The following papers deal with MOOCs or learning at scale and have at least one author based at a university that was partnered with FutureLearn when the paper was published.
Papers included from 2019 onwards are by authors who had a direct engagement with FLAN.
2022
Chua, Shi-Min (2022). Compiling and analysing a large corpus of online discussions to explore users’ interactions. Applied Corpus Linguistics, 2(2), article no. 100017.
Chua, Shi Min (2022). Discourse practices in MOOC discussions: A corpus linguistic approach. In: Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. Open World Learning: Research, Innovation and the Challenges of High-Quality Education. New York, USA: Routledge, pp. 76–88.
Conde Gafaro, Barbara (2022). Building Bridges Towards Self-regulation: The Goal-Setting Behaviour of Adult Language Learners in MOOCs. PhD thesis The Open University.
Conde Gafaro, Barbara (2022). First steps towards self-regulated learning: Setting goals in MOOCs. In: Rienties, Bart; Hampel, Regine; Eileen, Scanlon and Denise, Whitelock eds. Open World Learning: Research, Innovation and the Challenges of High-Quality Education. New York, USA: Routledge, pp. 63–75.
FutureLearn (2022). The Future of Learning Report. https://www.futurelearn.com/info/thefutureoflearning
King, MJ, (2022) Doing MOOCS in Dili: Southern agency and onpen online learning in Timor-Leste. PhD Thesis The University of Western Australia
Papathoma, Tina; Littlejohn, Allison and Ferguson, Rebecca (2022). Enabling online learning: who are the educators? In: Sharpe, Rhona; Bennett, Sue and Varga-Atkins, Tünde eds. Handbook of Digital Higher Education. Elgar Handbooks in Education. Elgar, pp. 99–110.
Rizvi, Saman; Rienties, Bart; Rogaten, Jekaterina and Kizilcec, René (2022). Culturally adaptive learning design: A mixed-methods study of cross-cultural learning design preferences in MOOCs. In: Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. Open World Learning: Research, Innovation and the Challenges of High-Quality Education. New York, USA: Routledge, pp. 103–115.
Rizvi, Saman; Rienties, Bart; Rogaten, Jekaterina and Kizilcec, René F. (2022). Beyond one-size-fits-all in MOOCs: Variation in learning design and persistence of learners in different cultural and socioeconomic contexts. Computers in Human Behavior, 126, article no. 106973.
Ruipérez-Valiente, J.A., Staubitz, T., Jenner, M., Halawa, S., Zhang, J., Despujol, I., Maldonado-Mahauad, J., Montoro, G., Peffer, M., Rohloff, T. and Lane, J., 2022. Large scale analytics of global and regional MOOC providers: Differences in learners’ demographics, preferences, and perceptions. Computers & Education, 180, p.104426.
2021
, , , (2021). Guest editorial: Distance learning, MOOCs and globalisation of engineering education. Computer Applications in Engineering Education 29 (4). https://doi.org/10.1002/cae.22392
Chua, Shi Min (2021). The Dialogic Nature Of Online Discourse: A Corpus Analysis Of Online Discussions. PhD thesis The Open University.
Farrow, Robert; Ferguson, Rebecca; Weller, Martin; Pitt, Rebecca; Sanzgiri, Janesh and Habib, Mustafa (2021). Assessment and Recognition of MOOCs: The State of the Art. Journal of Innovation in Polytechnic Education, 3(1) pp. 15–26.
O’Riordan, T., Millard, D.E. and Schulz, J., 2021. Is critical thinking happening? Testing content analysis schemes applied to MOOC discussion forums. Computer Applications in Engineering Education, 29(4), pp.690-709.
Tubman, Philip (2021) Engineering serendipity in large scale learning environments:A design-based research investigation into the impact of visualising peer produced content in real-time in FutureLearn courses. PhD thesis. https://doi.org/10.17635/lancaster/thesis/1439
2020
Conde Gafaro, Barbara and Yildiz, Hilal Seda (2020). Supporting Learners’ Self-regulation in LMOOCs: What Have We Done and How Far We Can Go? In: Proceedings of the Seventh ACM Conference on Learning @ Scale, ACM.
Papathoma, Tina; Ferguson, Rebecca; Iniesto, Francisco; Rets, Irina; Vogiatzis, Dimitrios and Murphy, Victoria (2020). Guidance on how Learning at Scale can be made more accessible. In: Proceedings of the Seventh ACM Conference on Learning@ Scale, Aug 12-14, Georgia Tech, Atlanta, GA, pp. 289–292.
Rizvi, Saman; Rienties, Bart; Rogaten, Jekaterina and Kizilcec, René F. (2020). Investigating Variation in Learning Processes in a FutureLearn MOOC. Journal of Computing in Higher Education pp. 162–181.
Sanzgiri, Janesh (2020). MOOCs for Development? A Study of Indian Learners and their Experiences in Massive Open Online Courses. PhD thesis The Open University.
2019
Beer, N. 2019. Designing a Rubric to Measure Elements of Transformative Learning in Online Learning: A Case Study of a FutureLearn MOOC. Journal of Interactive Media in Education, Vol 2019 (1), Issue 7, pp. 1-11
Calvo, Sara, Andres Morales, and Jeremy Wade. “The use of MOOCs in social enterprise education: an evaluation of a North–South collaborative FutureLearn program.” Journal of Small Business & Entrepreneurship 31.3 (2019): 201-223.
Conde Gafaro, Barbara (2019). Repurposing MOOCs For Self-Regulated Language Learning In An English For Academic Purposes Course. In: Comas-Quinn, Anna; Beaven, Ana and Sawhill, Barbara eds. New Case Studies Of Openness In And BeyondThe Language Classroom. Voillans, France: Research-publishing.net., pp. 115–128.
Conde Gafaro, Barbara (2019). Exploring Self-Regulated Language Learning with MOOCs. Journal of Interactive Media in Education, 2019(1), article no. 14.
Conde Gafaro, Barbara (2019). MOOCs in the Language Classroom: Using MOOCs as Complementary Materials to Support Self-Regulated Language Learning. In: Andujar, Alberto ed. Recent Tools for Computer- and Mobile-Assisted Foreign Language Learning. Advances in Educational Technologies and Instructional Design (AETID). IGI Global, pp. 194–211.
King, M (2019) Doing MOOCs in Dili: studying online learner behaviour in the Global South. Work in Progress Papers of the Research, Experience and Business Tracks at EMOOCs, EMOOCs-WIP 2019 – Naples, Italy
Papathoma, Tina (2019). MOOC Educators: Who They Are And How They Learn. PhD thesis The Open University.
2018
Chua, Shi-Min (2018). Why did Nobody Reply to Me? A Keyword Analysis of Initiating Posts and Lone Posts in Massive Open Online Courses (MOOCs) Discussions. In: the 6th Conference on Computer-Mediated Communication (CMC) and Social Media Corpora (Vandekerckhove, Reinhild; Fišer, Darja and Hilte, Lisa eds.), pp. 21–26.
Cristea, A. I., Alamri, A., Kayama, M., Stewart, C., Alshehri, M., & Lei, S. (2018, August). How is learning fluctuating? FutureLearn MOOCs fine-grained temporal analysis and feedback to teachers and designers. In 27th International Conference on Information Systems Development (ISD2018). Association for Information Systems, Lund, Sweden.
Rizvi, Saman; Rienties, Bart and Rogaten, Jekaterina (2018). Temporal dynamics of MOOC learning trajectories. In: International Conference on Data Science, E-learning and Information Systems, 01-02 Oct 2018, Madrid, Spain.
Shi, L. and Cristea, A.I., 2018. Demographic indicators influencing learning activities in MOOCs: learning analytics of FutureLearn courses.
2017
Albó Pérez, L. and Gelpí Arroyo, C., 2017. From a FutureLearn MOOC to a blended SPOC: the experience of a Catalan Sign Language course.
Chua, Shi-Min; Tagg, Caroline; Sharples, Mike and Rienties, Bart (2017). Discussion Analytics: Identifying Conversations and Social Learners in FutureLearn MOOCs. In: MOOC analytics: live dashboards, post-hoc analytics and the long-term effects (Vigentini, Lorenzo; Wang, Yuan; Paquette, Luc and Urrutia, Manuel León eds.), CEUR-WS.org pp. 36–62.
Leach, M. and Hadi, S.M., 2017. Supporting, categorising and visualising diverse learner behaviour on MOOCs with modular design and micro-learning. Journal of Computing in Higher Education, 29(1), pp.147-159.
Papathoma, Tina; Littlejohn, Allison and Ferguson, Rebecca (2017). How HE educators learn to teach Massive Open Online Courses. A case study. European Association for Research in Learning and Instruction.
Rodrigues, V., Player, E. and Leinster, S., 2017. Clinical Supervision: Teaching & Facilitating Learning: Massive Open Online Course (MOOC).
Vigentini, L., Clayphan, A. and Chitsaz, M., 2017. Dynamic dashboard for educators and students in FutureLearn MOOCs: experiences and insights.
2016
Bozkurt, Aras, Honeychurch, Sarah, Caines, Autumn, Bali, Maha, Koutropoulos, Apostolos, & Cormier, Dave, 2016, Community tracking in a cMOOC and nomadic learner behavior identification on a connectivist rhizomatic learning network. Turkish Online Journal of Distance Education, 17(4), 1.
Celina, Hanna, Kharuffa, Ahmed, Preston, Anne, Comber, Rob, & Olivier, Patrick, 2016, SOLE meets MOOC: designing infrastructure for online self- organised learning with a social mission. Paper presented at the Designing Interactive Systems: DIS 2016 (4-8 June), Brisbane, Australia.
Chitsaz, M., Vigentini, L. and Clayphan, A., 2016, November. Toward the development of a dynamic dashboard for FutureLearn MOOCs: insights and directions. ASCILITE.
Devaux, Axelle, & Souto-Otero, Manuel, 2016, Validation and open educational resources (OER Thematic report for the 2016 update of the European inventory on validation. Luxembourg: Publications Office of the European Union.
Ferguson,R., Scanlon, E. and Harris, L.,2016. Developing a Strategic Approach to MOOCs. Journal of Interactive Media in Education, Vol 2016 (1), Issue 21, pp.1-9.
Flavin, Michael, 2016, Technology-enhanced learning and higher education. Oxford Review of Economic Policy, 32(4), 632-645.
Goodfellow, R. & Lea, M.R, 2016, Literacy and the digital university. In C. Haythornthwaite, R. Andrews, J. Fransman and E.M. Meyers (Eds.), The SAGE Handbook of E-learning Research (2nd ed) London: Sage Publications.
Hammond, Michael, 2016, Online collaboration and cooperation: the recurring importance of evidence, rationale and viability. Education and Information Technologies, 1-20. doi: 10.1007/s10639-016-9469-x
Hauck, Mirjam, & MacKinnon, Teresa, 2016, A new approach to assessing online intercultural exchanges: soft certification of participant engagement. In R. O’Dowd & T. Lewis (Eds.), Online Intercultural Exchange. Policy, Pedagogy, Practice (pp. 209-234 Abingdon, UK: Routledge.
Hodge, R. 2016. Adapting a MOOC for Research: Lessons Learned from the First Presentation of Literature and Mental Health: Reading for Wellbeing. Journal of Interactive Media in Education, Vol 2016 (1), Issue 19, pp.1-17.
Iniesto, F., McAndrew, P., Minocha, S. and Coughlan, T., 2016. Accessibility of MOOCs: Understanding the Provider Perspective. Journal of Interactive Media in Education, 2016(1).
León Urrutia, Manuel, Cobos, Ruth, Dickens, Kate, White, Su, & Davis, Hugh C, 2016, Visualising the MOOC experience: a dynamic MOOC dashboard built through institutional collaboration. Paper presented at MOOCs 2016 (22-24 February), Graz, Austria.
Leon Urrutia, M., Fielding, S. and White, S., 2016. Professional development through MOOCs in higher education institutions: Challenges and opportunities for PhD students working as mentors. Journal of Interactive Media in Education, 1, pp.1-11.
León Urrutia, Manuel, Wilde, Adriana, White, Su, Earl, Graeme, & Harris, Lisa, 2016, Cross-institutional MOOC data analysis and visualisation: A call for collaboration. Paper presented to the FutureLearn Academic Network (7 June), Glasgow, UK.
Liyanagunawardena, Tharindu Rekha, & Williams, Shirley Ann, 2016, Elderly learners and massive open online courses: a review. Interactive Journal of Medical Research, 5(1), e1.
Mahony, Simon, Hauswedell, Tessa, & Tiedau, Ulrich, 2016, Reflections on the development and implementation of an introductory MOOC for DH methodologies. Paper presented at the Digital Humanities Congress (8-10 Sept), Sheffield, UK.
McGuire, William, Raaper, Rille, & Nikolova, Viktoria, 2016, Three perspectives on hybridising x and c MOOCs to create an online course on digital CVs. International Multidisciplinary Journal, 3(2
Meek, Sarah E M, Blakemore, Louise, & Marks, Leah, 2016, Is peer review an appropriate form of assessment in a MOOC? Student participation and performance in formative peer review. Assessment and Evaluation in Higher Education (early view
Miller, D., Costa, E., Haapio‐Kirk, L., Haynes, N., McDonald, T., Nicolescu, R., Spyer, J., Venkatraman, S. and Wang, X., 2016. Why we post. Anthropology News, 57(9), pp.e44-e47.
Nkuyubwatsi, Bernard, 2016, Positioning extension massive open online courses (xMOOCs) within the open access and the lifelong learning agendas in a developing setting. Journal of Learning for Development, 3(1), 14-36.
O’Riordan, Tim, Millard, David E, & Schulz, John B, 2016, How should we measure online learning activity? Research in Learning Technology, 1-28.
Onah, Daniel F O, & Sinclair, Jane E, 2016a, Design Science MOOC: a framework of good practice pedagogy in a novel E-Learning platform eLDa. Paper presented at the 28th Annual World Conference on Educational Media and Technology: EDMEDIA2016 (28-30 June), Vancouver, Canada.
Onah, Daniel F O, & Sinclair, Jane E, 2016b, An empirical investigation of students’ perceptions of self- regulated learning in online blended learning: a case study of a novel e-learning platform. Paper presented at the 8th International Conference on Education and New Learning Technologies: EDULEARN16 (4-6 July), Barcelona, Spain.
Onah, Daniel F O, & Sinclair, Jane E, 2016c, Exploring learners’ strategies of self-regulated learning abilities in a novel MOOC Platform: eLDa. Paper presented at the 23rd Annual Conference of the Association for Learning Technology: ALT2016 (6–8 Sep 2016), Warwick, UK
Onah, Daniel F O, & Sinclair, Jane E, 2016d, A multi- dimensional investigation of self-regulated learning in a blended classroom context: a case study on eLDa MOOC. Paper presented at the 19th International Conference on Interactive Collaborative Learning: ICL2016 (21-23 Sep 2016), Belfast, UK.
Onah, Daniel F O, Sinclair, Jane E, Pang, Elaine L L, & Jantjies, Mmaki, 2016, Exploring the multi- dimensional attainment of self regulatory learning skills in educational contexts: a comparative study. Paper presented at the 8th International Conference on Education and New Learning Technologies: EDULEARN16 (4-6 July), Barcelona, Spain.
Papathoma, Tina; Ferguson, Rebecca; Littlejohn, Allison and Coe, Angela (2016). Making the Production of Learning at Scale more Open and Flexible. In: L@S ’16: Proceedings of the Third ACM Conference on Learning @ Scale, ACM, pp. 273–276.
Parkinson, Denis, 2016, Is there anybody out there? The design and delivery of a nursing MOOC. Paper presented at the RCN Education Forum national conference (15-16 March), Telford, Shropshire.
Rai, L. and Chunrao, D., 2016. Influencing factors of success and failure in MOOC and general analysis of learner behavior. International Journal of Information and Education Technology, 6(4), p.262.
Reutemann, J., 2016. Differences and Commonalities–A comparative report of video styles and course descriptions on edX, Coursera, Futurelearn and Iversity. M. Khalil, M. Ebner, M. Kopp, A. Lorenz y M. Kalz, Proceedings of the European Stakeholder summit on experiences and best practices in and around MOOCs (EMOOCS 2016), pp.383-392.
Rodrigues, Veena, & Player, Emily, 2016, Does social learning increase engagement in online courses for healthcare professionals? Paper presented at the Association for the Study of Medical Education annual scientific meeting (6-8 July), Belfast, UK.
Sinclair, Jane E, & Kalvala, Sara, 2016, Student engagement in massive open online courses. International Journal of Learning Technology, 11(3), 218-237.
Sinclair, Jane E, Boyatt, Russell, Foss, Jonathan G, & Rocks, Claire, 2016, A study of user participation across different delivery modes of a MOOC. International Journal of Learning Technology, 11(2), 93-113.
Souto-Otero, Manuel, dos Santos, Andreia Inamorato, Shields, Robin, Lažetić, Predrag, Castaño Muñoz, Jonatan, Devaux, Axelle, Oberheldt, Stephanie, Punie, Yves, 2016, OpenCases: case studies on openness in education. Seville, Spain: Institute for Prospective Technological Studies, Joint Research Centre, European Commission
Sunar, Ayse Saliha, Abdullah, Nor Aniza, White, Su, & Davis, Hugh C, 2016, Personalisation in MOOCs: a critical literature review. In S. Zvacek, M. T. Restivo, J. Uhomoibhi & M. Helfert (Eds.), Computer Supported Education (Communications in Computer and Information Science, 583) (pp. 152-168) Berlin, Germany: Springer.
Swinnerton, Bronwen J, Morris, Neil P, Hotchkiss, Stephanie, & Pickering, James D, 2016, The integration of an anatomy massive open online course (MOOC) into a medical anatomy curriculum. Anatomical Sciences Education (early view
Tubman, Philip, Oztok, Murat, & Benachour, Phillip, 2016, Being social or social learning: a sociocultural analysis of the FutureLearn MOOC platform. Paper presented at the ICALT 2016 (24-25 Oct), Paris, France.
Wald, Mike, 2016, A personal reflection on developing a digital accessibility MOOC compared to developing a traditional course. Paper presented at the International Conference on Computers Helping People with Special Needs (9-11 July), Paris, France.
White, Steven, & White, Su, 2016, A research agenda for exploring MOOCs and change in higher education using socio-technical interaction networks. Paper presented at EMOOCS 2016 (22-24 Feb), Graz, Austria.
White, S. and White, S., 2016. Learning designers in the ‘third space’: The socio-technical construction of MOOCs and their relationship to educator and learning designer roles in HE. Journal of Interactive Media in Education, 2016(1), pp.1-12.
Wilde, Adriana, 2016, Understanding persuasive technologies to improve completion rates in MOOCs. Paper presented at the HCI and the Educational Technology Revolution: HCI Educators Series at AVI 2016 (7 June), Bari, Italy.
Witthaus, Gabi, dos Santos, Andreia Inamorato, Childs, Mark, Tannhäuser, Anne-Christin, Conole, Gráinne, Nkuyubwatsi, Bernard, & Punie, Yves, 2016, Validation of non-formal MOOC-based learning: an analysis of assessment and recognition practices in Europe (OpenCred) (Vol. EUR 27660 EN Seville, Spain: Institute for Prospective and Technological Studies, Joint Research Centre.
2015
Auyeung, V., 2015. To MOOC or not to MOOC: Issues to consider for would-be MOOC academic leads. Higher Education Research Network Journal, 9, pp.64-71.
Alevizou, G, 2015, From OER to MOOCs: Critical perspectives on the historical mediation trajectories of open education. International Journal of Media & Cultural Politics, 11(2), 203- 224.
Almutairi, Fadiyah, & White, Su, 2015, Investigating the impact of integration MOOCs into Saudi women’s higher education. Paper presented at the 13th International Conference on e-Society (14-16 March), Funchal, Portugal.
Anthony, Laurence, 2015, The changing role and importance of ESP in Asia. English as a Global Language Education (EaGLE) Journal, 1(1), 1-21.
de Waard, I, 2015, MOOC factors influencing teachers in formal education. Revista Mexicana de Bachillerato a Distancia, 7(13
de Waard, I., Kukulska-Hulme, A. & Sharples, M, 2015, Investigating self-directed learning dimensions: adapting the Bouchard Framework. In G. Conole, T. Klobucar, C. Rensing, J. Konert and É. Lavoué (Eds.), Design for Teaching and Learning in a Networked World (pp. 395-400): Springer.
Ferguson, R. & Clow, D, 2015, Examining engagement: analysing learner subpopulations in massive open online courses (MOOCs) Proceedings of LAK 15 (March 16-20), Poughkeepsie, USA,
Ferguson, R., Clow, D., Beale, R., Cooper,A.J., Morris, N., Bayne, S. & Woodgate, A, 2015, Moving through MOOCS: pedagogy, learning design and patterns of engagement. Proceedings of Tenth European Conference on Technology-Enhanced Learning (ECTEL), 16-17 September, Toledo, Spain, 70-84
Ferguson, R., Sharples, M. & Beale, R, 2015, MOOCs 2030: A Future for Massive Online Learning In C.J. Bonk, M. Miyoung Lee, T.C. Reeves and T.H. Reynolds (Eds.), MOOCs and Open Education around the World: Routledge.
Ferguson, Rebecca, Clow, Doug, Beale, Russell, Cooper, Alison J, Morris, Neil, Bayne, Sian, & Woodgate, Amy, 2015, Moving through MOOCS: pedagogy, learning design and patterns of engagement. Paper presented at ECTEL, Toledo, Spain.
Hatzipanagos, Stylianos, 2015, What do MOOCs contribute to the debate on learning design of online courses? eLearning Papers(42
Herodotou, C. & Mystakidis, S, 2015, Addressing the Retention Gap in MOOCs: Towards a Motivational Framework for MOOCs Instructional Design. Paper presented at 6th Biennial EARLI Conference for Research on Learning and Instruction, 25-29 August 2015, Limassol, Cyprus
Iniesto, F. & Rodrigo, C, 2015, Accessible user profile modeling for academic services based on MOOCs. Proceedings of XVI International Conference on Human Computer Interaction (INTERACCIÓN 2015), 7-9 September, Vilanova i la Geltrú, Spain Article 55
Jordan, K, 2015, Massive open online course completion rates revisited: Assessment, length and attrition. International Review of Research in Open and Distributed Learning, 16(3) pp. 341–358. . International Review of Research in Open and Distributed Learning, 16(3), 341-358.
Knox, Jeremy, 2015, Posthumanism and the massive open online course: contaminating the subject of global education (PhD), The University of Edinburgh.
Kucirkova, N. & Littleton, K, 2015, Digital learning hubs: theoretical and practical ideas for innovating massive open online courses. Learning, Media and Technology, Early view.
Law, P, 2015, Digital badging at The Open University: recognition for informal learning. Open Learning: The Journal of Open, Distance and e-Learning, 30(3), 221-234.
León Urrutia, Manuel, & White, Steven, 2015, Emergent roles of online mentors in MOOCs. Paper presented at the JTEL Summer School (4-11 July), Ischia, Italy
León Urrutia, Manuel, White, Steve, White, Su, & Dickens, Kate, 2015, Mentoring at scale: MOOC mentor interventions towards a connected learning community. Paper presented at eMOOCs 2015 (18-20 May), Mons, Belgium.
León Urrutia, Manuel, Yousef, Ahmed Mohamed Fahmy, & White, Su, 2015, Learning from MOOCs: the role of mentor qualities. Paper presented at the Web Science Education Workshop @ Web Science Conference 2015 (29 June), Oxford, UK.
Lewis, T., Comas-Quinn, A. & Hauck, M, 2015, Clustering, Collaboration and Community: Sociality at Work in a cMOOC. In E. Dixon and M.K. Thomas (Eds.), Researching Language Learner Interactions Online: From Social Media to MOOCs. CALICO Monograph Series, 13 pp. 45-61 Texas, USA: Computer Assisted Language Instruction Consortium (CALICO
Liyanagunawardena, Tharindu Rekha, 2015, Massive Open Online Courses. Humanities, 4(1), 35-41.
Liyanagunawardena, Tharindu Rekha, Kennedy, Eileen, & Cuffe, Paige, 2015, Design patterns for promoting peer interaction in discussion forums in MOOCs. eLearning Papers,, 42(7
Liyanagunawardena, Tharindu Rekha, Lundqvist, Karsten, & Williams, Shirley Ann, 2015a, Massive open online courses and sustainability. Paper presented at the OER15: Mainstreaming Open Education (14-15 April), Cardiff, UK.
Liyanagunawardena, Tharindu Rekha, Lundqvist, Karsten, & Williams, Shirley Ann, 2015b, Who are with us: MOOC learners on a FutureLearn course. British Journal of Educational Technology, 46(3), 557-569.
Mikroyannidis, A., Domingue, J., Third, A., Smith, A. & Guarda, N, 2015, Online learning and experimentation via interactive learning resources. Paper presented at The 3rd Experiment@International Conference, (2 – 4 June), Ponta Delgada, São Miguel Island, Azores, Portugal
Mystakidis, S. & Herodotou, C, 2015, OpenQuest: Designing a Motivational Framework for MOOCs Instruction. Paper presented at WOW! Europe Embraces MOOCs, 30th November 2015, Rome, Italy
Nazir, Usman, Davis, Hugh C, & Harris, Lisa, 2015, First day stands out as most popular among MOOC leavers. International Journal of e-Education, e-Business, e-Management and e-Learning, 5(3), 173.
O’Malley, Patrick J, Agger, Jonathan R, & Anderson, Michael W, 2015, Teaching a chemistry MOOC with a virtual laboratory: lessons learned from an introductory physical chemistry course. Journal of Chemical Education, 92(10), 1661-1666.
Okada, A., Scott, P. & Mendonca, M, 2015, Effective web videoconferencing for proctoring online oral exams: a case study at scale in Brazil. Open Praxis International Journal, 7(3), 227-242.
Onah, Daniel F O, & Sinclair, Jane E, 2015a, Collaborative filtering recommendation system: a framework in massive open online courses. Paper presented at the 9th International Technology, Education and Development Conference: INTED2015 (2-4 Mar), Madrid, Spain.
Onah, Daniel F O, & Sinclair, Jane E, 2015b, Learners’ expectations and motivations using content analysis in a MOOC. Paper presented at the EdMedia 2015-World Conference on Educational Media and Technology (22 June), Quebec, Canada.
Onah, Daniel F O, & Sinclair, Jane E, 2015c, Massive open online courses: an adaptive learning framework. Paper presented at the 9th International Technology, Education and Development Conference (INTED2015) (2-4 March), Madrid, Spain.
Onah, Daniel F O, & Sinclair, Jane E, 2015d, Measuring self-regulated learning in a novel e-learning platform: eLDa. Paper presented at the 15th Koli Calling Conference on Computing Education Research (19-22 Nov), Koli, Finland.
Onah, Daniel F O, Sinclair, Jane E, & Boyatt, Russell, 2015, Forum posting habits and attainment in a dual-mode MOOC. International Journal for Cross- Disciplinary Subjects in Education, 5(2), 2463-2470.
Papathoma, Tina (2015). Investigating Different Types of Assessment in Massive Open Online Courses. MRes thesis The Open University.
Papathoma, Tina; Blake, Canan; Clow, Doug and Scanlon, Eileen (2015). Investigating Learners’ Views of Assessment Types in Massive Open Online Courses (MOOCs). In: Design for Teaching and Learning in a Networked World, Springer, pp. 617–621.
Perrotta, Carlo, Czerniewicz, Laura, & Beetham, Helen, 2015, The rise of the video-recorder teacher: the sociomaterial construction of an educational actor. British Journal of Sociology of Education, 37(8), 1-17.
Prinsloo, P. & Slade, S, 2015, Student privacy self-management: implications for learning analytics. Proceedings of LAK ‘15, Poughkeepsie, NY,
Rocha-Pereira, Nuno, Lafferty, Natalie, & Nathwani, Dilip, 2015, Educating healthcare professionals in antimicrobial stewardship: can online-learning solutions help? Journal of Antimicrobial Chemotherapy, 70(12), 3175-3177.
Rodrigo, C. & Iniesto, F, 2015, Holistic vision for creating accessible services based on MOOCs. Paper presented at Open Education Global Conference 2015. Innovation and Entrepreneurship, 22-24 April, 2015, Banff, Alberta, Canada
Rosewell, J, 2015, Benchmarks for MOOCs: the OpenupEd quality label. Paper presented at International Conference on Enhancement and Innovation in Higher Education, 9-11 June, Glasgow, UK
Sánchez-Vera, Maria del Mar, León Urrutia, Manuel, & Davis, Hugh C, 2015, Challenges in the creation, development and implementation of MOOCs: Web Science course at the University of Southampton. Comunicar, 22(44), 37-43.
Scanlon, E., McAndrew, P. & O’Shea, T, 2015, Designing for educational technology to enhance the experience of learners in distance education: how open educational resources, learning design and MOOCs are influencing learning. Journal of Interactive Media in Education, 2015 (1), Article 6.
Sentance, Sue, & Humphreys, Simon, 2015, Online vs face-to-face engagement of computing teachers for their professional development needs. Lecture Notes in Computer Science, 9378, 69-81.
Sinclair, Jane E, & Kalvala, Sara, 2015, Engagement measures in massive open online courses. Paper presented at the International Workshop on Learning Technology for Education in Cloud, Maribor, Slovenia.
Sinclair, Jane E, Boyatt, Russell, Rocks, Claire, & Joy, Mike, 2015, Massive open online courses (MOOCs): a review of usage and evaluation. International Journal of Learning Technology, 10(1), 1-23.
Stokes, Christopher W, Towers, Ashley C, Jinks, Paul V, & Symington, Anna. , 2015 , Discover Dentistry: encouraging wider participation in dentistry using a massive open online course (MOOC) British Dental Journal, 219, 81- 85.
Sunar, Ayse Saliha, Abdullah, Nor Aniza, White, Su, & Davis, Hugh C, 2015a, Analysing and predicting recurrent interactions among learners during online discussions in a MOOC. Paper presented at the 11th International Conference on Knowledge Management ICKM 2015 (4-6 Nov), Osaka, Japan.
Sunar, Ayse Saliha, Abdullah, Nor Aniza, White, Su, & Davis, Hugh C, 2015c, Personalisation of MOOCs: the state of the art. Paper presented at the 7th International Conference on Computer Supported Education: CSEDU2015 (23-25 May), Lisbon, Portugal.
Sunar, Ayse Saliha, Abdullah, Nor Aniza, White, Su,& Davis, Hugh C, 2015b, Analysis of social learning networks on Twitter for supporting MOOCs education. Paper presented at the CM-W Europe womENcourage Celebration of Women in Computing (24-26 Sept), Uppsala, Sweden.
Venanzi, Matteo, Teacy, WT Luke, Rogers, Alex, & Jennings, Nicholas R, 2015, Bayesian modelling of community-based multidimensional trust in participatory sensing under data sparsity. Paper presented at the International Joint Conference on Artificial Intelligence: IJCAI-15 (25-31 July), Buenos Aires, Argentina.
Wald, Mike, & Li, Yunjia, 2015, Enhancing Synote with quizzes, polls and analytics. Paper presented at the 3rd International Conference on Information and Communication Technology: ICoICT 2015 (27-29 May), Nusa Dua, Indonesia.
Weller, M, 2015, MOOCs and the Silicon Valley Narrative. Journal of Interactive Media in Education, 2015(1), 1-7.
White, Steven, León Urrutia, Manuel, & White, Su, 2015, MOOCs inside universities: an analysis of MOOC discourse as represented in HE magazines. Paper presented at the CSEDU 2015: 7th International Conference on Computer Supported Education (23-25 May), Lisbon, Portugal.
White, Su, Davis, Hugh C, Dickens, Kate, León Urrutia, Manuel, & Sánchez-Vera, Maria del Mar, 2015, MOOCs: what motivates the producers and participants? In S. Zvacek, M. T. Restivo, J. Uhomoibhi & M. Helfert (Eds.), Computer Supported Education: 6th International Conference, CSEDU 2014, Barcelona, Spain, April 1-3, 2014, Revised Selected Papers (pp. 99- 114 Cham: Springer International Publishing.
Wilde, Adriana, Zaluska, Ed, & Millard, David E, 2015, Student success on face-to-face instruction and MOOCs. Paper presented at the Web Science Education: Curriculum, MOOCs and Learning (29 June), Oxford, UK.
Wintrup, Julie, Wakefield, Kelly, & Davis, Hugh C, 2015, Engaged learning in MOOCs: a study using the UK Engagement Survey. York, UK: HEA.
Wintrup, Julie, Wakefield, Kelly, Morris, Debra, & Davis, Hugh C, 2015, Liberating learning: experiences of MOOCs. York, UK: Higher Education Academy.
Yousef, Ahmed Mohamed Fahmy, & Sunar, Ayse Saliha, 2015, Opportunities and challenges in personalized MOOC experience. Paper presented at the ACM WEB Science Conference 2015, Web Science Education Workshop (29 June), Oxford, UK.
2014
Alston, Peter, 2014, Massive open online courses offering university credit. Paper presented at the 12th Learning & Teaching Conference – Recognising and Sharing Teaching Excellence (26 June), Liverpool, UK.
Alston, Peter, & Brabon, Ben, 2014, ‘A hostage to fortune?’ – validating massive open online courses (MOOCs) for university credit. Paper presented at the European MOOC Stakeholder Summit: EMOOCs 2014 (10-12 Feb), Lausanne, Switzerland.
Álvarez, I, 2014, Ethical and aesthetic considerations in language MOOCs. In E. Martín-Monje and E. Bárcena (Eds.), Language MOOCs: Providing Learning, Transcending Boundaries (pp. 127–142 Warsaw: De Gruyter.
Ashman, Helen, Brailsford, Tim, Cristea, Alexandra I, Sheng, Quan Z, Stewart, Craig, Toms, Elaine G, & Wade, Vincent, 2014, The ethical and social implications of personalization technologies for e-learning. Information & Management, 51(6), 819-832.
Baxter, J. & Haycock, J, 2014, Roles and student identities in online large course forums: implications for practice. International Review of Research in Open and Distance Learning, 15(1), 20-40.
Beaven, T., Codreanu, T. & Creuzé, A, 2014, Motivation in a language MOOC: issues for course designers. In E. Martín-Monje and E. Bárcena (Eds.), Language MOOCs: Providing Learning, Transcending Boundaries (pp. 48-66) Berlin: De Gruyter Open.
Beaven, T., Hauck, M., Comas-Quinn, A., Lewis, T. & de los Arcos, B, 2014, MOOCs: striking the right balance between facilitation and self- determination. Journal of Online Learning and Teaching, 10(1), 31-43.
Boyatt, Russell, Joy, Mike, Rocks, Claire, & Sinclair, Jane E, 2014, What (Use) is a MOOC? Paper presented at the Second international workshop on learning technology for education in cloud (9-13 Sept), Kaohsiung, Taiwan.
Cannell, P. & Macintyre, R, 2014, Towards Open Educational Practice. Paper presented at EADTU Annual Conference: New Technologies and the Future of Teaching and Learning (23-24 October), Krakow, Poland
Cross, S., Whitelock, D. & Galley, R, 2014, The use, role and reception of open badges as a method for formative and summative reward in two massive open online courses. International Journal of e-Assessment, 4(1
Davenport, James H, 2014, Mathematical massive open online courses (MOOCs): report of a panel at the 2014 ICM. Paper presented at the International Conference of Mathematicians (13-21 Aug), Seoul, South Korea.
Davis, Hugh C, Dickens, Kate, León Urrutia, Manuel, Sánchez-Vera, Maria del Mar, & White, Su, 2014, MOOCs for universities and learners: an analysis of motivating factors. Paper presented at the Sixth International Conference on Computer-Supported Education (1-3 April), Barcelona, Spain.
De Jonghe, Anne-Marie, 2014, Strategies in traditional higher education: lessons from a newcomer? (PhD), University of Southampton.
de Waard, I., Gallagher, M.S., Zelezny-Green,R., Czerniewicz, L., Downes, S., Kukulska Hulme, A. & Willems, J, 2014, Challenges for conceptualising EU MOOC for vulnerable learner groups. Proceedings of European MOOC Stakeholder Summit 2014, 33-42
Dyer, Ronald, 2014, Exploring the relevancy of massive open online courses (MOOCs): a Caribbean university approach. Information Resources Management Journal, 27(2), 61-77
Ferguson, R. & Whitelock, D, 2014, Taking on different roles: how educators position themselves in MOOCs. In C. Rensing, S. de Freitas, T. Ley and P.J. Muñoz-Merino (Eds.), Open Learning and Teaching in Educational Communities. Lecture Notes in Computer Science (8719 (pp. 562-563 Cham: Springer International Publishing.
Gore, H, 2014, Massive open online courses (MOOCs) and their impact on academic library services: exploring the issues and challenges. New Review of Academic Librarianship, 20(1), 4-28.
Iniesto, F. & Rodrigo, C, 2014, Accessibility assessment of MOOC platforms in Spanish: UNED COMA, COLMENIA and Miriada X. Paper presented at 2014 International Symposium on Computers in Education (SIIE)
Iniesto, F., Rodrigo, C. & Moreira Teixeira, A, 2014, Accessibility analysis in MOOC platforms. A case study: UNED COMA and UAbiMOOC. Proceedings of V Congreso Internacional sobre Calidad y Accesibilidad de la Formación Virtual (CAFVIR 2014), Universidad Galileo, 545-550
Jordan, K, 2014, Exploring co-studied mssive open online course subjects via social network analysis. International Journal of Emerging Technologies in Learning, 9(8), 38–41.
Jordan, K, 2014, Initial trends in enrolment and completion of massive open online courses. IRRODL, 15(1), 133-160.
Kelley, S.P., Rothery, A, D. & Schwenzer, S.P, 2014, Moons: a MOOC and open education resource with games and a microscope. Paper presented at 45th Lunar and Planetary Science Conference (17-21 March), The Woodlands, TX, USA
Knox, Jeremy, 2014, Digital culture clash: ‘massive’ education in the E-learning and Digital Cultures MOOC. Distance Education, 35(2), 164-177.
Lane, A., Caird, S. & Weller, M, 2014, The potential social, economic and environmental benefits of MOOCs: operational and historical comparisons with a massive ‘closed online’ course. Open Praxis International Journal, 6(2), 115-123.
Lane, A., Comas-Quinn, A. & Thomson, S, 2014, Inclusion in, and exclusion from, open education communities. Journal of Interactive Media in Education, 2014(2), article no. 1. Journal of Interactive Media in Education, 2, Article No 1.
Law, P. & Law, A, 2014, Digital badging at The Open University: recognition for informal learning. Paper presented at The Open and Flexible Higher Education Conference 2014: ‘New Technologies and the Future of Teaching and Learning‘ (23-24 October), Krakow, Poland
Liyanagunawardena, Tharindu Rekha, 2014, MOOC experience: a participant’s reflection. SIGCAS Computers and Society, 44(1), 9-14.
Liyanagunawardena, Tharindu Rekha, & Williams, Shirley Ann, 2014, Massive open online courses on health and medicine: review. Journal of Medical Internet Research, 16(8), e191.
Liyanagunawardena, Tharindu Rekha, Adams, Andrew Alexander, & Williams, Shirley Ann, 2014, MOOCs: a systematic study of the published literature 2008-2012. Distance Education in China, 3, 5-16.
Liyanagunawardena, Tharindu Rekha, Lundqvist, Karsten, Micallef, L, & Williams, Shirley Ann, 2014, Teaching programming to beginners in a massive open online course. Paper presented at the OER14: building communities of open practice (28-29 April), Newcastle, UK.
Liyanagunawardena, Tharindu Rekha, Lundqvist,Karsten, Parslow, Patrick, & Williams, Shirley Ann, 2014, MOOCs and retention: does it really matter? . Paper presented at the Workshop – Can MOOCs save Europe’s unemployed youth? ECTEL (16 Sept), Graz, Austria.
Liyanagunawardena, Tharindu Rekha, Parslow, Patrick, & Williams, Shirley Ann, 2014, Dropout: MOOC participants’ perspective. Paper presented at the European MOOCs Stakeholders Summit: EMOOCs 2014 (10-12 Feb), Lausanne, Switzerland.
Mikroyannidis, A., Domingue, J. & Simperl, E, 2014, Raising the stakes in linked data education. ERCIM New, 96, 15-16.
Morris, Neil P, 2014, How digital technologies, blended learning and MOOCs will impact the future of Higher Education. Paper presented at e-Learning 2014 (15-18 July), Lisbon, Portugal.
Morris, Neil P, Livesey, S , & Elston, C, 2014, First time MOOC provider: reflections from a research-intensive university in the UK. Paper presented at the European MOOCs Stakeholders Summit (10-12 Feb), Lausanne, Switzerland.
Murray, Jo-Anne, 2014, Participants’ perceptions of a MOOC. Insights: The UKSG Journal, 27(2), 154-159.
Nkuyubwatsi, Bernard, 2014a, A cross-modal analysis of learning experience from a learner’s perspective. Electronic Journal of e-Learning, 12(2), pp.195-205., 12(2), 195-205.
Nkuyubwatsi, Bernard, 2014b, Cultural translation in massive open online courses (MOOCs) eLearning Papers, 37.
Nkuyubwatsi, Bernard, 2014c, Fostering collaborative investment in Massive Open Online Courses (MOOCs) Paper presented at Mapping The European MOOC Territory (27 Nov), Porto, Portugal.
Nkuyubwatsi, Bernard, 2014d, Mapping five O’s for reaping benefits from massive open online courses. Journal of Global Literacies, Technologies, and Emerging Pedagogies, 2(3), 189-206.
Okada, A., Rabello, C. & Ferreira, G, 2014, Developing 21st century skills through colearning with OER and social networks. Paper presented at European Distance and E-Learning Network (27-28 October), Oxford, UK
Onah, Daniel F O, Sinclair, Jane E, & Boyatt, Russell, 2014a, Dropout rates of massive open online courses: behavioural patterns. Paper presented at EDULEARN14 (7-9 July), Barcelona, Spain.
Onah, Daniel F O, Sinclair, Jane E, & Boyatt, Russell, 2014b, Exploring the use of MOOC discussion forums. Paper presented at the London International Conference on Education (10-12 Nov), London, UK.
Onah, Daniel F O, Sinclair, Jane E, Boyatt, Russell, & Foss, Jonathan G, 2014, Massive open online courses: learner participation. Paper presented at the Seventh International Conference of Education, Research and Innovation (17-19 Nov), Seville, Spain.
Parkinson, Denis, 2014a, Facing forward: the importance of massive open online courses (MOOCs) to nurse education. Paper presented at the Nursing education: developing excellent professionals (26-27 Feb), Harrogate, UK.
Parkinson, Denis, 2014b, Implications of a new form of online education: massive open online courses were developed to offer universal free access to high-quality higher education, and may offer new opportunities in nurse education. Nursing Times, 110(13), 15-17.
Perryman, L.-A. & Coughlan, T, 2014, When two worlds don’t collide: the marginalisation of open educational practices outside academia. Paper presented at OER14 (28-29 April), Newcastle, UK
Rosewell, J. & Jansen, D, 2014, The OpenupEd quality label: benchmarks for MOOCs. INNOQUAL: The International Journal for Innovation and Quality in Learning, 2(3), 88-100.
Rosewell, J. & Jansen, D, 2014, The OpenupEd quality label: benchmarks for MOOCs. Proceedings of Changing the Trajectory – Quality for Opening up Education (7-9 May), Crete, Greece, 67-75
Sharples, M. & Ferguson, R, 2014, Innovative Pedagogy at Massive Scale: Teaching and Learning in MOOCs. Proceedings of EC-TEL 2014, (16-19 September), 98-111
Sinclair, Jane E, Boyatt, Russell, Foss, Jonathan G,& Rocks, Claire, 2014, A tale of two modes: initial reflections on an innovative MOOC. Paper presented at the International Workshop on Learning Technology for Education in Cloud (2-5 Sept), Santiago, Chile.
Teixeira de Sampayo, M., Sousa-Rodrigues, D., Jimenez-Romero, C. & Johnson, J, 2014, Peer assessment in architecture education. Paper presented at 14th International Conference on Technology, Policy and Innovation (9-12 September), Brno, Czech Republic
Watson, Julie, 2014, ‘Sizing up’ the online course: adapting learning designs to meet growing participant numbers. Paper presented at the 2014 EUROCALL (20- 23 Aug), Groningen, The Netherlands.
Weller, M, 2014, The Battle for Open: How Openness Won and Why It Doesn’t Feel Like Victory. London: Ubiquity Press.
White, Steven, 2014, Exploring stakeholder perspectives on the development of MOOCs in higher education – a case study of the University of Southampton (Masters), University of Southampton.
2013
Beaven, T., Comas-Quinn, A., de los Arcos,B., Hauck, M. & Lewis, T, 2013, The Open Translation MOOC: creating online communities to transcend linguistic barriers. Paper presented at OER 13 Creating a Virtuous Circle (26-27 March), Nottingham, UK
Clarke, T., 2013. The advance of the MOOCs (massive open online courses) the impending globalisation of business education?. Education+ Training, 55(4/5), pp.403-413.
Clow, D, 2013, MOOCs and the funnel of participation. Proceedings of Third Conference on Learning Analytics and Knowledge (LAK 2013), 8-12 April Leuven, Belgium, 185–118
Cross, S, 2013, Evaluation of the OLDS MOOC curriculum design course: participant perspectives, expectations and experiences. The Open University, Milton Keynes: O.M. Project
Farrow, R. & Deimann , M, 2013, Rethinking OER and their use: open education as Bildung. International Review of Research in Open and Distance Learning, 14(3), 344-360.
Honeychurch, Sarah, & Draper, Stephen, 2013, A first briefing on MOOCs: University of Glasgow.
Jimenez-Romero, C., Johnson, J. & De Castro, R, 2013, Machine and social intelligent peer- assessment systems for assessing large student populations in massive open online education. Proceedings of 12th European Conference on e-Learning (30-31 October), SKEMA Business School, Sophia Antipolis, France, 598–607
Jordan, S.E, 2013, E-assessment: past, present and future. New Directions for Adult and Continuing Education, 9(1), 87-106.
Lane, A, 2013, The potential of MOOCs to widen access to, and success in, higher education study. Proceedings of The Open and Flexible Higher Education Conference (23-25 October), EADTU, Paris,, 189-203
Liyanagunawardena, Tharindu Rekha, Adams, Andrew Alexander, & Williams, Shirley Ann, 2013, MOOCs: a systematic study of the published literature 2008-2012. The International Review of Research in Open and Distributed Learning, 14(3), 202-227.
Liyanagunawardena, Tharindu Rekha, Adams, Andrew Alexander, Rassool, Naz, & Williams, Shirley Ann, 2013, Globalization and technology-mediated distance education: developing countries’ perspective. Paper presented at the Unisa Cambridge International Conference on Open, Distance and eLearning (29 Sept – 2 Oct), Cape Town, South Africa.
Liyanagunawardena, Tharindu Rekha, Williams, Shirley Ann, & Adams, Andrew, 2013, The impact and reach of MOOCs: a developing countries’ perspective. eLearning Papers, 33.
Liyanagunawardena, Tharindu Rekha, Williams, Shirley Ann, & Rassool, Naz, 2013, Experience of international students from developing countries in negotiating technology for learning. Paper presented at Edulearn 13 (1-3 July), Barcelona, Spain.
McAndrew, P, 2013, Learning from open design: running a learning design MOOC. eLearning Papers, 33, article no 3.
McAndrew, P. & Scanlon, E, 2013, Open learning at a distance:lessons for struggling MOOCs. Science, 342, 1450-1451.
Mikroyannidis, A. & Domingue, J, 2013, Interactive learning resources and linked data for online scientific experimentation. Proceedings of 22nd International World Wide Web Conference (13-17 May) Rio de Janiero, Brazil, 431-434
Mikroyannidis, A., Connolly, T. & Berthold, M, 2013, Self Regulated Learning. The Open University, Milton Keynes
Milligan, C., Littlejohn, A. & Margaryan, A, 2013, Patterns of engagement in connectivist MOOCs. Journal of Online Learning and Teaching, 9(2), 149-159.
Mor, Y. & Koskinen, T, 2013, Editorial. eLearning Papers, 33, 2.
Nkuyubwatsi, Bernard, 2013, Evaluation of massive open online courses (MOOCs) from the learner’s perspective. Paper presented at ECEL-2013 (30-31 Oct), Sophie Antipolis, France.
O’Toole, Robert, 2013, Pedagogical strategies and technologies for peer assessment in Massively Open Online Courses (MOOCs) Discussion Paper. University of Warwick. Coventry.
Okada, A., da Conceição Pinto, S., Ribeiro,S. & Roberto Coelho Serra, A, 2013, Desarrollo de competencias esenciales en la Cibercultura con co-aprendizaje basado en co-investigación. Paper presented at Sexto Congreso Internacional de Aprendizaje y Cibersociedad (14-15 November Madrid, Spain.
Pantò, E. & Comas-Quinn, A, 2013, The challenge of open education. Journal of e-Learning and Knowledge Society, 9(1), 11-22.
Pegler, C, 2013, The influence of open resources on design practice. In H. Beetham and R. Sharpe (Eds.), Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning (2nd ed) (pp. 145-158) Abingdon: Routledge.
Teplechuk, Evgenia, 2013, Emergent models of massive open online courses: an exploration of sustainable practices for MOOC institutions in the context of the launch of MOOCs at the University of Edinburgh MBA), The University of Edinburgh.
University of Edinburgh, 2013, MOOCs@Edinburgh 2013 – Report#1. from http://hdl.handle.net/1842/6683