Chromiński, K., Przybyła-Kasperek, M., Smyrnova-Trybulska, E., Bazarbayeva, A., Morze, N. (2023) Comparative International Research In Area Of Educational Platform And MOOCS In Opinion Of IT Students Using Data Mining Analysing In E. Smyrnova-Trybulska (ed.) E-learning & Artificial Intelligence. „E-learning” Series. Vol. 15 Katowice-Cieszyn: STUDIO NOA for University of Silesia. ISSN 2451-3644 (print edition), ISSN 2451-3652 (digital edition), ISBN 978-83-66055-39-1, https://doi.org/10.34916/el.2023.15.
Google Scholar

Grover, S., Pea, R., & Cooper, S. (2015) Designing for Deeper Learning In A Blended Computer Science Course For Middle School Students, Computer Science Education, 25:2, 199–237. https://doi.org/10.1080/08993408.2015.1033142.
Google Scholar

Limone, P., Pati, S., Toto, G. A., Di Fuccio, R., Baiano, A., & Lopriore, G. (2022). Literature Review on MOOCs on Sensory (Olfactory) Learning. Computers, 11(3), 32. MDPI AG. Retrieved from http://dx.doi.org/10.3390/computers11030032.
Google Scholar

Miranda, P., Isaias, P., & Pifano, S. (2015). Model for the evaluation of MOOC platforms. 8th International Conference of Education, Research and Innovation (ICERI), Seville, Spain, Nov 16–20, 2015. Valencia, Spain: IATED Academy.
Google Scholar

Nguyen, L.Q. (2022) Learners’ satisfaction of courses on Coursera as a massive open online course platform: A case study. Frontiers in Education 7:1086170. https://doi.org/10.3389/feduc.2022.1086170.
Google Scholar

Papadimitriou, A. (2023). Adaptive and Intelligent MOOCs: How They Contribute to the Improvement of the MOOCs’ Effectiveness. International Journal of Research in E-Learning, 9(1), 1–21. https://doi.org/10.31261/IJREL.2023.9.1.01.
Google Scholar

Smyrnova-Trybulska, E., Morze, N. & Varchenko-Trotzenko, L. (2015). MOOCS – selected social and educational aspects. In Hruby, M. (Ed.), Distance learning, simulation and communication 2015. Proceedings (Selected papers) (pp. 127–134). University of Defence. Brno. https://dlsc.unob.cz/data/Proceedings%20of%20the%20DLSC%202015%20conference.pdf.
Google Scholar

Smyrnova–Trybulska, E., Morze, N., Yakovleva, O., Issa, Tomayess & Issa, Theodore (2017). Some methodological aspects of MOOCs developing. In Smyrnova-Trybulska, E. (Ed.), Effective development of teachers’ skills in the area of ICT (pp. 139–158). Serie on E-learning, 9. Studio Noa for University of Silesia. https://us.edu.pl/wydzial/wsne/wp-content/uploads/sites/20/Nieprzypisane/Effective-Development-of-Teachers%E2%80%99-Skills-in-the-Area-of-ICTand-E-learning.pdf.pdf.
Google Scholar

Smyrnova–Trybulska, E., Ogrodzka-Mazur, E., Szafrańska-Gajdzica, A., Morze, N., Makhachashvili, R., Noskova, T., Pavlova, T., Yakovleva, O., Issa, Tomayess, & Issa, Theodora (2016). MOOCs – theoretical and practical aspects: comparison of selected research results: Poland, Russia, Ukraine, and Australia. Proceedings of the International Conferences on Internet Technologies & Society 2016 (ITS 2016), International Conference Educational Technologies 2016 (ICEduTech 2016), and Sustainability, Technology and Education 2016 (STE 2016) (pp. 107–114). P. Kommers, T. Issa, T. Issa, E. McKay, P. Isaías, Eds. Melbourne, Australia 6–8 December, 2016. https://files.eric.ed.gov/fulltext/ED571589.pdf.
Google Scholar

Smyrnova-Trybulska, E., Sekret, I., & Morze, N. (2021). Preliminary Analysis of the Development and Implementation of the MOOC Project: A Case Study. In Smyrnova-Trybulska, E. (Ed.), E-learning in the Time of COVID-19 (pp. 137–150). Serie on E-learning, Vol. 13. Studio Noa for University of Silesia. https://doi.org/10.34916/el.2021.13.12.
Google Scholar

Smyrnova-Trybulska, E., Sekret, I., Morze, N., & McKay, E. (2022). Evaluation of the MOOCs quality and its effectiveness for teachers’ training in the field of digital competences and their use ineEducation: A case study. International Journal of Research in E-Learning, 8(1) 1–34. https://journals.us.edu.pl/index.php/IJREL/article/view/13794.
Google Scholar

Smyrnova-Trybulska, E., Sekret, I., Morze, N., & McKay, E. (2022). Evaluation of the MOOCs Quality and Its Effectiveness for Teachers’ Training in the Field of Digital Competences and Their Use in Education: A Case Study. International Journal of Research in E-Learning, 8(1), 1–34. https://doi.org/10.31261/IJREL.2022.8.1.03.
Google Scholar

Veletsianos, G., & Shepherdson, P. (2016). A Systematic Analysis and Synthesis of the Empirical MOOC Literature Published in 2013–2015. The International Review of Research in Open and Distributed Learning, 17(2). https://doi.org/10.19173/irrodl.v17i2.2448.
Google Scholar

Wang, R., Cao, J., Xu, Y., & Li, Y. (2022) Learning Engagement In Massive Open Online Courses: A Systematic Review. Frontiers in Education 7: 1074435. https://doi.org/10.3389/feduc.2022.1074435.
Google Scholar

Zhu, M., Bonk, C. J., Berri, S. (2022). Fostering self-directed learning in MOOCs: Motivation, learning strategies, and instruction. Online Learning, 26(1), 153–173. https://doi.org/10.24059/olj.v26i1.2629.
Google Scholar

Zhu, M., Sari, A. & Lee, M.M. (2018). A systematic review of research methods and topics of the empirical MOOC literature (2014–2016). Internet and Higher Education, 37(1), 31–39. Elsevier Ltd. Retrieved July 9, 2023 from https://www.learntechlib.org/p/199200/.
Google Scholar

Zhu, M., Sari, A.R. & Lee, M.M. (2020). A comprehensive systematic review of MOOC research: Research techniques, topics, and trends from 2009 to 2019. Education Technology Research and Development, 68, 1685–1710. https://doi.org/10.1007/s11423-020-09798-x.
Google Scholar