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What Drives a Successful MOOC? An Empirical Examination of Criteria to Assure Design Quality of MOOCs.

, , , and . ICALT, page 44-48. IEEE Computer Society, (2014)

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A HackIt Framework for Security Education in Computer Science - Raising Awareness in Secondary School and at University with a Challenge-based Learning Environment., , , and . CSEDU, page 242-245. SciTePress, (2013)Topic Maps zur Realisierung von Ontologien im Kontext der Vision des Semantic Web., and . GI Jahrestagung, volume P-19 of LNI, page 141-145. GI, (2002)Vergleich von Papierklausuren und elektronischen Prüfungen., and . GI-Jahrestagung, volume P-275 of LNI, page 307-318. GI, (2017)Behind the Screens: The Security & Privacy Advice Landscape of Children in Grades 5 & 6., , , and . WiPSCE, page 20:1-20:2. ACM, (2023)Mobile barrierefreie Lernanwendungen in der Bauindustrie., , and . MuC (Workshopband), Gesellschaft für Informatik e.V., (2019)A Comparative Study on Converting Educational Materials into OER: ConvOERter vs. Manual., , and . ICETC, page 168-174. ACM, (2023)A Usability Evaluation of a Blended MOOC Environment: An Experimental Case Study, , , and . International review of research in open and distance learning, (2015)A Modular Training System for Education in the WWW Environment., , and . WWW (Fall), page 239-249. ACM, (1995)Integration von Gamification und Learning Analytics in Jupyter., , and . DELFI, volume P-316 of LNI, page 373-374. Gesellschaft für Informatik e.V., (2021)Das VR Klassenzimmer als Experimentallabor für die systematische Erforschung der Blickbewegungen von Lehrkräften., , , and . DELFI, volume P-322 of LNI, page 211-212. Gesellschaft für Informatik e.V., (2022)