Vol 16, No 3 (2015)

Table of Contents

Editorial

Editorial: Volume 16, Number 3
Rory McGreal
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Research Articles

Who studies MOOCs? Interdisciplinarity in MOOC research and its changes over time
George Veletsianos, Peter Shepherdson
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Are the most highly cited articles the ones that are the most downloaded? A bibliometric study of IRRODL
Raidell Avello Martínez, Terry Anderson
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Developing, using, and interacting in the flipped learning movement: Gaps among subject areas
Hsin-liang Chen, Kevin L. Summers
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Exploring students’ intention to use LINE for academic purposes based on technology acceptance model
Willard Van De Bogart, Saovapa Wichadee
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Learners’ goal profiles and their learning patterns over an academic year
Clarence Ng
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The use of a mobile learning management system at an online university and its effect on learning satisfaction and achievement
Won Sug Shin, Minseok Kang
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Exploring intensive longitudinal measures of student engagement in blended learning
Curtis R Henrie, Robert Bodily, Kristine C Manwaring, Charles R Graham
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Let’s talk about digital learners in the digital era
Eliana Esther Gallardo-Echenique, Luis Marqués-Molías, Mark Bullen, Jan-Willem Strijbos
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Roles of course facilitators, learners, and technology in the flow of information of a cMOOC
Oleksandra Skrypnyk, Srećko Joksimović, Vitomir Kovanović, Dragan Gašević, Shane Dawson
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A paradigm shift: Adoption of disruptive learning innovations in an ODL environment: The case of the University of South Africa
Blessing Mbatha
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University of Toronto instructors’ experiences with developing MOOCs
Hedieh Najafi, Carol Rolheiser, Laurie Harrison, Stian Håklev
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Conceptualizing and investigating instructor presence in online learning environments
Jennifer C Richardson, Adrie A. Koehler, Erin D. Besser, Secil Caskurlu, JiEun Lim, Chad M. Mueller
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Expanding the interaction equivalency theorem
Brenda Cecilia Padilla Rodriguez, Alejandro Armellini
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In abundance: Networked participatory practices as scholarship
Bonnie E Stewart
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Research Notes

Massive open online course completion rates revisited: Assessment, length and attrition
Katy Jordan
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