motivation has been identified as a critical factor for meaningful engagement and positive academic achievement in various educational settings. In particular, self-regulation strategies have been identified as important skills in online learning environments. However, applying self-regulation strategies, such as goal setting, strategic planning, and reflect performance takes significant effort. Without motivation, students will not enact these types of strategies. Autonomous self-regulation has been investigated in traditional classroom settings and there is ample empirical evidence of a significant relationship between autonomous self-regulation and engagement and academic achievement. However, such research was limited in online learning environments. The purpose of this study was to investigate the factors that affected students' autonomous or self-determined forms of regulation as defined in self-determination theory (SDT). The study examined the relations between students' self-regulated motivation and four other variables (students' interests in the course, students' perception of their instructor's interaction type, students' technology self-efficacy, and students' perception of the degree to which their online learning environment used constructivist-based pedagogy), and the interactions among these variables in college online courses. In addition, the study examined the relationship between students' autonomous forms of regulation and their engagement, learning achievement, interaction behaviors, and satisfaction in the online course. For students' interaction behaviors, the total number of authored and read messages, the total number of visits to the content page, the total number of visited topics in the content page, and total duration spent in the content page were examined. One hundred forty students in 19 online courses participated in this study. The results of hierarchical linear modeling analyses revealed: (a) Both environmental factors, instructors' autonomy-supportive interaction and learning environments using constructivist-based pedagogy predicted students' autonomous self-regulated motivation (b) Students' autonomous self-regulated motivation predicted students' self-reported engagement, achievement, and satisfaction (c) Two personal factors, interest in the course and technology self-efficacy did not predict students' autonomous self-regulation (d) Students' autonomous self-regulated motivation did not predict any interaction behaviors. The findings from this study are largely congruent with prior theory and research in the fields of academic motivation, self-determination, and online learning, which note that environmental factors, instructors' autonomy-supportive interaction and constructivist-based pedagogy significantly affect students' autonomous self-regulation in online learning environments.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Online courses"

1

(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 text
APA, Harvard, Vancouver, ISO, and other styles
2

Alexander, Victoria. Quality online courses: A writer's guide. Louisville, Ky: The Learning House, Inc., 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Sun, Di, and Gang Cheng. Learner Interactions in Massive Private Online Courses. London: Routledge, 2022. http://dx.doi.org/10.4324/b23163.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Hensel, 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 text
APA, Harvard, Vancouver, ISO, and other styles
5

Online learning: All you need to know to facilitate and administer online courses. Cresskill, NJ: Hampton Press, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Sarmento, Anabela, and Paula Peres. Furthering higher education possibilities through massive open online courses. Hershey, PA: Information Science Reference, 2015.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Waks, 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 text
APA, Harvard, Vancouver, ISO, and other styles
8

MOOCs - Massive Open Online Courses: Offene Bildung oder Geschäftsmodell? Münster: Waxmann, 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Toth, 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 text
APA, Harvard, Vancouver, ISO, and other styles
10

Getting the most out of MOOC: Massive open online courses. New York: Rosen Publishing, 2015.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Online courses"

1

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 text
APA, Harvard, Vancouver, ISO, and other styles
2

Fisher, 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 text
APA, Harvard, Vancouver, ISO, and other styles
3

Fisher, 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 text
APA, Harvard, Vancouver, ISO, and other styles
4

Hillman, 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 text
APA, Harvard, Vancouver, ISO, and other styles
5

Hillman, 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 text
APA, Harvard, Vancouver, ISO, and other styles
6

Lomellini, 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 text
APA, Harvard, Vancouver, ISO, and other styles
7

Dunlap, 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 text
APA, Harvard, Vancouver, ISO, and other styles
8

Hillman, 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 text
APA, Harvard, Vancouver, ISO, and other styles
9

Hillman, 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 text
APA, Harvard, Vancouver, ISO, and other styles
10

Downing, 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 text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Online courses"

1

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 text
Abstract:
Learning management systems provide an easy and effective means of access to educational material. Students’ access to course material is logged and the amount of interaction is assumed to be a measure of student engagement within the course. In previous research, frequencies of student activities have typically been used, but this disregards any temporal information. Here, we analyze the amount of student activity over time during courses. Based on activity data over 11 online courses, we cluster students who show similar behavior over time. This shows three different groups: a large group of students who are mostly not active, another group of students who are very active throughout the course, and a group of students who start out being active, but their activity diminishes throughout the course. These groups of students also show different performance. Overall, more active students yield better results. In addition to these general trends, we identified courses in which alternative trends can be found, such as a group of students who become more active during the course. This shows that student behavior is more complex than can be identified from an individual course and more research into patterns of learning activities in multiple courses is essential.
APA, Harvard, Vancouver, ISO, and other styles
2

Singh, 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 text
Abstract:
In recent years, online learning modules and interactive tools have been developed for integrating synergistic computational and experimental activities into several courses in the mechanical and manufacturing engineering curriculum. These modules may complement existing labs, introduce experiments to lecture-based courses, or help reinforce the understanding of concepts within a course through case studies, computational modeling and its validation through experimental data analysis. Within a given undergraduate course in engineering, the traditional approach is to cover the fundamental concepts and their applications in problem solving and design. However, often some advanced concepts pertinent to the course material cannot be included in great details due to the restrictions on total number of credit/teaching hours. The exposure to such advanced material is considered very important for establishing a broader appreciation of the relevance of the course material and potentially instilling an interest in successive classes and, most importantly, research projects. The project described in this paper has focused in the development of learning modules which can be used in various courses to introduce advanced topics, analyses and applications related to the fundamental course content. In this paper the development, implementation and assessment of two modules which feature enhanced content is presented. One module has been designed to be used as a tutorial on rotor dynamics and has been embedded in an introductory course on mechanical vibrations. The second is a module being developed for introducing the static and dynamic characterization of viscoelastic polymers. This module will be associated with an advanced mechanics of materials course, as well as the course on vibrations. These two separate concepts/topics are not formally a part of the undergraduate level courses but the underlying concepts can be easily related to the associated course learning outcomes. Such modules can, furthermore, be modified and used with various other courses as assignments and/or as a pre-requisite to a given case study. These modules can also be used for training and support of undergraduate researchers.
APA, Harvard, Vancouver, ISO, and other styles
3

Voicu, 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 text
Abstract:
In this paper we present a study on some online marketing strategies which can help us in developing online courses. We include components such as: Design & Development, Content marketing, Social Media, Reputation, Affiliate Marketing, Analytics, Email marketing, SEO, PPC, and even E-commerce components.For example, using Google Trends or Keyword Planner tool of Google AdWords, we can find out if there are people interested in the topic that we treat in our courses. At the same time, we can have information about their geographic location, such as countries or cities. With Google Analytics we can see the traffic on our website, containing useful information about the visitors: demographic data, how they have get on our website (direct, organic search, social, etc.), what kind of devices they use, etc. To find if there are people interested on our offer of courses, we also present how we can obtain such an information from YouTube of Facebook. We are focused on the increasing using of the Internet on mobile devices – and for this reason, on the importance of developing websites for mobile or even mobile apps. In the case of mobile apps, we also point out observations on some mobile marketing strategies which must be considered. We present some observations on the electronic format of course content: text, image, video, or interactive platforms and how it can use in the best forms on small devices and how different cloud computing technologies and services can improve the quality of our online courses.
APA, Harvard, Vancouver, ISO, and other styles
4

Van 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 text
Abstract:
Aim/Purpose: Academics are often requested to create and teach courses for emerging technologies with perhaps no experience or guidance on how to do so. Background: A Framework to develop IT courses for emerging technologies was created and tested to assist academics; the framework was then tested by developing an IoT course. Methodology: A literature review was conducted to discover theories, models and methods that could be used in the creation of IT courses, followed by interviews with academics who had created many courses. The interviews were analysed using a thematic analysis process, and a Course Development Framework was created. The framework was tested by using it to build and deliver an IoT course. Contribution: The Framework could be used to support academics who have to create and develop IT courses for emerging technologies. Findings: By combining a learning theory such as constructivism, the ADDIE Instructional design model, ARCS-V Motivational model, and Bloom’s Taxonomy, a Course Development Framework was constructed, which could be used to support academics who have to create courses for emerging technologies. Recommendations for Practitioners: The Course Development Framework could be used to develop other IT courses including online courses. Recommendation for Researchers: Future research could be conducted in the effectiveness of using the Course Development Framework to develop other courses including online courses. Impact on Society: Support academics to develop better IT courses for emerging technologies. Future Research: Research in the field of Brain Compatible Learning Principles and combining or using it with the Framework could provide further insights into advancements in course design and development.
APA, Harvard, Vancouver, ISO, and other styles
5

Gilbert, 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 text
APA, Harvard, Vancouver, ISO, and other styles
6

Choe, 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 text
APA, Harvard, Vancouver, ISO, and other styles
7

Mustea, 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 text
Abstract:
In the last few years there has been an increasing development of Massive Open Online Courses led by faculty and IT specialists from top universities such as Stanford, Massachusetts Institute of Technology, Caltech, Harvard and others. Hundreds of courses are available to people all over the world on MOOC platforms such as Coursera, edX, or Udacity. European MOOC platforms are also developing rapidly. Most of the courses are developed in English language, but there are also other languages available. What we propose is the development of a Romanian MOOC platform using Moodle as the e-learning environment. The reason we propose Moodle for such an initiative is because it is the e-learning platform mostly used in Romania, familiar both to teachers and technical advisers and administrators. The paper presents an example of using Moodle for the development of a Romanian Massive Open Online Course, emphasizing the ease of use for all the actors involved: teachers, learners and administrators. The facilities offered by Moodle in the development of online learning experiences and of a Romanian MOOC platform are also discussed. The paper focuses on technical aspects regarding the configuration of the platform according to the pedagogical requirements demanded by such courses as well as a proposal of a course template to be filled up with graphical elements, video sequences and also quizzes in different formats. We will underline the configuration aspects of some standard Moodle instruments used in MOOC concepts such as: forums, glossary, thematic database, etc. By using this structure, we developed a course to contain all these elements.
APA, Harvard, Vancouver, ISO, and other styles
8

Higley, 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 text
Abstract:
Asynchronous web based instruction, more commonly known as online education or distance learning, has been available for some time. This technology has brought education within the reach of many who would otherwise be unable to attend live classes. Time schedules and distance no longer have a bearing on attending a course. Even group projects are manageable with email and discussion groups. Many courses convert quite well to the online format, and studies have shown that students can learn as much from online courses as from live courses. In many cases, multiple course certificate programs and even some complete degree programs are offered online. As inviting as online courses may be, they do have their limitations, especially classes with a laboratory component. A number of institutions have offered laboratory-based classes in an online format with varying degrees of complexity and success. In some cases, students travel to the institution a limited number of times for extensive laboratory experiences while other institutions use what might best be described as virtual reality based systems. This paper discusses Purdue University Calumet’s first laboratory-based online course, MFET 275, Computer Numerical Control Programming Application. A combination of technologies makes this course successful and effective. Development procedures for this course along with technology used, online pedagogy issues, and course assessment are covered in this paper. Suggestions for future course development complete the discussion.
APA, Harvard, Vancouver, ISO, and other styles
9

Lupse, 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
Abstract:
Currently, more and more people prefer to acquire new knowledge based on online resources. This gives the liberty for individuals to choose a particular course focused on what they really want to learn. The work in the current paper supports this kind of independent persons guiding them in selection of the most suitable course: verifying if they have enough knowledge for the course and suggesting courses to better match the knowledge they want to gain. Using ontologies we create links between people abilities (level and type of previous education, general knowledge, etc.), and each course content. , The application presented in this paper suggests, based on an individual‘s selection and on the results to an initial test, the modules needed to reach the expected knowledge. More, the application suggests an alternative path to gain basic abilities for what the user wants to learn. The initial test contains questions about the elementary knowledge for the selected course. The ontology application and the links between users, courses and initial test are developed in Protégé, an open source ontology project, and the application for the courses are developed using ASP.NET pages, C# language and Azure SQL database, and Microsoft Azure cloud. The ontology links all users and courses data, and supports users to understand the new information according to their previous knowledge. The benefits of the application consist in supporting individuals to select the best course for a given situation and understand better the new information according to their basic knowledge.
APA, Harvard, Vancouver, ISO, and other styles
10

"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 text
Abstract:
Aim/Purpose: To investigate anxiety in online courses and its relationship with overall online courses satisfaction as it may vary with online courses experience. Background: Delivering online courses in higher education institutions continue to increase. Anxieties seem to be persistent. Although there are many technology and internet related anxieties studies, online courses anxieties are relatively scarce. The cause for this anxiety has not been resolved or addressed sufficiently. This study takes part in this quest. Methodology: A fully online course with not face to face interaction was used for the study. A survey methodology approach was used for the anxiety scale measurements. Over 1400 students participated in the survey. Contribution: Students taking online courses continue to be challenged with anxieties. Their experiences (number of courses taken) with online courses may influence their anxieties and satisfaction levels, but that has not been studies. We contribute to this body of literature. Findings: One third of students reported to continue to experience anxiety while taking their online courses. The effect of their anxieties on their satisfaction does not seem to be influenced by their online course experience. Recommendations for Practitioners: Focus on the various elements that may influence anxieties and satisfaction of students while taking courses. For IT designers, interface and point of interactions may be the aspect to pay attention to, while professors would need to consider course pedagogy and its interaction within the IT learning environment. Recommendation for Researchers: Anxiety in online learning should take front stage as it represents an underlying stream of influence on all research in the field. Further study of the effect of online course experience on satisfaction and anxiety is necessary. Impact on Society: Anxiety in learning has many detrimental effects that last a student’s career and personality over their entire life. The impact of reducing anxieties while online learning is significant and tangible especially that online learning is at its initial stages of an exponential growth and will change the world sooner than later. Future Research: Pedagogy for efficient and effective online courses to reduce anxieties and in-crease satisfaction.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Online courses"

1

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 text
Abstract:
Introductory political science courses are usually considered Gateway courses to student success in college, yet those courses often use minimal high impact practices. This study investigates a Course-based Undergraduate Research Experience (CURE) as a means to increase students’ self-assessed learning gains and motivation to acquire critical thinking skills. This study used a quasi-experiment across two online sections of POLS 1101, American Government, taught at a large public Southeastern university. The experimental section made use of a CURE, and the control section did not. Pre- and post- surveys indicated significant differences in self-assessed learning gains. The section with the CURE showed more confidence and a better understanding of political science. No difference was found in motivation for acquiring critical thinking skills.
APA, Harvard, Vancouver, ISO, and other styles
2

Means, 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 text
Abstract:
Digital Promise and Langer Research Associates developed the “Survey of Student Perceptions of Remote Teaching and Learning” to capture the experiences of undergraduates taking courses that transitioned to online instruction in response to the COVID-19 pandemic. The survey explores the nature of college courses as they were taught during the COVID-19 outbreak, the pervasiveness of various challenges undergraduates faced after the transition to remote instruction, and course features associated with higher levels of student satisfaction. Data analyses compared experiences of students from low-income, underrepresented, or rural backgrounds to those of students with none of these characteristics. This survey was administered in the spring of 2020 to a random national sample of 1,008 undergraduates, age 18 and older, who were taking college courses for credit that included in-person class sessions when the COVID-19 pandemic hit and had to finish the course by learning at a distance.
APA, Harvard, Vancouver, ISO, and other styles
3

Reeves-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 text
APA, Harvard, Vancouver, ISO, and other styles
4

Vlasenko, 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 text
Abstract:
The article looks into the problem of theoretical aspects of using Web 2.0 technology in higher education. This paper describes answers of 87 respondents who have helped to identify the most required types of educational content for the integration to pages of the online course training higher school mathematics teachers. The authors carry out a theoretical analysis of researches and resources that consider the development of theoretical aspects of using web tools in higher education. The research presents the characteristics common to online courses, principles of providing a functioning and physical placement of online systems in webspace. The paper discusses the approaches of creating and using animated content in online systems. The authors describe the methods of publishing video content in web systems, in particular, the creation and use of video lectures, animation, presentations. This paper also discusses several of the existing options of integrating presentations on web pages and methods of integrating mathematical expressions in web content. It is reasonable to make a conclusion about the expediency of promoting online courses, the purpose of which is to get mathematics teachers acquainted with the technical capabilities of creating educational content developed on Web 2.0 technology.
APA, Harvard, Vancouver, ISO, and other styles
5

Roque, 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 text
APA, Harvard, Vancouver, ISO, and other styles
6

Means, 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 text
Abstract:
This report describes the experiences of over 600 undergraduates who were taking STEM courses with in-person class meetings that had to shift to remote instruction in spring 2020 because of COVID-19. Internet connectivity issues were serious enough to interfere with students’ ability to attend or participate in their STEM course at least occasionally for 46% of students, with 15% of students experiencing such problems often or very often. A large majority of survey respondents reported some difficulty with staying motivated to work on their STEM courses after they moved online, with 45% characterizing motivation as a major problem. A majority of STEM students also reported having problems knowing where to get help with the course content after it went online, finding a quiet place to work on the course, and fitting the course in with other family or home responsibilities. Overall, students who reported experiencing a greater number of major challenges with continuing their course after it went online expressed lower levels of satisfaction with their course after COVID-19. An exception to this general pattern, though, was found for students from minoritized race/ethnicity groups, females, and lower-income students. Despite experiencing more challenges than other students did with respect to continuing their STEM courses remotely, these students were more likely to rate the quality of their experiences when their STEM course was online as just as good as, or even better than, when the course was meeting in person.
APA, Harvard, Vancouver, ISO, and other styles
7

Means, 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 text
Abstract:
The abrupt transition to remote instruction in response to COVID-19 posed significant challenges for both students and instructors. This report provides data on the prevalence of the different kinds of challenges college students faced during the shift to remote instruction and the nature of spring 2020 courses from the perspectives of both students and instructors. These descriptions are complemented by survey data on the prevalence of online instructional practices that are generally recommended in the online learning literature and analyses of the relationship of these practices to student satisfaction with their course. This report describes findings from two research activities conducted concurrently: a survey of a nationally representative sample of over 1,000 undergraduates who were taking online courses that included in-person meetings when they began and had to switch to entirely remote instruction; and qualitative descriptions of 29 courses offered by 10 institutions, based on interviews and focus groups with students and instructors.
APA, Harvard, Vancouver, ISO, and other styles
8

Shalatska, 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 text
Abstract:
The central thesis of this paper is that e-learning courses can have a significant impact on English language for specific purposes (ESP) proficiency of mining mechanical engineering students. The purpose of this study is to assess the effectiveness of ESP Moodle-based course “English for Mining Mechanical Engineers” and to reveal the results of its experimental approbation. In order to identify the lectures’ and learners’ needs we have applied the survey research. The survey confirmed the greatest demand for Moodle courses that include all the elements of a coherent training manual to provide self-development of engineering students. The interview results contributed to design of author’s ESP course syllabus. The importance and originality of this study are that to approbate the course materials’ effectiveness two approaches have been adopted simultaneously. The first is blended learning method based on e-learning platform applied in the experimental group and the second one is classic in-class instructor-led studying used in a control group. Students’ progress in ESP proficiency has been assessed using the cross assessment method. The experiment has validated the initial hypothesis that the special online courses focused on honing foreign language skills and integrated in the domain of specific professional knowledge have a beneficial effect on students’ communicative competencies in general. There were identified the advantages of self-tuition based on Moodle platform. The Moodle course lets the teachers save considerable in-class time to focus more on communicative assignments. The findings of this study have a number of practical implications in ESP online courses development.
APA, Harvard, Vancouver, ISO, and other styles
9

Reeves-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 text
APA, Harvard, Vancouver, ISO, and other styles
10

Panchenko, 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
Abstract:
The aim of the article is to provide an analytical review of the content of massive open online courses about augmented reality and its use in education with the further intent to create a special course for the professional development system for the research and teaching personnel in postgraduate education. The object of research is massive open online courses. The subject of the study is the structure and content of augmented reality MOOCs which are offered by acclaimed providers of the world. The methods of research are: the analysis of publications on the problem; the analysis of MOOCs’ content, including observation; systematization and generalization of research information in order to design a special course about augmented reality for the system of professional training and retraining for educators in postgraduate education. The results of the research are the following: the content and program of specialized course “Augmented Reality as a Storytelling Tool” for the professional development of teachers. The purpose of the specialized course is to consider and discuss the possibilities of augmented reality as a new direction in the development of educational resources, to identify its benefits and constraints, as well as its components and the most appropriate tools for educators, to discuss the problems of teacher and student co-creation on the basis of the use of augmented reality, and to provide students with personal experience in designing their own stories and methodical tools in the form of augmented books and supplementary training aids with the help of modern digital services.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Online courses' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography