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Computer Supported Education : 6th International Conference, CSEDU 2014 Barcelona, Spain, April 1–3, 2014, Revised Selected Papers

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Cover of 'Computer Supported Education : 6th International Conference, CSEDU 2014 Barcelona, Spain, April 1–3, 2014, Revised Selected Papers'

Table of Contents

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    Book Overview
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    Chapter 1 Using Wikis to Evaluate Students’ Contributions to Collaborative Writing in Teacher Education
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    Chapter 2 Removing the Barriers to Adoption of Social OER Environments
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    Chapter 3 Vygotsky Based Sequencing Without Domain Information: A Matrix Factorization Approach
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    Chapter 4 The Temporal Change of Attentional Levels Under Different Music Environments
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    Chapter 5 An Evaluation Methodology for Concept Maps Mined from Lecture Notes: An Educational Perspective
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    Chapter 6 An Exercise Assistant for Practical Networking and IT Security Courses in Higher Education
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    Chapter 7 MOOCs: What Motivates the Producers and Participants?
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    Chapter 8 Toward an Adaptive Gamification System for Learning Environments
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    Chapter 9 Comparing Multiple-Choice and Constructed Response Questions Applied to Engineering Courses
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    Chapter 10 Design Guidelines for Technology-Enhanced Learning via Mobile Devices in a Tertiary Education Context in South Africa
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    Chapter 11 Innovating Academic Knowledge Communication with Social Classroom Response Systems
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    Chapter 12 Simultaneously Developing a Serious Game and Its Classroom Use for Fostering Conceptual Understanding of Electrical Circuits: The Effect of the Game ‘E&E Electrical Endeavours’ on Secondary Students Conceptual Understanding of Electrical Circuits
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    Chapter 13 Geometry Question Generator: Question and Solution Generation, Validation and User Evaluation
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    Chapter 14 An Analysis of Courses Evaluation Through Clustering
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    Chapter 15 Competence Assessment Framework for Project Management Learners and Practitioners
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    Chapter 16 Learning About the Semantic Web in an Information Systems Oriented Curriculum: A Case Study
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    Chapter 17 Extending the Database Curriculum: From Design Principles to Web and Mobile Programming
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    Chapter 18 Mathematical Machines and Integrated Stem: An Intersubjective Constructionist Approach
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    Chapter 19 Structuring Collaboration Scripts: Optimizing Online Group Work on Classroom Dilemmas in Teacher Education
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    Chapter 20 The State of MOOCs from 2008 to 2014: A Critical Analysis and Future Visions
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    Chapter 21 Technological Imagination for Accessible Design: Invoking Blind Users for Sighted Computer Science Students
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    Chapter 22 Designing, Implementing and Sustaining a Technology-Rich STEM Classroom Using Participatory Design Practices
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    Chapter 23 Fostering Information Literacy in German Psychology Students: Objective and Subjective Evaluation of a Blended Learning Course
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    Chapter 24 Recommendations for Mobile Virtual Campus Design Based on Student Feedback
Attention for Chapter 7: MOOCs: What Motivates the Producers and Participants?
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Readers on

108 Mendeley
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Chapter title
MOOCs: What Motivates the Producers and Participants?
Chapter number 7
Book title
Computer Supported Education
Published by
Springer, Cham, April 2014
DOI 10.1007/978-3-319-25768-6_7
Book ISBNs
978-3-31-925767-9, 978-3-31-925768-6

Su White, Hugh Davis, Kate Dickens, Manuel León, Ma Mar Sánchez-Vera

Mendeley readers

The data shown below were compiled from readership statistics for 108 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
United Kingdom 3 3%
Finland 1 <1%
Netherlands 1 <1%
Canada 1 <1%
Unknown 102 94%

Demographic breakdown

Readers by professional status Count As %
Student > Master 25 23%
Student > Ph. D. Student 20 19%
Student > Bachelor 18 17%
Researcher 8 7%
Student > Doctoral Student 7 6%
Other 27 25%
Unknown 3 3%
Readers by discipline Count As %
Computer Science 48 44%
Social Sciences 29 27%
Business, Management and Accounting 10 9%
Arts and Humanities 5 5%
Engineering 3 3%
Other 9 8%
Unknown 4 4%