This paper is in the following e-collection/theme issue:

e-Learning and Medical Education (692) Massive Open Online Courses (MOOC) (19)

Published on in Vol 22, No 7 (2020): July

Preprints (earlier versions) of this paper are available at https://preprints.jmir.org/preprint/17318, first published .
Benefits of Massive Open Online Course Participation: Deductive Thematic Analysis

Benefits of Massive Open Online Course Participation: Deductive Thematic Analysis

Benefits of Massive Open Online Course Participation: Deductive Thematic Analysis

Authors of this article:

Elizabeth R Blum1 Author Orcid Image ;   Terese Stenfors1 Author Orcid Image ;   Per J Palmgren1 Author Orcid Image
Article Authors Cited by (24) Tweetations (5) Metrics

Journals

  1. Killingback C, Tsofliou F, Clark C. ‘Everyone's so kind and jolly it boosts my spirits, if you know what I mean’: A humanising perspective on exercise programme participation. Scandinavian Journal of Caring Sciences 2022;36(1):162 View
  2. Cheng X, Lin S, Wang K, Hong Y, Zhao X, Gress D, Wojtusiak J, Cheskin L, Xue H. Healthfulness Assessment of Recipes Shared on Pinterest: Natural Language Processing and Content Analysis. Journal of Medical Internet Research 2021;23(4):e25757 View
  3. Chesniak O, Drane D, Young C, Hokanson S, Goldberg B. Theory of change models deepen online learning evaluation. Evaluation and Program Planning 2021;88:101945 View
  4. Wang T, Sun C, Mei Y, Hou C, Li Z. Massive Open Online Courses Combined with Flipped Classroom: An Approach to Promote Training of Resident Physicians in Rheumatology. International Journal of General Medicine 2021;Volume 14:4453 View
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  6. Martín-Valero R, Pastora-Bernal J, Ortiz-Ortigosa L, Casuso-Holgado M, Pérez-Cabezas V, Ruiz-Párraga G. The Usefulness of a Massive Open Online Course about Postural and Technological Adaptations to Enhance Academic Performance and Empathy in Health Sciences Undergraduates. International Journal of Environmental Research and Public Health 2021;18(20):10672 View
  7. Acharya A, Black R, Smithies A, Darzi A. Evaluating the impact of a digital leadership programme on national digital priorities: a mixed methods study. BMJ Open 2022;12(4):e056369 View
  8. Guan J, Noronha C, Sio S, Lam C. Regretful or pressured? CSR reactions and disclosures of casinos in the aftermath of a natural disaster. Social Responsibility Journal 2023;19(5):970 View
  9. Azhar K, Iqbal N, Shah Z, Ahmed H. Understanding high dropout rates in MOOCs – a qualitative case study from Pakistan. Innovations in Education and Teaching International 2024;61(4):764 View
  10. Chen X, Zhang T, Li J, Yang X, Luo L, He H, Huang Y. Cloud classrooms enhancing continuing medical education during COVID-19 in China. Frontiers in Medicine 2023;10 View
  11. Alaskar H. The role of online learning in enhancing the performance of introverted female Saudi students in translation. Saudi Journal of Language Studies 2023;3(3):158 View
  12. Rocco N, Catanuto G, Masannat Y, Nava M. The Evolution of Educational Events during the COVID-19 Pandemic: The Experience of G.Re.T.A. Foundation. Breast Care 2023;18(3):200 View
  13. Fu H, Xiao Y, Mensah I, Wang R. Exploring the configurations of learner satisfaction with MOOCs designed for computer science courses based on integrated LDA-QCA method. Education and Information Technologies 2024;29(8):9883 View
  14. Tan L, Kocsis A, Burry J, Kyndt E. Performance of architectural teams: The role of team learning, reflexivity, boundary crossing and error communication. Design Studies 2023;87:101190 View
  15. Raven S, Mott N, Ibrahim N, Cole C, Munzer T, Handelsman J, Vereb A, Hashikawa A, Bohm L. Hearing Loss in Children: Critical Medical Education Delivered as Massive Open Online Course. Perspectives of the ASHA Special Interest Groups 2023;8(5):1003 View
  16. Acharya A, Black R, Smithies A, Darzi A. Evaluating the Impact of the National Health Service Digital Academy on Participants’ Perceptions of Their Identity as Leaders of Digital Health Change: Mixed Methods Study. JMIR Medical Education 2024;10:e46740 View
  17. Farhadi Z, Rezaei E, Bazrafkan L, Amini M, Sanaiey N, Barati-Boldaji R, Mehrabi M. Need assessment of medical school curriculum for MOOCs: perspectives of instructors and students of Shiraz University of Medical Sciences. BMC Medical Education 2024;24(1) View
  18. Wang G, Xia Y, Chen Q, Halili X, Huang H. Exploring academic and clinical nurses’ perspectives on evidence-based nursing course for undergraduates from perspectives of academic-practice partnerships: a qualitative study. BMC Nursing 2024;23(1) View

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