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• Special Issue: Research into Massive Open Online Courses

  Vol. 15 No. 5 (2014)

  Guest Editor: George Siemens

  The dramatic increase in online education, particularly massive open online courses (MOOCs), presents researchers, academics, administrators, learners, and policy makers with a range of questions as to the effectiveness of this format of teaching and learning. In early 2013, the impact of MOOCs had been largely disseminated through press releases and university reports. The peer-reviewed research on MOOCs was minimal. The MOOC Research Initiative (MRI), funded by the Bill & Melinda Gates Foundation, addressed this research gap by evaluating MOOCs and how they impact teaching, learning, and education in general. This special issue reflects the research questions and methodologies deployed by MOOC researchers over the past year and represents the current front line evaluation of how open online courses are impacting education.

• Vol. 15 No. 4 (2014)

• Vol. 15 No. 3 (2014)

• Vol. 15 No. 2 (2014)

• Vol. 15 No. 1 (2014)

• Vol. 14 No. 5 (2013)

• Vol. 14 No. 4 (2013)

• Vol. 14 No. 3 (2013)

• Special Issue: Open Educational Resources: Opening Access to Knowledge

  Vol. 14 No. 2 (2013)

• Vol. 14 No. 1 (2013)

• Special Issue: Technology-Enhanced Information Retrieval for Online Learning

  Vol. 13 No. 5 (2012)

• Vol. 13 No. 4 (2012)

• Vol. 13 No. 3 (2012)

• Vol. 13 No. 2 (2012)

• Vol. 13 No. 1 (2012)

• Special Issue - Emergent Learning, Connections, Design for Learning

  Vol. 12 No. 7 (2011)

• Vol. 12 No. 6 (2011)

• Vol. 12 No. 5 (2011)

• Special Issue - Frontiers in Open and Distance Learning in the North

  Vol. 12 No. 4 (2011)

• Special Issue - Connectivism: Design and Delivery of Social Networked Learning

  Vol. 12 No. 3 (2011)

• Vol. 12 No. 2 (2011)

• Special Issue - Prior, Experiential and Informal Learning in the Age of Information and Communication Technologies

  Vol. 12 No. 1 (2011)

• Vol. 11 No. 3 (2010)

• Vol. 11 No. 2 (2010)

• Vol. 11 No. 1 (2010)