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Lessons Learned from Developing a Massive Open Online Course (MOOC) to Support Citizen Scientists in Africa

Fiona Preston-Whyte, Toshka Barnardo, Danica Marlin, Tanna Hewett et al. • Southern African Journal of Environmental Education (2025)

Data gaps limit solutions and policy development for environmental issues. Citizen science offers a possible solution to reduce data gaps at a limited cost while enhancing environmental education (EE). While highly effective in the latter, ...

DOAJ Open Access (DOAJ) DOI: 10.4314/sajee.v41SI1.04

Massive Open Online Courses (MOOCs): Data on higher education

Waleed Al-Rahmi, Ahmed Aldraiweesh, Noraffandy Yahaya, Yusri Bin Kamin et al. • Data in Brief (2019)

The data presented in this article are based on provides a systematic and organized review of 219 studies regarding using of Massive Open Online Courses (MOOCs) in higher education from 2012 to 2017. Consequently, the extant, peer-reviewed ...

DOAJ Open Access (DOAJ) DOI: 10.1016/j.dib.2018.11.139

Forecasting student achievement in MOOCs with natural language processing

Carly D. Robinson, Michael Yeomans, Justin Reich, Chris S. Hulleman et al. • International Conference on Learning Analytics and Knowledge (LAK) (2016)

Student intention and motivation are among the strongest predictors of persistence and completion in Massive Open Online Courses (MOOCs), but these factors are typically measured through fixed-response items that constrain student expressio...

OPENALEX DOI: https://doi.org/10.1145/2883851.2883932