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The effects of openness, altruism and instructional self-efficacy on work engagement of MOOC instructors.

, , , and . Br. J. Educ. Technol., 51 (3): 743-760 (2020)

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An investigation of the social influence processes of flipped class students: An application of the extension of the technology acceptance model.. Educ. Inf. Technol., 28 (12): 16593-16613 (December 2023)Enhancing learning engagement during COVID-19 pandemic: Self-efficacy in time management, technology use, and online learning environments., , and . J. Comput. Assist. Learn., 37 (6): 1640-1652 (2021)An investigation of under-represented MOOC populations: motivation, self-regulation and grit among 2-year college students in Korea., , and . J. Comput. High. Educ., 33 (2): 419-440 (2021)The relationship among motivation, self-monitoring, self-management, and learning strategies of MOOC learners., and . J. Comput. High. Educ., 34 (2): 321-342 (2022)A meta-analysis of effects of self-directed learning in online learning environments., and . J. Comput. Assist. Learn., 40 (1): 1-20 (February 2024)The effects of openness, altruism and instructional self-efficacy on work engagement of MOOC instructors., , , and . Br. J. Educ. Technol., 51 (3): 743-760 (2020)Influences of depression, self-efficacy, and resource management on learning engagement in blended learning during COVID-19., , and . Internet High. Educ., (2022)The effects of self-efficacy, self-regulation and social presence on learning engagement in a large university class using flipped Learning., and . J. Comput. Assist. Learn., 36 (6): 997-1010 (2020)