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A Value Model for MOOCs

, , and . European Conference on Technology Enhanced Learning, page 618-621. Springer International Publishing, (2016)

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Designing for Open Learning: Design Principles and Scalability Affordances in Practice., , and . L@S, page 249-252. ACM, (2016)Creating engaging experiences in MOOCs through in-course redeemable rewards., , and . EDUCON, page 1875-1882. IEEE, (2018)Educational scalability in MOOCs: Analysing instructional designs to find best practices., , and . Comput. Educ., (2021)Identifying Critical Features for Formative Essay Feedback with Artificial Neural Networks and Backward Elimination., , and . EC-TEL, volume 11722 of Lecture Notes in Computer Science, page 396-408. Springer, (2019)User-Modelled Ambient Feedback for Self-regulated Learning., , , and . EC-TEL, volume 9307 of Lecture Notes in Computer Science, page 535-539. Springer, (2015)A Value Model for MOOCs., , and . EC-TEL, volume 9891 of Lecture Notes in Computer Science, page 618-621. Springer, (2016)Ambient Displays and Game Design Patterns., , , and . EC-TEL, volume 6383 of Lecture Notes in Computer Science, page 512-517. Springer, (2010)Digitalisierungswahnsinn oder Nebeneffekte des Mainstreaming.. DeLFI, volume P-284 of LNI, page 19. Gesellschaft für Informatik e.V., (2018)Implementation Intentions and How They Influence Goal Achievement in MOOCs., , , and . EMOOCs, volume 10254 of Lecture Notes in Computer Science, page 233-242. Springer, (2017)Notebooks in der Hochschullehre: Didaktische und strukturelle Implikationen, , and . MedienPädagogik, MedienPäd.Retro: Jahrbuch Medienpädagogik, (August 2017)