Upscaling the number of learners, fragmenting the role of teachers: How do massive open online courses (MOOCs) form new conditions for learning design?
Crossref DOI link: https://doi.org/10.1007/s11159-018-9714-1
Published Online: 2018-03-22
Published Print: 2018-04
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Buhl, Mie
Andreasen, Lars Birch
Pushpanadham, Karanam
Text and Data Mining valid from 2018-03-22
Article History
First Online: 22 March 2018