References: [1] Aguaded, I., Medina-Salguero, R. (2015). Criterios de calidad para la valoración y gestión de MOOC. RIED. Revista Iberoamericana de Educación a Distancia, 18(2), 119-143. [2] Alario-Hoyos, C., Munoz-Merino, P. J., Perez-Sanagustin, M., Delgado Kloos, C., Parada G. H. A. (2016). Who are the top contributors in a MOOC? Relating participants’ performance and contributions. Journal of Computer Assisted Learning, 32(3), 232-243. [3] Ramírez-Fernández, M. B. (2015). La valoración de MOOC: Una perspectiva de calidad. RIED. Revista Iberoamericana de Educación a Distancia, 18(2), 171-195. [4] Barak, M., Watted, A., Haick, H. (2016). Motivation to learn in massive open online courses: Examining aspects of language and social engagement. Computers & Education, 94, 49-60. [5] Barba, P. G. de, Kennedy, G. E., Ainley, M. D. (2016). The role of students’ motivation and participation in predicting performance in a MOOC. Journal of Computer Assisted Learning, 32(3), 218-231. [6] Cabero Almenara, J., Llorente Cejudo, M. C., Vázquez Martínez, A. I. (2014). Las tipologías de MOOC: su diseño eimplicaciones educativas. Profesorado: Revista de curriculum y formación del profesorado, 18(1), 13-26. [7] Cabero Almenara, J. (2015). Visiones educativas sobre los MOOC. RIED. Revista Iberoamericana de Educación a Distancia, 18(2), 39-60. [8] Alraimi, K. M., Zo, H., Ciganek, A. P. (2015). Understanding the MOOCS continuance: The role of openness and reputation. Computers & Education, 80, 28-38. [9] Bai, Y. (2016). An Empirical Study on the Multi-Interactive Teaching Mode of University English in the Digital Environment—Taking Lanzhou University of Finance and Economics as an Example. Journal of Heihe University, 5, 149-151. [10] Chen, W. C. (2016). An Analysis on Interfaces Between MOOCs and Foreign Language Teaching. Journal of China West Normal University: Philosophy & Social Sciences, 5, 115-118. [11] DeWitt, D., Siraj, S., Alias, N. (2014). Collaborative mLearning: A Module for Learning Secondary School Science. Educational Technology & Society, 17(1), 89-101. [12] Del Moral Pérez, E., Villalustre Martínez, L. (2015). MOOC: Ecosistemas digitales para la construcción de PLE en la Educación Superior. RIED. Revista Iberoamericana de Educación a Distancia, 18(2), 87-117. [13] Jordan, K. (2014). Initial Trends in Enrolment and Completion of Massive Open Online Courses. The International Review of Research in Open and Distance Learning, 15(1), 133-160. [14] Hu, J. H., Wu, Z. J. (2014). An Empirical Study on the MOOC-based College English Flipped Classroom Instructional Model. Computer-assisted Foreign Language Education, 160, 40-45. [15] Jing, L. D., Tan, J., Liu, X. L., Li, H. (2014). Strategies for Young University Teachers in MOOC Times. The Science Education Article Collects, 292, 20-21. |