Key points are not available for this paper at this time.
In this paper we examine students’ preferences and views about learning in MOOCs and specify the criteria that make MOOCs a constructive learning environment. We employed the qualitative methodology which included the use of an online survey with open questions and semi-structured interviews. Specifically, we explored MOOCs design features and how students’ competencies can influence their participation in MOOCs. The results of this study may enhance students’ continuity and may help educators develop constructivist MOOCs.
Watted et al. (Wed,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: