Image de couverture de livre

Are MOOCs a new way of learning in engineering education in light of the literature? A systematic review and bibliometric analysis

Fuente: Wiley Open Access

Enregistré dans:

Détails bibliographiques
Auteurs principaux:	Zeynep Turan, Rabia Meryem Yilmaz
Format:	Artículo Open Access
Publié:	Wiley 2024
Sujets:	Journal of Engineering Education
Accès en ligne:	Acceder al recurso
Tags:	Ajouter un tag Pas de tags, Soyez le premier à ajouter un tag!

Documents similaires

Systematic literature review of the factors influencing development of engineering education researchers
par: Sarah Dart, et autres
Publié: (2025)

Systematic review of work‐integrated learning in undergraduate engineering education
par: Woorin Hwang, et autres
Publié: (2026)

Blended learning in the engineering field: A systematic literature review
par: Roberto Sala, et autres
Publié: (2024)

Special issue on systematic reviews and meta‐analyses in engineering education: Highlights and future research directions
par: Olusola O. Adesope
Publié: (2024)

Beliefs in engineering education research: A systematic scoping review for studying beliefs beyond the most popular constructs
par: Amy Kramer, et autres
Publié: (2024)

Exploring epistemic aspects of engineering for K–12 science and engineering education
par: Ezgi Yesilyurt, et autres
Publié: (2024)

“Being is not knowing”: Cautionary discourse on reflexive sensemaking in engineering education
par: James Holly
Publié: (2025)

What engineering employers want: An analysis of technical and professional skills in engineering job advertisements
par: Gabriella Coloyan Fleming, et autres
Publié: (2024)

Global challenges, local responses: Exploring curriculum reform in South African engineering education
par: Karin Wolff, et autres
Publié: (2025)

Mapping engineering students' conceptions of responsibility in challenge‐based learning: The agency gap
par: Diana Adela Martin, et autres
Publié: (2026)

Anchoring the 3Cs : A scoping literature review of curiosity, creating value, and connections in entrepreneurial mindset development
par: Alexandra Jackson, et autres
Publié: (2026)

Eurocentric epistemologies in engineering: Manifestations in first‐year student design teams and consequences for student learning
par: Trevion S. Henderson
Publié: (2024)

Comparing forward and reverse engineering design approaches: Lag sequential and epistemic network analyses of student learning
par: Yu‐Hung Chien, et autres
Publié: (2025)

Assessing interdisciplinary learning and knowledge: A state‐of‐the‐art review and heuristic
par: Kacey Beddoes, et autres
Publié: (2026)

Am I smart enough to be an engineer? How undergraduate engineering students articulate their identities
par: Rachel Kajfez, et autres
Publié: (2025)

Gender and race/ethnicity differences in the predictors of course grade in a first‐year engineering course and continued enrollment in engineering
par: Matthew Bahnson, et autres
Publié: (2025)

Building bridges to engineering interest: Connections between student perceptions of instructor actions and interest in engineering classes
par: Ella Miesner, et autres
Publié: (2024)

Belonging in engineering: Exploring the predictive relevance of social interaction and individual factors on undergraduate students' belonging in engineering
par: Madeline Polmear, et autres
Publié: (2024)

Undergraduate engineering students' perspectives on the intersection of engineering identity, marginalized social identities, and identification with social justice
par: Anne M. McAlister, et autres
Publié: (2025)

Framing agency predicts design self‐efficacy and engineering identity, contributing to persistence intentions in and beyond the engineering degree
par: Madalyn Wilson‐Fetrow, et autres
Publié: (2026)

Isolation, stressors, and resiliency: Examining the experiences of a transgender woman in engineering
par: Brandon Bakka, et autres
Publié: (2025)

How engineering students experience ethical situations: Findings from a phenomenographic study
par: Stephanie A. Claussen, et autres
Publié: (2026)

Exploring experiences that foster recognition in engineering across race and gender
par: Brianna Benedict McIntyre, et autres
Publié: (2024)

Recognizing mechanistic reasoning in elementary students' engineering design discourse
par: Kristen Wendell, et autres
Publié: (2026)

How do engineering students understand and conceptualize individual resilience?
par: Natalie Wint, et autres
Publié: (2025)

An engineer, for what? On the different invitations a university extends to its students to acquire a professional identity
par: Laura María Becerra, et autres
Publié: (2025)

Exploring fundamental engineering course instructors' test usage beliefs and behaviors: A multicase study
par: Kai Jun Chew, et autres
Publié: (2024)

Investigating engineering undergraduates' agentic and communal career values in writing responses
par: Hye Rin Lee, et autres
Publié: (2024)

Enhancing self‐regulated learning in engineering education with lightboard videos as a support tool
par: Rafael R. Sola‐Guirado, et autres
Publié: (2024)

Engineering culture under stress: A comparative case study of undergraduate mechanical engineering student experiences
par: Jessica R. Deters, et autres
Publié: (2024)

Training future engineers: Integrating Computational Thinking and effective learning methodologies into education
par: Rafael Herrero‐Álvarez, et autres
Publié: (2024)

Exploring how personal and program characteristics inform the experiences of engineering students abroad
par: Kirsten A. Davis, et autres
Publié: (2024)

Digital technology–mediated engagement and the formation of complex capabilities in undergraduate engineering students
par: Zi‐Gang Ge, et autres
Publié: (2026)

Assessing the impact of online collaborative problem solving on a calculus class for first‐year engineering students: A communities of practice lens
par: Brayan Díaz, et autres
Publié: (2024)

Automating creativity assessment in engineering design: A psychometric validation of AI ‐generated items of the design problem task
par: Simone A. Luchini, et autres
Publié: (2026)

First‐generation college students' funds of knowledge support the development of an engineering role identity
par: Dina Verdín, et autres
Publié: (2024)

(Mis)alignments between postdoctoral and supervisors' perceptions of mentorship competencies in engineering and computer science
par: Matthew Bahnson, et autres
Publié: (2024)

Sources contributing to engineering students' academic well‐being: An exploration using the Q methodology
par: Juebei Chen, et autres
Publié: (2024)

Elements of disenchantment: Exploring the development of academic disenchantment among US engineering graduate students
par: Kanembe Shanachilubwa, et autres
Publié: (2024)

“I felt there was no team to be included in”: Navigating social emotions and masculinities in engineering team projects
par: Vladislav Krivoshchekov, et autres
Publié: (2025)