Review of MOOCs, high technology, and higher learning

Autores

  • Kimberly Austin Relay Graduate School of Education

DOI:

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

Biografia do Autor

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.

Referências

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

Como Citar

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

Edição

v. 23 (2016)

Seção

Resenhas de livros

Licença

 

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