This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Acedo, S. O., & Cano, L. C. (2016). The ECO european project: A new MOOC dimension based on an intercreativity environment. Turkish Online Journal of Educational Technology, 15(1), 117–125.AcedoS. O.CanoL. C. (2016). The ECO european project: A new MOOC dimension based on an intercreativity environment. , 15(1), 117–125.Search in Google Scholar
Al-Adwan, A. S. (2020). Investigating the drivers and barriers to MOOCs adoption: The perspective of TAM. Education and Information Technologies, 25(6), 5771–5795. https://doi.org/10.1007/s10639-020-10250-zAl-AdwanA. S. (2020). Investigating the drivers and barriers to MOOCs adoption: The perspective of TAM. , 25(6), 5771–5795. https://doi.org/10.1007/s10639-020-10250-zSearch in Google Scholar
Alamri, M. M. (2022). Investigating Students’ Adoption of MOOCs during COVID-19 Pandemic: Students’ Academic Self-Efficacy, Learning Engagement, and Learning Persistence. Sustainability (Switzerland), 14(2). https://doi.org/10.3390/su14020714AlamriM. M. (2022). Investigating Students’ Adoption of MOOCs during COVID-19 Pandemic: Students’ Academic Self-Efficacy, Learning Engagement, and Learning Persistence. , 14(2). https://doi.org/10.3390/su14020714Search in Google Scholar
Aldowah, H., Al-Samarraie, H., Alzahrani, A. I., & Alalwan, N. (2020a). Factors affecting student dropout in MOOCs: A cause and effect decision-making model. Journal of sComputing in Higher Education, 32(2), 429–454. https://doi.org/10.1007/s12528-01909241-yAldowahH.Al-SamarraieH.AlzahraniA. I.AlalwanN. (2020a). Factors affecting student dropout in MOOCs: A cause and effect decision-making model. , 32(2), 429–454. https://doi.org/10.1007/s12528-01909241-ySearch in Google Scholar
Aldowah, H., Al-Samarraie, H., Alzahrani, A. I., & Alalwan, N. (2020b). Factors affecting student dropout in MOOCs: A cause and effect decision-making model. Journal of Computing in Higher Education, 32(2), 429–454. https://doi.org/10.1007/s12528-01909241-yAldowahH.Al-SamarraieH.AlzahraniA. I.AlalwanN. (2020b). Factors affecting student dropout in MOOCs: A cause and effect decision-making model. , 32(2), 429–454. https://doi.org/10.1007/s12528-01909241-ySearch in Google Scholar
Alliance for Higher Education and Democracy (AHEAD) at the University of Pennsylvania. (2014). University of Pennsylvania.. (2014). University of Pennsylvania.Search in Google Scholar
Anderson, J. Q. (2013). Individualisation of higher education: How technological evolution can revolutionise opportunities for teaching and learning. International Social Science Journal, 64(213–214), 305–316. https://doi.org/10.1111/issj.12046AndersonJ. Q. (2013). Individualisation of higher education: How technological evolution can revolutionise opportunities for teaching and learning. , 64(213–214), 305–316. https://doi.org/10.1111/issj.12046Search in Google Scholar
Aparici, R., Sara, D., & Acedo, O. (2013). Dr. Roberto APARICI*. 4(1998), 137–148.ApariciR.SaraD.AcedoO. (2013). . 4(1998), 137–148.Search in Google Scholar
Bashir, A., Bashir, S., Rana, K., Lambert, P., & Vernallis, A. (2021). Post-COVID-19 Adaptations; the Shifts Towards Online Learning, Hybrid Course Delivery and the Implications for Biosciences Courses in the Higher Education Setting. Frontiers in Education, 6, 116–119. https://doi.org/10.3389/feduc.2021.711619BashirA.BashirS.RanaK.LambertP.VernallisA. (2021). Post-COVID-19 Adaptations; the Shifts Towards Online Learning, Hybrid Course Delivery and the Implications for Biosciences Courses in the Higher Education Setting. , 6, 116–119. https://doi.org/10.3389/feduc.2021.711619Search in Google Scholar
Bates, T. (2014). Comparing xMOOCs and cMOOCs: Philosophy and practice. Online Learning and Distance Education Resources. https://www.tonybates.ca/2014/10/13/comparing-xmoocs-and-cmoocs-philosophy-andpractice/BatesT. (2014). . Online Learning and Distance Education Resources. https://www.tonybates.ca/2014/10/13/comparing-xmoocs-and-cmoocs-philosophy-andpractice/Search in Google Scholar
Baturay, M. H. (2015). An Overview of the World of MOOCs. Procedia - Social and Behavioral Sciences, 174, 427–433. https://doi.org/10.1016/j.sbspro.2015.01.685BaturayM. H. (2015). An Overview of the World of MOOCs. , 174, 427–433. https://doi.org/10.1016/j.sbspro.2015.01.685Search in Google Scholar
Bingöl, I., Kursun, E., & Kayaduman, H. (2019). Factors for Success and Course Completion in Massive Open Online Courses through the Lens of Participant Types. Open Praxis, 12(2), 223–228. https://doi.org/10.5944/openpraxis.12.2.1067BingölI.KursunE.KayadumanH. (2019). Factors for Success and Course Completion in Massive Open Online Courses through the Lens of Participant Types. , 12(2), 223–228. https://doi.org/10.5944/openpraxis.12.2.1067Search in Google Scholar
Chai, W., & Wigmore, I. (2021). What is a MOOC? TechTarget. https://www.techtarget.com/whatis/definition/massively-open-online-course-MOOCChaiW.WigmoreI. (2021). TechTarget. https://www.techtarget.com/whatis/definition/massively-open-online-course-MOOCSearch in Google Scholar
Chen, C., Sonnert, G., Sadler, P. M., & Malan, D. J. (2020). Computational thinking and assignment resubmission predict persistence in a computer science MOOC. Journal of Computer Assisted Learning, 36(5), 581–594. https://doi.org/10.1111/jcal.12427ChenC.SonnertG.SadlerP. M.MalanD. J. (2020). Computational thinking and assignment resubmission predict persistence in a computer science MOOC. , 36(5), 581–594. https://doi.org/10.1111/jcal.12427Search in Google Scholar
Clark, P. (2014). Online Programs Could Erase Half of U.S. Business Schools by 2020. Bloomberg. https://www.bloomberg.com/news/articles/2014-03-14/online-programscould-erase-half-of-u-dot-s-dot-business-schools-by-2020?leadSource=uverifywallClarkP. (2014). . Bloomberg. https://www.bloomberg.com/news/articles/2014-03-14/online-programscould-erase-half-of-u-dot-s-dot-business-schools-by-2020?leadSource=uverify wallSearch in Google Scholar
Cottom, T. M. (n.d.). Democratizing Ideologies and Inequality Regimes in Digital Domains. Berkman Klein Center. Retrieved January 24, 2023, from https://cyber.harvard.edu/events/luncheon/2014/07/cottomCottomT. M. (n.d.). . Berkman Klein Center. Retrieved January 24, 2023, from https://cyber.harvard.edu/events/luncheon/2014/07/cottomSearch in Google Scholar
Coughlan, S. (2015). UK “biggest online university course.” BBC News.CoughlanS. (2015). BBC News.Search in Google Scholar
Coursera. (n.d.). Retrieved November 22, 2022, from https://about.coursera.org. (n.d.). Retrieved November 22, 2022, from https://about.coursera.orgSearch in Google Scholar
Crosslin, M. (2018). Exploring self-regulated learning choices in a customisable learning pathway MOOC. Australasian Journal of Educational Technology, 34(1). https://doi.org/10.14742/ajet.3758CrosslinM. (2018). Exploring self-regulated learning choices in a customisable learning pathway MOOC. , 34(1). https://doi.org/10.14742/ajet.3758Search in Google Scholar
Cruz-Benito, J., Borrás-Gené, O., García-Peñalvo, F. J., Blanco, Á. F., & Therón, R. (2015). Detección de aprendizaje no formal e informal en Comunidades de Aprendizaje soportadas por Redes Sociales en el contexto de un MOOC Cooperativo. Actas Del XVII Simposio International de Informática Educativa (SIIE’15), 410–418.Cruz-BenitoJ.Borrás-GenéO.García-PeñalvoF. J.BlancoÁ. F.TherónR. (2015). Detección de aprendizaje no formal e informal en Comunidades de Aprendizaje soportadas por Redes Sociales en el contexto de un MOOC Cooperativo. , 410–418.Search in Google Scholar
Cusumano, M. A. (2013). Technology Strategy and Management. Are the Costs of ‘‘Free Too High in Online Education? Communications of the ACM, Vol. 56(4), 26–29.CusumanoM. A. (2013). Technology Strategy and Management. Are the Costs of ‘‘Free Too High in Online Education?, Vol. 56(4), 26–29.Search in Google Scholar
Dang, A., Khanra, S., & Kagzi, M. (2022). Barriers towards the continued usage of massive open online courses: A case study in India. The International Journal of Management Education, 20(1), 1–13. https://doi.org/10.1016/j.ijme.2021.100562DangA.KhanraS.KagziM. (2022). Barriers towards the continued usage of massive open online courses: A case study in India. , 20(1), 1–13. https://doi.org/10.1016/j.ijme.2021.100562Search in Google Scholar
Darling, S. (1985). The Electronic University. COMPUTE!, 64.DarlingS. (1985). The Electronic University. , 64.Search in Google Scholar
de Barba, P. G., Kennedy, G. E., & Ainley, M. D. (2016). The role of students’ motivation and participation in predicting performance in a MOOC. Journal of Computer Assisted Learning, 32(3), 218–231. https://doi.org/10.1111/jcal.12130de BarbaP. G.KennedyG. E.AinleyM. D. (2016). The role of students’ motivation and participation in predicting performance in a MOOC. , 32(3), 218–231. https://doi.org/10.1111/jcal.12130Search in Google Scholar
de Freitas, S. I., Morgan, J., & Gibson, D. (2015). Will MOOCs transform learning and teaching in higher education? Engagement and course retention in online learning provision. British Journal of Educational Technology, 46(3), 455–471. https://doi.org/10.1111/bjet.12268de FreitasS. I.MorganJ.GibsonD. (2015). Will MOOCs transform learning and teaching in higher education? Engagement and course retention in online learning provision. , 46(3), 455–471. https://doi.org/10.1111/bjet.12268Search in Google Scholar
Deloitte. (2021, January 27). The higher ed hybrid campus | Deloitte Insights. https://www.deloitte.com/global/en/our-thinking/insights/indus-try0/government-publicservices/post-pandemic-hybrid-learning.htmlDeloitte. (2021, January27). . https://www.deloitte.com/global/en/our-thinking/insights/industry0/government-publicservices/post-pandemic-hybrid-learning.htmlSearch in Google Scholar
Digital economy and society statistics – Households and individuals. (2021).. (2021).Search in Google Scholar
Docking, B. D. J. R. (2022, May 26). The Future of Higher Education Is the Hybrid Campus -. Campus Technology. https://campustechnology.com/articles/2022/05/26/thefuture-of-higher-education-is-the-hybrid-campus.aspxDockingB. D. J. R. (2022, May26). The Future of Higher Education Is the Hybrid Campus -. . https://campustechnology. com/articles/2022/05/26/thefuture-of-higher-education-is-the-hybrid-campus.aspxSearch in Google Scholar
Drelich-Zbroja, A., Jamroz-Wiśniewska, A., Kuczyńska, M., Zbroja, M., Cyranka, W., Drelich, K., Pustelniak, O., Dąbrowska, I., & Markiewicz, K. (2021). The Impact of Study Mode (Online vs. Hybrid) on Early Symptoms of Depression and Coping Strategies among University Students in Poland in Time of COVID-19 Pandemic – Preliminary Study. Brain Sciences, 11(12), 1578. https://doi.org/10.3390/brainsci11121578Drelich-ZbrojaA.Jamroz-WiśniewskaA.KuczyńskaM.ZbrojaM.CyrankaW.DrelichK.PustelniakO.DąbrowskaI.MarkiewiczK. (2021). The Impact of Study Mode (Online vs. Hybrid) on Early Symptoms of Depression and Coping Strategies among University Students in Poland in Time of COVID-19 Pandemic – Preliminary Study. , 11(12), 1578. https://doi.org/10.3390/brainsci11121578Search in Google Scholar
Drucker, P. F. (2004). Natchnienie i fart czyli Innowacja i przedsiębiorczość. Wydawnictwo Studio Emka. EdX. (n.d.). Retrieved November 22, 2022, from https://www.edx.orgDruckerP. F. (2004). Natchnienie i fart czyli Innowacja i przedsiębiorczość. Wydawnictwo Studio Emka. . (n.d.). Retrieved November 22, 2022, from https://www.edx.orgSearch in Google Scholar
Engle, D., Mankoff, C., & Carbrey, J. (2015). Coursera’s Introductory Human Physiology Course: Factors that Characterize Successful Completion of a MOOC. International Review of Research in Open and Distributed Learning, 16(2).EngleD.MankoffC.CarbreyJ. (2015). Coursera’s Introductory Human Physiology Course: Factors that Characterize Successful Completion of a MOOC. , 16(2).Search in Google Scholar
Etherington, C. (2018). What happened to The Electronic University Network? Elearning Inside.EtheringtonC. (2018). What happened to The Electronic University Network?.Search in Google Scholar
Evans, B. J., Baker, R. B., & Dee, T. S. (2016). Persistence Patterns in Massive Open Online Courses (MOOCs). The Journal of Higher Education, 87(2), 206–242. https://doi.org/10.1353/jhe.2016.0006EvansB. J.BakerR. B.DeeT. S. (2016). Persistence Patterns in Massive Open Online Courses (MOOCs). , 87(2), 206–242. https://doi.org/10.1353/jhe.2016.0006Search in Google Scholar
Finkle, T A., & Masters, E. (2014). Do MOOCs pose a threat to higher education? Research on Higher Education Journal, 26, 1–11.FinkleT. A.MastersE. (2014). Do MOOCs pose a threat to higher education?, 26, 1–11.Search in Google Scholar
Fischer, G. (2014). Beyond hype and underestimation: Identifying research challenges for the future of MOOCs. Distance Education, 35(2), 149–158. https://doi.org/10.1080/01587919.2014.920752FischerG. (2014). Beyond hype and underestimation: Identifying research challenges for the future of MOOCs. , 35(2), 149–158. https://doi.org/10.1080/01587919.2014.920752Search in Google Scholar
Fourtané, S. (2022, August 11). Future of Higher Education: Fully Shift to Hybrid Model by 2025. Fierce Education. https://www.fierceeducation.com/teaching-learning/futurehigher-education-fully-shift-hybrid-model-2025FourtanéS. (2022, August11). Future of Higher Education: Fully Shift to Hybrid Model by 2025. . https://www.fierceeducation.com/teaching-learning/futurehigher-education-fully-shift-hybrid-model-2025Search in Google Scholar
Friedman, T. L. (1999). Foreign Affairs; Next, It’s E-ducation. The New York Times.FriedmanT. L. (1999). Foreign Affairs; Next, It’s E-ducation. .Search in Google Scholar
Future Learn. (n.d.). Retrieved November 22, 2022, from https://www.futurelearn.com/microcredentials/digital-photography-discover-your-genre. (n.d.). Retrieved November 22, 2022, from https://www.futurelearn.com/microcredentials/digital-photography-discover-your-genreSearch in Google Scholar
Gaebel, M. (2013). MOOCs: Massive Open Online Courses. EUA occasional papers. European University Association, 1–18.GaebelM. (2013). MOOCs: Massive Open Online Courses. EUA occasional papers. , 1–18.Search in Google Scholar
Gallagher, S. E., & Wallace, C. (2016). A Far Cry from School History: Massive Online Open Courses as a Generative Source for Historical Research. The International Review of Research in Open and Distributed Learning, 17(5). https://doi.org/10.19173/irrodl.v17i5.2673GallagherS. E.WallaceC. (2016). A Far Cry from School History: Massive Online Open Courses as a Generative Source for Historical Research. , 17(5). https://doi.org/10.19173/irrodl.v17i5.2673Search in Google Scholar
Gupta, K. P., & Maurya, H. (2022). Adoption, completion and continuance of MOOCs: A longitudinal study of students’ behavioural intentions. Behaviour & Information Technology, 41(3), 611–628. https://doi.org/10.1080/0144929X.2020.1829054GuptaK. P.MauryaH. (2022). Adoption, completion and continuance of MOOCs: A longitudinal study of students’ behavioural intentions. , 41(3), 611–628. https://doi.org/10.1080/0144929X.2020.1829054Search in Google Scholar
Hansen, J. D., & Reich, J. (2015). Democratizing education? Examining access and usage patterns in massive open online courses. Science, 350(6265), 1245–1248. https://doi.org/10.1126/science.aab3782HansenJ. D.ReichJ. (2015). Democratizing education? Examining access and usage patterns in massive open online courses. , 350(6265), 1245–1248. https://doi.org/10.1126/science.aab3782Search in Google Scholar
Hew, K. F., & Cheung, W. S. (2014). Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Review, 12, 45–58. https://doi.org/10.1016/j.edurev.2014.05.001HewK. F.CheungW. S. (2014). Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges. , 12, 45–58. https://doi.org/10.1016/j.edurev.2014.05.001Search in Google Scholar
Ho, A. D., Chuang, I., Reich, J., Coleman, C. A., Whitehill, J., Northcutt, C. G., Williams, J. J., Hansen, J. D., Lopez, G., & Petersen, R. (2015). HarvardX and MITx: Two Years of Open Online Courses Fall 2012-Summer 2014. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.2586847HoA. D.ChuangI.ReichJ.ColemanC. A.WhitehillJ.NorthcuttC. G.WilliamsJ. J.HansenJ. D.LopezG.PetersenR. (2015). HarvardX and MITx: Two Years of Open Online Courses Fall 2012-Summer 2014. . https://doi.org/10.2139/ssrn.2586847Search in Google Scholar
Hollands, F. M., & Tirthali, D. (2014). Why do Institutions Offer MOOCs? Online Learning, 18(3). https://doi.org/10.24059/olj.v18i3.464HollandsF. M.TirthaliD. (2014). Why do Institutions Offer MOOCs?, 18(3). https://doi.org/10.24059/olj.v18i3.464Search in Google Scholar
Hu, K., O’Brien, S., & Kenny, D. (2020). A reception study of machine translated subtitles for MOOCs. Perspectives, 28(4), 521–538. https://doi.org/10.1080/0907676X.2019.1595069HuK.O’BrienS.KennyD. (2020). A reception study of machine translated subtitles for MOOCs. , 28(4), 521–538. https://doi.org/10.1080/0907676X.2019.1595069Search in Google Scholar
Impey, C., & Formanek, M. (2021). MOOCS and 100 Days of COVID: Enrollment surges in massive open online astronomy classes during the coronavirus pandemic. Social Sciences & Humanities Open, 4(1), 1–9. https://doi.org/10.1016/j.ssaho.2021.100177ImpeyC.FormanekM. (2021). MOOCS and 100 Days of COVID: Enrollment surges in massive open online astronomy classes during the coronavirus pandemic. , 4(1), 1–9. https://doi.org/10.1016/j.ssaho.2021.100177Search in Google Scholar
Jenkins, H. (2006). Jenkins-Henry-Convergence-Culture.JenkinsH. (2006). .Search in Google Scholar
Jordan, K. (2014). Initial trends in enrolment and completion of massive open online courses. The International Review of Research in Open and Distributed Learning, 15(1). https://doi.org/10.19173/irrodl.v15i1.1651JordanK. (2014). Initial trends in enrolment and completion of massive open online courses. , 15(1). https://doi.org/10.19173/irrodl.v15i1.1651Search in Google Scholar
Jung, E., Kim, D., Yoon, M., Park, S., & Oakley, B. (2019). The influence of instructional design on learner control, sense of achievement, and perceived effectiveness in a supersize MOOC course. Computers & Education, 128, 377–388. https://doi.org/10.1016/j.compedu.2018.10.001JungE.KimD.YoonM.ParkS.OakleyB. (2019). The influence of instructional design on learner control, sense of achievement, and perceived effectiveness in a supersize MOOC course. , 128, 377–388. https://doi.org/10.1016/j.compedu.2018.10.001Search in Google Scholar
Kemp, S. (2022). Digital 2022: The United States of America.KempS. (2022). .Search in Google Scholar
Kennedy, E., & Laurillard, D. (2019). The potential of MOOCs for large-scale teacher professional development in contexts of mass displacement. London Review of Education, 17(2), 141–158. Scopus. https://doi.org/10.18546/LRE.17.2.04KennedyE.LaurillardD. (2019). The potential of MOOCs for large-scale teacher professional development in contexts of mass displacement. , 17(2), 141–158. Scopus. https://doi.org/10.18546/LRE.17.2.04Search in Google Scholar
Kizilcec, R. F., & Halawa, S. (2015). Attrition and achievement gaps in online learning. L@S 2015 - 2nd ACM Conference on Learning at Scale, 57–66. https://doi.org/10.1145/2724660.2724680KizilcecR. F.HalawaS. (2015). Attrition and achievement gaps in online learning. , 57–66. https://doi.org/10.1145/2724660.2724680Search in Google Scholar
Kotler, P., & Fox, K. F. A. (1995). Strategic Marketing for Educational Institutions (2nd edition). Pearson College Div.KotlerP.FoxK. F. A. (1995). (2nd edition). Pearson College Div.Search in Google Scholar
Krause, S. D. (2013). MOOC Response about “Listening to World Music.” College Composition and Communication, 64(4), 689–695.KrauseS. D. (2013). MOOC Response about “Listening to World Music.”, 64(4), 689–695.Search in Google Scholar
Kreft, J. (2014). Crowdsourcing – darmowe źródło usług w mediach. Prace Naukowe Uniwersytetu Ekonomicznego We Wroclawiu, 354(354). https://doi.org/10.15611/pn.2014.354.04KreftJ. (2014). Crowdsourcing – darmowe źródło usług w mediach. , 354(354). https://doi.org/10.15611/pn.2014.354.04Search in Google Scholar
Lee, Y., & Song, H.-D. (2022). Motivation for MOOC learning persistence: An expectancy–value theory perspective. Frontiers in Psychology, 13, 958945. https://doi.org/10.3389/fpsyg.2022.958945LeeY.SongH.-D. (2022). Motivation for MOOC learning persistence: An expectancy–value theory perspective. , 13, 958945. https://doi.org/10.3389/fpsyg.2022.958945Search in Google Scholar
Leja, K. (2006). Uniwersytet: Tradycyjny - przedsiębiorczy - oparty na wiedzy. Nauka i Szkolnictwo Wyższe, 2(28), Article 2(28).LejaK. (2006). Uniwersytet: Tradycyjny - przedsiębiorczy - oparty na wiedzy. , 2(28), Article 2(28).Search in Google Scholar
Leone, S. (2015). Lifelong Learning and Technology Revolution. Exploring the Social Semantic Web for Lifelong Learners, 317–1034. https://doi.org/10.4018/978-1-4666-9703-4.les1LeoneS. (2015). Lifelong Learning and Technology Revolution. , 317–1034. https://doi.org/10.4018/978-1-4666-9703-4.les1Search in Google Scholar
Li, K. (2019). MOOC learners’ demographics, self-regulated learning strategy, perceived learning and satisfaction: A structural equation modeling approach. Computers & Education, 132, 16–30. https://doi.org/10.1016/j.compedu.2019.01.003LiK. (2019). MOOC learners’ demographics, self-regulated learning strategy, perceived learning and satisfaction: A structural equation modeling approach. , 132, 16–30. https://doi.org/10.1016/j.compedu.2019.01.003Search in Google Scholar
Littenberg-Tobias, J., Valiente, J. R., & Reich, J. (2020). Studying learner behavior in online courses with free-certificate coupons: Results from two case studies. International Review of Research in Open and Distance Learning, 21(1), 197–200. https://doi.org/10.19173/irrodl. v20i5.4519Littenberg-TobiasJ.ValienteJ. R.ReichJ. (2020). Studying learner behavior in online courses with free-certificate coupons: Results from two case studies. , 21(1), 197–200. https://doi.org/10.19173/irrodl.v20i5.4519Search in Google Scholar
Littlejohn, A., & Hood, N. (2018). Reconceptualising Learning in the Digital Age. Springer Singapore. https://doi.org/10.1007/978-981-10-8893-3LittlejohnA.HoodN. (2018). . Springer Singapore. https://doi.org/10.1007/978-981-10-8893-3Search in Google Scholar
Liyanagunawardena, T. R., Adams, A. A., & Williams, S. A. (2013a). MOOCs: A Systematic Study of the Published Literature 2008-2012. The International Review of Research in Open and Distance Learning, 14(3).LiyanagunawardenaT. R.AdamsA. A.WilliamsS. A. (2013a). MOOCs: A Systematic Study of the Published Literature 2008-2012. , 14(3).Search in Google Scholar
Liyanagunawardena, T. R., Adams, A. A., & Williams, S. A. (2013b). MOOCs: A systematic study of the published literature 2008-2012. The International Review of Research in Open and Distributed Learning, 14(3), 202–227. https://doi.org/10.19173/irrodl.v14i3.1455LiyanagunawardenaT. R.AdamsA. A.WilliamsS. A. (2013b). MOOCs: A systematic study of the published literature 2008-2012. , 14(3), 202–227. https://doi.org/10.19173/irrodl.v14i3.1455Search in Google Scholar
Ma, L., & Lee, C. S. (2020). Drivers and barriers to MOOC adoption: Perspectives from adopters and non-adopters. Online Information Review, 44(3), 671–684. https://doi.org/10.1108/OIR-06-2019-0203MaL.LeeC. S. (2020). Drivers and barriers to MOOC adoption: Perspectives from adopters and non-adopters. , 44(3), 671–684. https://doi.org/10.1108/OIR-06-2019-0203Search in Google Scholar
Mackness, J., Waite, M., Roberts, G., & Lovegrove, E. (2013). Learning in a small, task–oriented, connectivist MOOC: Pedagogical issues and implications for higher education. The International Review of Research in Open and Distributed Learning, 14(4). https://doi.org/10.19173/irrodl.v14i4.1548MacknessJ.WaiteM.RobertsG.LovegroveE. (2013). Learning in a small, task–oriented, connectivist MOOC: Pedagogical issues and implications for higher education. , 14(4). https://doi.org/10.19173/irrodl.v14i4.1548Search in Google Scholar
Macleod, H., Haywood, J., Woodgate, A., & Alkhatnai, M. (2015). Emerging patterns in MOOCs: Learners, course designs and directions. TechTrends, 59(1), 56–63. https://doi.org/10.1007/s11528-014-0821-yMacleodH.HaywoodJ.WoodgateA.AlkhatnaiM. (2015). Emerging patterns in MOOCs: Learners, course designs and directions. , 59(1), 56–63. https://doi.org/10.1007/s11528-014-0821-ySearch in Google Scholar
Mazurek, E. (2022). Higher education during the COVID-19 pandemic in the opinions of students in Poland. Tuning Journal for Higher Education, 10(1), 263–284. https://doi.org/10.18543/tjhe.2172MazurekE. (2022). Higher education during the COVID-19 pandemic in the opinions of students in Poland. , 10(1), 263–284. https://doi.org/10.18543/tjhe.2172Search in Google Scholar
Morgan-Thomas, A., Abrunhosa, A., & Ignacio Canales, J. (2019). Material Conflict: MOOCs and Institutional Logics in Business Education. In Materiality in Institutions (pp. 255–279). https://doi.org/10.1007/978-3-319-97472-9_9Morgan-ThomasA.AbrunhosaA.Ignacio CanalesJ. (2019). Material Conflict: MOOCs and Institutional Logics in Business Education. In (pp. 255–279). https://doi.org/10.1007/978-3-319-97472-9_9Search in Google Scholar
Nana-Sinkam, A. (2022). Education Technology in the International Context; A Critical Analysis of Massive Open Online: Course Invitation in Sub-Saharan Africa. Stanford University.Nana-SinkamA. (2022). . Stanford University.Search in Google Scholar
Navoica. (n.d.). Retrieved November 23, 2022, from https://navoica.pl/. (n.d.). Retrieved November 23, 2022, from https://navoica.pl/Search in Google Scholar
Ong, B. S., & Grigoryan, A. (2015). MOOCs and Universities: Competitors or Partners? International Journal of Information and Education Technology, 5(5), 373–376. https://doi.org/10.7763/IJIET.2015.V5.533OngB. S.GrigoryanA. (2015). MOOCs and Universities: Competitors or Partners?, 5(5), 373–376. https://doi.org/10.7763/IJIET.2015.V5.533Search in Google Scholar
Osuna-Acedo, S., Frau-Meigs, D., Camarero-Cano, L., Bossu, A., Pedrosa, R., & Jansen, D. (2017). Intercreativity and Interculturality in the Virtual Learning Environments of the ECO MOOC Project (pp. 161–187). https://doi.org/10.1007/978-3-662-52925-6_9Osuna-AcedoS.Frau-MeigsD.Camarero-CanoL.BossuA.PedrosaR.JansenD. (2017). (pp. 161–187). https://doi.org/10.1007/978-3-662-52925-6_9Search in Google Scholar
Osuna-Acedo, S., Marta-Lazo, C., & Frau-Meigs, D. (2018). From sMOOC to tMOOC, learning towards professional transference: ECO European Project. Comunicar, 26(55), 105–114. https://doi.org/10.3916/C55-2018-10Osuna-AcedoS.Marta-LazoC.Frau-MeigsD. (2018). From sMOOC to tMOOC, learning towards professional transference: ECO European Project. , 26(55), 105–114. https://doi.org/10.3916/C55-2018-10Search in Google Scholar
Padilla Rodriguez, B. C., Armellini, A., & Rodriguez Nieto, M. C. (2020). Learner engagement, retention and success: Why size matters in massive open online courses (MOOCs). Open Learning: The Journal of Open, Distance and e-Learning, 35(1), 46–62. https://doi.org/10.1 080/02680513.2019.1665503Padilla RodriguezB. C.ArmelliniA.Rodriguez NietoM. C. (2020). Learner engagement, retention and success: Why size matters in massive open online courses (MOOCs). , 35(1), 46–62. https://doi.org/10.1 080/02680513.2019.1665503Search in Google Scholar
Państwowy Instytut Badawczy. (2021, December 22). NAVOICA – rośnie zainteresowanie darmowymi kursami online, także wśród Polonii. Ośrodek Przetwarzania Informacji - Państwowy Instytut Badawczy. https://opi.org.pl/navoica-rosnie-zainteresowaniedarmowymi-kursami-online-takze-wsrod-polonii/Państwowy Instytut Badawczy. (2021, December22). . Ośrodek Przetwarzania Informacji - Państwowy Instytut Badawczy. https://opi.org.pl/navoica-rosnie-zainteresowaniedarmowymi-kursami-online-takze-wsrod-polonii/Search in Google Scholar
Pappano, L. (2012). Massive open online courses are multiplying at a rapid pace. The New York Times.PappanoL. (2012). Massive open online courses are multiplying at a rapid pace. .Search in Google Scholar
Pope, J. (2014). What Are MOOCs Good For? MIT Technology Review, 118(1), 69–71.PopeJ. (2014). What Are MOOCs Good For?, 118(1), 69–71.Search in Google Scholar
Quality Matters. (2022). The Changing Landscape of Online Education (CHLOE) Project. https://www.qualitymatters.org/qa-resources/resource-center/articles-resources/CHLOEprojectQuality Matters. (2022). . https://www.qualitymatters.org/qa-resources/resource-center/articles-resources/CHLOEprojectSearch in Google Scholar
Reich, J., & Ruipérez-Valiente, J. A. (2019). The MOOC pivot. Science, 363(6423), 130–131. https://doi.org/10.1126/science.aav7958ReichJ.Ruipérez-ValienteJ. A. (2019). The MOOC pivot. , 363(6423), 130–131. https://doi.org/10.1126/science.aav7958Search in Google Scholar
Rodriguez, C. (2012). MOOCs and the AI-Stanford Like Courses: Two Successful and Distinct Course Formats for Massive Open Online Courses. The European Journal of Open, Distance and E-Learning, 15.RodriguezC. (2012). MOOCs and the AI-Stanford Like Courses: Two Successful and Distinct Course Formats for Massive Open Online Courses. , 15.Search in Google Scholar
Selingo, J. J. (2013). Colleges Can Still Save Themselves. Here’s How. The Chronicle of Higher Education. https://www.chronicle.com/article/colleges-can-still-save-themselvesheres-how/SelingoJ. J. (2013). . The Chronicle of Higher Education. https://www.chronicle.com/article/colleges-can-still-save-themselvesheres-how/Search in Google Scholar
Skinner, E., Kindermann, T., Connell, J., & Wellborn, J. (2009). Engagement and Disaffection as Organizational Constructs in the Dynamics of Motivational Development. Handbook of Motivation in School, 223–245.SkinnerE.KindermannT.ConnellJ.WellbornJ. (2009). Engagement and Disaffection as Organizational Constructs in the Dynamics of Motivational Development. , 223–245.Search in Google Scholar
Smriti, A., & Kumar, R. (2021). A SWOT analysis of MOOC on management education teaching. International Journal of Creative Research Thoughts, 9(2), 5020–5530.SmritiA.KumarR. (2021). A SWOT analysis of MOOC on management education teaching. , 9(2), 5020–5530.Search in Google Scholar
Stein, K. (2013). Penn GSE Study Shows MOOCs Have Relatively Few Active Users, With Only a Few Persisting to Course End.SteinK. (2013). .Search in Google Scholar
Steven, L. (2012). The Stanford Education Experiment Could Change Higher Learning Forever. Wired. Swayam. (n.d.). Retrieved November 22, 2022, from https://swayam.gov.in 91. The most spoken languages worldwide in 2022. (2022).StevenL. (2012). The Stanford Education Experiment Could Change Higher Learning Forever. . (n.d.). Retrieved November 22, 2022, from https://swayam.gov.in.91. The most spoken languages worldwide in 2022. (2022).Search in Google Scholar
Tóth, A. (2023). Strengthening of EU regulatory intervention against data exploitations by online platforms with a zero-price business model. Masaryk University Journal of Law and Technology, 17(1), 111–127. Scopus. https://doi.org/10.5817/MUJLT2023-1-4TóthA. (2023). Strengthening of EU regulatory intervention against data exploitations by online platforms with a zero-price business model. , 17(1), 111–127. Scopus. https://doi.org/10.5817/MUJLT2023-1-4Search in Google Scholar
Udacity. (n.d.). Retrieved November 22, 2022, from https://www.udacity.com 95. University of Phoenix. (n.d.). Championing the success and goals of adult students. Retrieved January 11, 2023, from https://www.phoenix.edu/about.html. (n.d.). Retrieved November 22, 2022, from https://www.udacity.com95. University of Phoenix. (n.d.). Championing the success and goals of adult students. Retrieved January 11, 2023, from https://www.phoenix.edu/about.htmlUniversity of Phoenix. (n.d.). . Retrieved January 11, 2023, from https://www.phoenix.edu/about.htmlSearch in Google Scholar
U.S. News. (n.d.). University of Phoenix. Retrieved January 11,2023, from https://www.usnews.com/best-colleges/university-of-phoenix-209885U.S. News. (n.d.). . Retrieved January 11,2023, from https://www.usnews.com/best-colleges/university-of-phoenix-209885Search in Google Scholar
Veletsianos, G., Collier, A., & Schneider, E. (2015). Digging deeper into learners’ experiences in MOOCs: Participation in social networks outside of MOOCs, notetaking and contexts surrounding content consumption. British Journal of Educational Technology, 46(3), 570–587. https://doi.org/10.1111/bjet.12297VeletsianosG.CollierA.SchneiderE. (2015). Digging deeper into learners’ experiences in MOOCs: Participation in social networks outside of MOOCs, notetaking and contexts surrounding content consumption. , 46(3), 570–587. https://doi.org/10.1111/bjet.12297Search in Google Scholar
Veletsianos, G., & Shepherdson, P. (2016). A Systematic Analysis and Synthesis of the Empirical MOOC Literature Published in 2013-2015. The International Review of Research in Open and Distributed Learning, 17(2). https://doi.org/10.19173/irrodl.v17i2.2448VeletsianosG.ShepherdsonP. (2016). A Systematic Analysis and Synthesis of the Empirical MOOC Literature Published in 2013–2015. , 17(2). https://doi.org/10.19173/irrodl.v17i2.2448Search in Google Scholar
Wen, M., Yang, D., & Rosé, C. (2014). Sentiment Analysis in MOOC Discussion Forums: What does it tell us? Proceedings of Educational Data Mining, 1–8. XuetangX. (n.d.). Retrieved November 22, 2022, from https://mooc.global/xuetangxWenM.YangD.RoséC. (2014). Sentiment Analysis in MOOC Discussion Forums: What does it tell us?, 1–8.. (n.d.). Retrieved November 22, 2022, from https://mooc.global/xuetangxSearch in Google Scholar
Yueh, H.-P., Huang, J.-Y., & Chang, C. (2015). Exploring factors affecting students’ continued Wiki use for individual and collaborative learning: An extended UTAUT perspective. Australasian Journal of Educational Technology, 31(1). https://doi.org/10.14742/ajet.170YuehH.-P.HuangJ.-Y.ChangC. (2015). Exploring factors affecting students’ continued Wiki use for individual and collaborative learning: An extended UTAUT perspective. , 31(1). https://doi.org/10.14742/ajet.170Search in Google Scholar
Zhenghao, C., Alcorn, B., Christensen, G., Eriksson, N., Koller, D., & Emanuel, E. J. (2015, September 22). Who’s Benefiting from MOOCs, and Why. Harvard Business Review. https://hbr.org/2015/09/whos-benefiting-from-moocs-and-whyZhenghaoC.AlcornB.ChristensenG.ErikssonN.KollerD.EmanuelE. J. (2015, September22). Who’s Benefiting from MOOCs, and Why. . https://hbr.org/2015/09/whos-benefiting-from-moocs-and-whySearch in Google Scholar
Zhou, J. (2017). Exploring the factors affecting learners’ continuance intention of MOOCs for online collaborative learning: An extended ECM perspective. Australasian Journal of Educational Technology. https://doi.org/10.14742/ajet.2914ZhouJ. (2017). Exploring the factors affecting learners’ continuance intention of MOOCs for online collaborative learning: An extended ECM perspective. . https://doi.org/10.14742/ajet.2914Search in Google Scholar
Zhu, M., Sari, A. R., & Lee, M. M. (2020). A comprehensive systematic review of MOOC research: Research techniques, topics, and trends from 2009 to 2019. Educational Technology Research and Development, 68(4), 1685–1710. https://doi.org/10.1007/s11423-020-09798-xZhuM.SariA. R.LeeM. M. (2020). A comprehensive systematic review of MOOC research: Research techniques, topics, and trends from 2009 to 2019. , 68(4), 1685–1710. https://doi.org/10.1007/s11423-020-09798-xSearch in Google Scholar