Research graph
References from Exploring the role of learning goal orientation, instructor reputation, parasocial interaction, and tutor intervention in university students’ MOOC retention: A TAM-TRA based examination. Local targets link to admitted publications; unresolved targets remain external evidence.
Teachers’ adoption of open educational resources in higher education
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Interest in Educational Data and Barriers to Data Use Among Massive Open Online Course Instructors.
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Supporting learners’ self-regulated learning in Massive Open Online Courses.
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Continuing medical education: MOOCs (Massive Open Online Courses) and their implications for radiology learning.
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What are the key themes associated with the positive learning experience in MOOCs? An empirical investigation of learners’ ratings and reviews
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Effect of video styles on learner engagement in MOOCs
2023 · External reference
Course retention in community colleges: Demographics, motivation, learning style, and locus of control
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MOOCs, learning designers and the unbundling of educator roles in higher education
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Trainees’ Attributes and Attitudes: Neglected Influences on Training Effectiveness
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17 Implications of the Changing Nature of Work for Training.
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The Effects of Motivation, Career Decision-Making Self-Efficacy, and Self-Regulation on Learning Engagement of Junior College Students
10.1353/csd.2022.0036 · 2022 · External reference
Mediation of E-learner’s Achievement: A Structural Model on Enablers of Motivation for Skill Transfer in Job-Holder E-Learners of Pakistan.
2021 · External reference
Influencing Factors of Success and Failure in MOOC and General Analysis of Learner Behavior.
10.7763/ijiet.2016.v6.697 · 2016 · External reference
Learner and instructor-related challenges for learners’ engagement in MOOCs: A review of 2014–2020 publications in selected SSCI indexed journals.
2021 · External reference
Emotionally engaged learners are more satisfied with online courses
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Exploring teacher popularity: associations with teacher characteristics and student outcomes in primary school.
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China Daily.
2020 · External reference
WhatsApp is the message: Out-of-class communication, student-teacher relationship, and classroom environment
2019 · External reference
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Forming digital self and parasocial relationships on YouTube
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Parasocial interaction with my avatar: Effects of interdependent self-construal and the mediating role of self-presence in an avatar-based console game, Wii.
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The role of social media in MOOCs: How to use social media to enhance student retention.
10.1145/2876034.2876047 · 2016 · External reference
Indicators for enhancing learners’ engagement in massive open online courses: A systematic review
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Understanding MOOC students: Motivations and behaviours indicative of MOOC completion
10.1111/jcal.12131 · 2016 · External reference
The role of students’ motivation and participation in predicting performance in a MOOC
10.1111/jcal.12130 · 2016 · External reference
Will MOOCs transform learning and teaching in higher education? Engagement and course retention in online learning provision
10.1111/bjet.12268 · 2015 · External reference
Predicting student retention in massive open online courses using hidden markov models
2013 · External reference
Beyond one-size-fits-all in MOOCs: Variation in learning design and persistence of learners in different cultural and socioeconomic contexts.
10.1016/j.chb.2021.106973 · 2022 · External reference
Motivation to learn and course outcomes: The impact of delivery mode, learning goal orientation, and perceived barriers and enablers.
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Exploring the factors affecting MOOC retention: A survey study.
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Factors Affecting Attitudes and Behavioral Intentions Toward In-app Mobile Advertisements
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Chinese MOOCs on the way: Opportunities and challenges
2013 · External reference
Video lecture watching behaviors of learners in online courses.
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Unresolved reference
2010 · External reference
Higher education and the digital revolution: About MOOCs, SPOCs, social media, and the Cookie Monster.
10.1016/j.bushor.2016.03.008 · 2016 · External reference
Learner-centric MOOC model: A pedagogical design model towards active learner participation and higher completion rates
10.1007/s11423-022-10081-4 · 2022 · External reference
Impact of quality antecedents on satisfaction toward MOOC
10.17718/tojde.906843 · 2021 · External reference
Unresolved reference
External reference
A theoretical extension of the technology acceptance model: Four longitudinal field studies.
10.1287/mnsc.46.2.186.11926 · 2000 · External reference
Unresolved reference
2020 · External reference
Predicting the use of web-based information systems: self-efficacy, enjoyment, learning goal orientation, and the technology acceptance model
10.1016/s1071-5819(03)00114-9 · 2003 · External reference
The influence of technology acceptance model (TAM) factors on students’e‐satisfaction and e‐retention within the context of UAE e‐learning.
10.1108/17537981011089596 · 2010 · External reference
Unresolved reference
1979 · External reference
Unresolved reference
2007 · External reference
The effects of online professional development on higher education teachers’ beliefs and intentions towards learning facilitation and technology
10.1016/j.tate.2012.09.002 · 2013 · External reference
Predicting user acceptance of collaborative technologies: An extension of the technology acceptance model for e-learning.
10.1016/j.compedu.2012.12.003 · 2013 · External reference
Learning with mobile technologies–Students’ behavior.
10.1016/j.chb.2016.05.027 · 2017 · External reference
Trends in educational research about e-learning: A systematic literature review (2009–2018).
10.3390/su12125153 · 2020 · External reference
A critical review of technology acceptance literature
2010 · External reference
Learning goal orientation and psychological capital among students: A pathway to academic satisfaction and performance.
10.1002/pits.22505 · 2021 · External reference
The regulation of affect, anxiety, and stressful arousal from adopting mastery‐avoidance goal orientations.
10.1002/smi.1160 · 2008 · External reference
Mediating and moderating impact of goal orientation and emotional intelligence on the relationship of knowledge oriented leadership and knowledge sharing
10.1108/jkm-01-2018-0033 · 2019 · External reference
Exploring the Relationship Between Learning Goal Orientation and Knowledge-Sharing Among Information Communication Technology Consultants: The Role of Incentive Schemes.
10.3389/fpsyg.2022.798668 · 2022 · External reference
The role of goal awareness and information technology self-efficacy on job satisfaction of healthcare system users
10.1080/0144929x.2016.1171396 · 2016 · External reference
Is being a good learner enough? An examination of the interplay between learning goal orientation and impression management tactics on creativity.
10.1111/peps.12064 · 2015 · External reference
Dimensions of perceived usefulness: Toward enhanced assessment
10.1111/j.1540-4609.2007.00142.x · 2007 · External reference
The role of goal orientation following performance feedback
10.1037/0021-9010.86.4.629 · 2001 · External reference
The role of state goal orientation in the goal establishment process.
10.1207/s15327043hup1801_2 · 2005 · External reference
Cultural differences in academic motivation goals: A meta-analysis across 13 societies
10.3200/joer.102.2.99-110 · 2008 · External reference
Intention to adopt online learning: The effects of perceived value and moderating roles of personality traits.
10.1108/ijilt-03-2019-0040 · 2020 · External reference
Learning goal orientation and academic performance: a dynamic model
10.1177/10690727211043437 · 2022 · External reference
The relationship between learning goal orientation, goal setting, and performance: A longitudinal study
10.1111/jasp.12119 · 2013 · External reference
The effect of teacher popularity upon attitude toward school subjects
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Student evaluation of teaching: Some cautions and suggestions.
10.2307/1319382 · 1995 · External reference
Assessment of charisma as a factor in effective teaching
2014 · External reference
Responses to COVID-19 in higher education: Social media usage for sustaining formal academic communication in developing countries.
10.3390/su12166520 · 2020 · External reference
Enhancing academic achievement in college students through attributional retraining and instruction
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Unresolved reference
2013 · External reference
All about that tweet: student perceptions of professors’ social media use in the classroom
10.1108/jrim-01-2015-0008 · 2016 · External reference
Unresolved reference
External reference
Mass communication and parasocial interaction: Observations on intimacy at a distance.
10.1080/00332747.1956.11023049 · 1956 · External reference
“Digital buddies”: Parasocial interactions in social media.
10.1108/jrim-03-2016-0023 · 2016 · External reference
Social and parasocial relationships on social network sites and their differential relationships with users’ psychological well-being.
10.1089/cyber.2012.0510 · 2013 · External reference
Fostering consumer–brand relationships in social media environments: The role of parasocial interaction
10.1016/j.intmar.2013.12.003 · 2014 · External reference
Hidden persuasions in soap operas: Damaged heroines and negative consumer effects
10.1080/02650487.2007.11072994 · 2007 · External reference
The impact of moral expectancy violations on audiences’ parasocial relationships with movie heroes and villains.
10.1177/0093650219886516 · 2021 · External reference
On commuting between television fiction and real life.
2013 · External reference
Everybody’s talking: using entertainment–education video to reduce barriers to discussion of cervical cancer screening among Thai women
10.1093/her/cyp019 · 2009 · External reference
Understanding the MOOCs continuance: The role of openness and reputation.
10.1016/j.compedu.2014.08.006 · 2015 · External reference
The Impact of Technology on Knowledge Retention: A Systematic Review.
2021 · External reference
Systematic literature review about gamification in MOOCs
10.1080/02680513.2020.1798221 · 2023 · External reference
A comparison of three models of attitude-behavior relationships in the studying behavior domain
10.1002/(sici)1099-0992(199903/05)29:2/3<161::aid-ejsp919>3.0.co;2-g · 1999 · External reference
The effect of multimedia and temporal contiguity principles on students’ attitude and retention in learning Japanese language
10.1177/2212585x221099964 · 2022 · External reference
Exploring factors affecting graduate Students’ satisfaction toward E-learning in the era of the COVID-19 crisis
10.3390/ejihpe12080079 · 2022 · External reference
The development of tutors’ role indicators for facilitating learning in K-MOOC.
10.26857/jlls.2019.8.15.3.35 · 2019 · External reference
Like, comment and share: Understanding language learning experience of gifted students through massive open online course (MOOC) platform.
10.52462/jlls.104 · 2021 · External reference
Unresolved reference
2001 · External reference
Goal orientation and goal content as predictors of performance in a training program
10.1037/0021-9010.84.6.863 · 1999 · External reference
From traditional education technologies to student satisfaction in Management education: A theory of the role of social media applications
10.1016/j.im.2017.06.002 · 2017 · External reference
Virtual Communities and the Assessment of Online Marketing Education
10.1177/0273475303257762 · 2003 · External reference
Predicting behavioral intention to use e-learning system: A case-study in Begum Rokeya University, Rangpur, Bangladesh.
10.1007/s10639-021-10707-9 · 2022 · External reference
A validity and reliability study of the Online Cooperative Learning Attitude Scale (OCLAS).
10.1016/j.compedu.2012.05.021 · 2012 · External reference
Common Method Biases in Behavioral Research: A Critical Review of the Literature and Recommended Remedies
10.1037/0021-9010.88.5.879 · 2003 · External reference
Unresolved reference
2023 · External reference
Evaluating Structural Equation Models with Unobservable Variables and Measurement Error
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How popular are pop stars? The false consensus of perceived celebrity popularity
10.1037/ppm0000271 · 2021 · External reference
YouTube celebrities and parasocial interaction: Using feedback channels in mediatized relationships.
10.1177/1354856517736976 · 2019 · External reference
The E‑Learning Setting Circle: First Steps Toward Theory Development in E‑Learning Research.
2017 · External reference
