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If MOOCS are the answer--did we ask the right questions? Implications for the design of large-scale open online courses

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Implementation Intentions and How They Influence Goal Achievement in MOOCs., , , and . EMOOCs, volume 10254 of Lecture Notes in Computer Science, page 233-242. Springer, (2017)User-Modelled Ambient Feedback for Self-regulated Learning., , , and . EC-TEL, volume 9307 of Lecture Notes in Computer Science, page 535-539. Springer, (2015)A Value Model for MOOCs., , and . EC-TEL, volume 9891 of Lecture Notes in Computer Science, page 618-621. Springer, (2016)Ambient Displays and Game Design Patterns., , , and . EC-TEL, volume 6383 of Lecture Notes in Computer Science, page 512-517. Springer, (2010)Digitalisierungswahnsinn oder Nebeneffekte des Mainstreaming.. DeLFI, volume P-284 of LNI, page 19. Gesellschaft für Informatik e.V., (2018)Creating engaging experiences in MOOCs through in-course redeemable rewards., , and . EDUCON, page 1875-1882. IEEE, (2018)Lead me gently: Facilitating knowledge gain through attention-aware ambient learning displays., , and . Comput. Educ., (2014)Time will tell: The role of mobile learning analytics in self-regulated learning., , , and . Comput. Educ., (2015)Validation of the self-regulated online learning questionnaire., , , , and . J. Comput. High. Educ., 29 (1): 6-27 (2017)Assessing the crossdisciplinarity of technology-enhanced learning with science overlay maps and diversity measures., and . Br. J. Educ. Technol., 45 (3): 415-427 (2014)