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1、    mooc学习投入度与学习坚持性关系研究    38kuh,g. d.,cruce,t. m.,shoup,r.,kinzie,j.,& gonyea,r. m.(2008). unmasking the effects of student engagement on first-year college grades and persistencej. the journal of higher education,79(5):540-563.39兰国帅(2018).探究社区理论模型:在线学习和混合学习研究范式j.开放教育研究,24(1

2、):29*40.40兰国帅,钟秋菊,吕彩杰等(2018).探究社区量表中文版的编制:基于探索性和验证性因素分析j.开放教育研究,24(3):68-76.41兰国帅,钟秋菊,吕彩杰等(2018).学习存在感与探究社区模型关系研究j.开放教育研究,24(5):92-107.42lavigne,g. l.,vallerand,r. j.,& miquelon,p.(2007). a motivational model of persistence in science education:a self-determination theory approachj. european jou

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7、e technologies self-efficacy and self-regulated learning as predictors of final grade and satisfaction in college-level online coursesj. american journal of distance education,22(2):72-89.50reich,j.,emanuel,j.,nesterko,s.,seaton,d.,mullaney,t.,waldo,j.,chuang,i.,& ho,a.(2014). heroesx:the ancien

8、t greek hero:spring 2013 course reportr. harvard x working paper series,(3):1-19.51rha,i. j.(2016). understanding moocs in a global learning agem. seoul:hakjisa52rogers,e.(2003). the diffusion of innovations(5th ed.)m. new york,ny:the free press.53ross,j.,sinclair,c.,knox,j.,bayne,s.,& macleod,h

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10、in online and blended learning environmentsj.computers & education,55(4):1721-1731.55shea,p.,li,c. s.,& pickett,a.(2006). a study of teaching presence and student sense of learning community in fully online and web-enhanced college coursesj. the internet and higher education,9(3):175-190.56s

11、hea,p.,pickett,a. m.,& pelz,w. e.(2003). a follow-up investigation of teaching presence in the suny networksj. journal of asychronous learning networks,7(2):61-80.57shin,n.(2003). transactional presence as a critical predictor of success in distance learningj. distance education,24(1):69-86.58su

12、n,j. c. y.,& rueda,r.(2012). situational interest,computer self-efficacy and self-regulation:their impact on student engagement in distance educationj. british journal of educational technology,43(2):191-204.59swan,k. p.,richardson,j. c.,ice,p.,garrison,d. r.,cleveland-innes,m.,& arbaugh,j.

13、b.(2008). validating a measurement tool of presence in online communities of inquiryj. e-mentor,2(24):88-94.60veletsianos,g.,collier,a.,& schneider,e.(2015).digging deeper into learners' experiences in moocs:participation in social networks outside of moocs,note taking and contexts surroundi

14、ng content consumptionj. british journal of educational technology,46(3):570-587.61waite,m.,mackness,j.,roberts,g.,& lovegrove,e.(2013). liminal participants and skilled orienteers:learner participation in a mooc for new lecturersj. computers in human behavior,18(2):151-163.62wang,a. y. t &

15、newlin,m. h.(2002). predictors of web-student performance:the role of self-efficacy and reasons for taking an on-line classj. computers in human behavior,18(2):151-163.63wang,y.,& baker,r.(2015). content or platform:why do students complete moocs?j. journal of online learning and teaching,11(1):

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17、ogy acceptance model(tam)and task technology fit(ttf)modelj. computers in human behavior,(61):221-232.66xiong,y.,li,h.,kornhaber,m. l.,suen,h. k.,pursel,b. k.,& goins,d. d.(2015). examining the relations among student motivation,engagement,and retention in a mooc:a structural equation modeling a

18、pproachj. global education review,2(3):23-33.67徐舜平,赵庆刚,许健等(2017).基于数据挖掘的mooc学习过程监测指标分析:以“电路原理”课程为例j.现代教育技术,27(3):119-126.68徐振国,张冠文,石林等(2017). mooc学习者极学行为的影响因素研究j.现代教育技术,27(9):100-106.69yang,d.,sinha,t.,adamson,d.,& rose,c. p.(2013). turn on,tune in,drop out:anticipating student dropout in massiv

19、e open online coursesa. paper presented at the nips data-driven education workshopc. 1-8.70叶金珠,陈倬(2017).知识图谱视角下国内mooc研究文献量化分析j.黑龙江高教研究,(4):23-27.71you,j. w.(2012). the relationship among academic procrastination,self-regulated learning,fear,academic self-efficacy,and perceived academic control in e-learningj. journal of korean association

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