Introduction to Section Two: MOOCs, Psychological Constructs, Communication Behaviors

Peter Shea

Abstract


This issue of Online Learning also contains four articles outside the theme of learning analytics. This section contains papers investigating MOOCs, a comparison of anxiety levels and the “imposter phenomenon” between online and classroom students, and a qualitative analysis of information behaviors among online students.

Keywords


MOOC's imposter phenomenon, information behaviors

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References


Cooke, Nicole A. (2016). Information sharing, community development, and deindividuation in the eLearning Domain. Online Learning, 20 (2).

Fraenza, Christy B. (2016). The role of social influence in anxiety and the Imposter Phenomenon.

Online Learning, 20 (2).

Reilly, Erin D.; Williams, Kyle M.; Stafford, Rose E.; Corliss, Stephanie B.; Walkow, Janet C.; & Donna K. Kidwell (2016). Global times call for global measures: Investigating automated essay scoring in linguistically-diverse MOOCs. Online Learning, 20 (2).

Shrader, Sara; Wu, Maryalice; Owens, Dawn & Santa Ana, Kathleen (2016). Massive open online courses (MOOCs): Participant activity, demographics, and satisfaction. Online Learning, 20 (2).




DOI: http://dx.doi.org/10.24059/olj.v20i2.991