The world today is witnessing an increasing interest in Massive Open Online Courses (MOOCs). This new form of Technology-Enhanced Learning (TEL) is in the spotlight, particularly when it comes to the topic of the evolving nature of higher education learning.
This case study discusses the course eConcordia created for enhancing students’ self-regulated learning, self-motivation, study skills, and technological self-efficacy.
Elearning does not automatically make for better learning, nor does it necessarily guarantee superior learning outcomes. Many scholars have observed that a considerable amount of online learning in higher education has had but a mediocre impact on learner achievement.
In this research, we present the results of a systematic review of the literature describing how deep and surface approaches to learning are associated with different assessment practices.