Division C - Learning and Instruction / Division C - Section 3b: Technology-Based Environments

Noboru Matsuda, Texas A&M University - College Station

Nada Dabbagh, George Mason University

Adding Self-Efficacy Features to an Online Statistics Module: The Design, Development, and Evaluation Process - Xiaoxia Huang, Western Kentucky University; Richard E. Mayer, University of California - Santa Barbara

Online and Face-to-Face Classroom Multitasking and Academic Performance: Moderated Mediation With Academic Self-Efficacy and Gender - Ahlam Alghamdi, Kent State University; Aryn C. Karpinski, Kent State University - Kent; Andrew Lepp, Kent State University; Jacob Barkley, Kent State University

MOOC Instructor Motivations, Innovations, and Designs: Surveys, Interviews, and Course Reviews - Curtis J. Bonk, Indiana University; Meina Zhu, Indiana University - Bloomington; Annisa Sari, Indiana University - Bloomington

A Scalable Method for Rapid and Efficient Skill Discovery for Next-Generation Adaptive Online Courseware - Seoyeon Park, Texas A&M University - College Station; Abhishek Sharma, Texas A&M University; Donna Miller, Bryan Independent School District; Noboru Matsuda, Texas A&M University - College Station

Igniting the Massive Population Potential: The Role of Self-Regulated Learning in Student Achievement in MOOCs - Erwin Handoko, University of Houston; Bernard R. Robin, University of Houston; Sara G. Mcneil, University of Houston; Susie Gronseth, University of Houston; Trang Phan, California State University, Fresno; Haoyue Zhang, University of Houston

What Makes the Difference in Learning Outcomes in MOOCs: Results From a Meta-Analysis of Peer-Reviewed Empirical Studies - Jing Lei, Syracuse University; Qiu Wang, Syracuse University; Jiaming Cheng, Texas Tech University; Tianxiao Yang, Syracuse University; Xiaotong Yang, South China Normal University