Review of MOOCs, high technology, and higher learning

Autores/as

  • Kimberly Austin Relay Graduate School of Education

DOI:

https://doi.org/10.14507/er.v23.2081

Biografía del autor/a

Kimberly Austin, Relay Graduate School of Education

Kimberly Austin is an assistant professor at Relay Graduate School of Education in New York, NY. She has published on digital media and technology in formal and informal learning spaces. Her current research examines learners’ perceptions of iterative design in xMOOCs. Austin completed her doctoral studies in sociology at the University of Chicago. She holds a M.A. in sociology from the University of Chicago and a B.S. in journalism from Northwestern University.

Citas

Ashby, A. (2004). Monitoring student retention in the open university: Definition, measurement, interpretation and action. Open Learning, 19(1), 65–77.

Council for Adult and Experiential Learning. (2007). Enrollment decisions and persistence of online learners in NACTEL and EPCE: An exploratory study. Chicago, IL: Author.

Hart, C. (2012). Factors associated with student persistence in an online program of study: A review of the literature. Journal of Interactive Online Learning, 11(1), 19–42.

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Publicado

2016-10-26

Cómo citar

Austin, K. (2016). Review of MOOCs, high technology, and higher learning. Reseñas Educativas, 23. https://doi.org/10.14507/er.v23.2081

Número

Vol. 23 (2016)

Sección

Reseñas de libros

Licencia

 

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Todo conteúdo Education Review / Reseñas Educativas / Resenhas Educativas de 1998-2020 tem uma licença Creative Commons anterior: http://creativecommons.org/licenses/by-nc-sa/3.0