{"id":57,"date":"2018-06-06T20:32:01","date_gmt":"2018-06-06T20:32:01","guid":{"rendered":"https:\/\/www.publiconsulting.com\/wordpress\/onlinelearning\/back-matter\/all-references\/"},"modified":"2018-06-06T20:32:01","modified_gmt":"2018-06-06T20:32:01","slug":"all-references","status":"publish","type":"back-matter","link":"https:\/\/www.publiconsulting.com\/wordpress\/onlinelearning\/back-matter\/all-references\/","title":{"rendered":"Bibliography"},"content":{"raw":"Anderson, T., & Garrison, D. R. (1998). Learning in a networked world: New roles and responsibilities. In C. Gibson (Ed.), Distance learners in higher education<\/em> (pp. 97-112). Madison, WI.: Atwood Publishing.\n\nArbaugh, J. B., Bangert, A., & Cleveland-Innes, M. (2010). Subject matter effects and the community of inquiry (CoI) framework: An exploratory study. The Internet and Higher Education, 13<\/em>(1), 37-44.\n\nBaer, R. A. (2003). Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical Psychology: Science and Practice<\/em>, 10<\/em>(2), 125\u2013143. https:\/\/doi.org\/10.1093\/clipsy\/bpg015<\/a>\n\nBecerra, R., Dandrade, C., & Harms, C. (2016). Can specific attentional skills be modified with mindfulness training for novice practitioners? Current Psychology<\/em>. https:\/\/doi.org\/10.1007\/s12144-016-9454-y<\/a>\n\nBlaschke, L. M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. The International Review of Research in Open and Distributed Learning, 13<\/em>(1), 56-71.\n\nBrody, N., & Vangelisti, A. L. (2016). Bystander intervention in cyberbullying. Communication Monographs, 83<\/em>(1), 94-119.\n\nBrown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology<\/em>, 84<\/em>(4), 822\u2013848. https:\/\/doi.org\/10.1037\/0022-3514.84.4.822<\/a>\n\nCarson, J. W., Carson, K. M., Gil, K. M., & Baucom, D. H. (2004). Mindfulness-based relationship enhancement. Behavior Therapy, 35<\/em>(3), 471-494.\n\nCercone, K. (2008). Characteristics of adult learners with implications for online learning design. AACE journal, 16<\/em>(2), 137-159.\n\nCoatsworth, J. D., Duncan, L. G., Greenberg, M. T., & Nix, R. L. (2010). Changing parent\u2019s mindfulness, child management skills and relationship quality with their youth: Results from a randomized pilot intervention trial. Journal of Child and Family Studies<\/em>, 19<\/em>(2), 203\u2013217. https:\/\/doi.org\/10.1007\/s10826-009-9304-8<\/a>\n\nCormier, D. (2008). Rhizomatic education: Community as curriculum. Innovate 4<\/em>(5).\n\nCreswell, J. D., Taren, A. A., Lindsay, E. K., Greco, C. M., Gianaros, P. J., Fairgrieve, A., ... & Ferris, J. L. (2016). Alterations in resting-state functional connectivity link mindfulness meditation with reduced interleukin-6: a randomized controlled trial. Biological Psychiatry<\/em>, 80<\/em>(1), 53-61.\n\nCrosslin, M. (2018). Exploring self-regulated learning choices in a customisable learning pathway MOOC. Australasian Journal of Educational Technology, 34<\/em>(1), 131-144. https:\/\/doi.org\/10.14742\/ajet.3758<\/a>\n\nCrosslin, M. (2016). Customizable modality pathway learning design: Exploring personalized learning choices through a lens of self-regulated learning (Doctoral dissertation). University of North Texas, Denton, TX.\n\nCrosslin, M., & Dellinger, J. T. (2015). Lessons learned while designing and implementing a multiple pathways xMOOC + cMOOC. In D. Slykhuis, & G. Marks (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2015<\/em> (pp. 250-255). Chesapeake, VA: Association for the Advancement of Computing in Education.\n\nCrosslin, M., Dellinger, J. T., Joksimovic, S., Kovanovic, V., & Ga\u0161evic, D. (2018). Customizable modalities for individualized learning: Examining patterns of engagement in dual-layer MOOCs. Online Learning Journal, 22<\/em> (1). 19-38. http:\/\/dx.doi.org\/10.24059\/olj.v22i1.1080<\/a>\n\nCrosslin, M., & Wakefield, J. S. (2016). What\u2019s cooking in the MOOC kitchen: Layered MOOCs. TechTrends, 60<\/em>(2), 98-101. https:\/\/doi.org\/10.1007\/s11528-016-0036-5<\/a>\n\nDawson, S., Joksimovic, S., Kovanovic, V., Ga\u0161evic, D., & Siemens, G. (2015). Recognising learner autonomy: Lessons and reflections from a joint x\/c MOOC. Proceedings of Higher Education Research and Development Society of Australasia 2015<\/em>, Melbourne, 117-129.\n\nDiCarlo, S. E. (2009). Too much content, not enough thinking, and too little FUN! Advances in Physiology Education, 33<\/em>(4), 257-264.\n\nDick, W., Carey, L., & Carey, J. O. (2001). The systematic design of instruction<\/em> (Vol. 5). New York: Longman.\n\nDownes, S. (2013, April 9). What the 'x' in 'xMOOC' stands for [Google+ post]. Retrieved from https:\/\/plus.google.com\/+StephenDownes\/posts\/LEwaKxL2MaM<\/a>\n\nDron, J. (2007). Control and constraint in e-learning: Choosing when to choose<\/em>. Hershey, PA: IGI Global. doi:10.4018\/978-1-59904-390-6\n\nDS106. (2016). Assignment Bank. Retrieved from http:\/\/assignments.ds106.us<\/a>\n\nFox, A. (2013). From moocs to spocs. Communications of the ACM, 56<\/em>(12), 38-40.\n\nGobet, F., Lane, P. C., Croker, S., Cheng, P. C., Jones, G., Oliver, I., & Pine, J. M. (2001). Chunking mechanisms in human learning. Trends in cognitive sciences, 5<\/em>(6), 236-243.\n\nGreenberg, M. T., & Harris, A. R. (2012). Nurturing mindfulness in children and youth: Current state of research: Nurturing mindfulness in children and youth. Child Development Perspectives<\/em>, 6<\/em>(2), 161\u2013166. https:\/\/doi.org\/10.1111\/j.1750-8606.2011.00215.x<\/a>\n\nGroom, Jim. (2013, October 12). DS106 Assignment Bank 2.0 [Web log post]. Retrieved from http:\/\/bavatuesdays.com\/ds106-assignment-bank-2-0\/<\/a>\n\nGroom, Jim. (2015, August 13). Digital Pedagogy as Empowered Choice [Web log post]. Retrieved from http:\/\/bavatuesdays.com\/digital-pedagogy-as-empowered-choice\/<\/a>\n\nGroundwater-Smith, S. (2008). Listening to students. The EBE Journal, 2<\/em>, 18-20.\n\nGuo, P. J., Kim, J., & Rubin, R. (2014, March). How video production affects student engagement: An empirical study of mooc videos. In Proceedings of the first ACM conference on Learning@ scale conference<\/em> (pp. 41-50). ACM.\n\nHarting, K., & Erthal, M. J. (2005). History of distance learning. Information technology, learning, and performance journal, 23<\/em>(1), 35.\n\nHayes, S. (2015). MOOCs and Quality: A review of the recent literature. Retrieved from http:\/\/eprints.aston.ac.uk\/26604\/1\/MOOCs_and_quality_a_review_of_the_recent_literature.pdf<\/a>\n\nHew, K. F., & Cheung, W. S. (2014). Students\u2019 and instructors\u2019 use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Review, 12<\/em>, 45-58.\n\nHillman, D. C. A., Willis, D. J., & Gunawardena, C. N. (1994). Learner-interface interaction in distance education: An extension of contemporary models and strategies for practitioners. American Journal of Distance Education, 8<\/em>(2), 30-42.\n\nHofmann, S. G., Sawyer, A. T., Witt, A. A., & Oh, D. (2010). The effect of mindfulness-based therapy on anxiety and depression: A meta-analytic review. Journal of Consulting and Clinical Psychology<\/em>, 78<\/em>(2), 169\u2013183. https:\/\/doi.org\/10.1037\/a0018555<\/a>\n\nH\u00f6lzel, B. K., Hoge, E. A., Greve, D. N., Gard, T., Creswell, J. D., Brown, K. W., \u2026 Lazar, S. W. (2013). Neural mechanisms of symptom improvements in generalized anxiety disorder following mindfulness training. NeuroImage: Clinical<\/em>, 2<\/em>, 448\u2013458. https:\/\/doi.org\/10.1016\/j.nicl.2013.03.011<\/a>\n\nHug, T. (2010). Mobile learning as 'Microlearning': Conceptual considerations towards enhancements of didactic thinking. International Journal of Mobile and Blended Learning,2<\/em>(4), 47-57\n\nHug, T. (2012): Microlearning. In Seel, Norbert M. (Ed.): Encyclopedia of the sciences of learning<\/em> (Vol. 5, pp. 2268-2271), New York, NY: Springer.\n\nJha, A. P., Krompinger, J., & Baime, M. J. (2007). Mindfulness training modifies subsystems of attention. Cognitive, Affective, & Behavioral Neuroscience<\/em>, 7<\/em>(2), 109\u2013119.\n\nJordan, K. (2015). Massive open online course completion rates revisited: Assessment, length and attrition. The International Review of Research in Open and Distributed Learning, 16<\/em>(3), 341-358.\n\nKabat-Zinn, J. (1994). Wherever you go, there you are: Mindfulness meditation in everyday life<\/em>. New York: Hyperion.\n\nKhalil, H., & Ebner, M. (2014, June). MOOCs completion rates and possible methods to improve retention-A literature review. In World Conference on Educational Multimedia, Hypermedia and Telecommunications<\/em> (No. 1, pp. 1305-1313).\n\nKilgore, W., & Al-Freih, M. (2017). MOOCs as an innovative pedagogical design laboratory. International Journal on Innovations in Online Education, 1<\/em>(1). http:\/\/doi.org\/10.1615\/IntJInnovOnlineEdu.2016015210<\/a>\n\nKohn, A. (2011). The case against grades. Educational Leadership, 69<\/em>(3), 28-33.\n\nKop, R., & Fournier, H. (2011). New dimensions to self-directed learning in an open networked learning environment. International Journal of Self-Directed Learning, 7<\/em>(2), 2-20.\n\nKovanovi\u0107, V., Joksimovi\u0107, S., Ga\u0161evi\u0107, D., Siemens, G., & Hatala, M. (2015). What public media reveals about MOOCs: A systematic analysis of news reports. British Journal of Educational Technology. 46<\/em>(3), 510\u2013527.\n\nLang, C., Siemens, G., Wise, A., & Ga\u0161evi\u0107, D. (Eds.). (2017). The Handbook of Learning Analytics<\/em>. Society for Learning Analytics Research (SoLAR).\n\nLevine, A. (2018, May 27). My #netnarr reflection [Blog post]. Retrieved from http:\/\/cogdogblog.com\/2018\/05\/netnarr-reflection\/<\/a>\n\nLorenzo, G., & Moore, J. (2002). Five pillars of quality online education. The Sloan consortium report to the nation<\/em>, 15-09.\n\nMathieson, K., & Leafman, J. S. (2014). Comparison of Student and Instructor Perceptions of Social Presence. Journal of Educators Online, 11<\/em>(2).\n\nMcAuley, A., Stewart, B., Siemens, G., & Cormier, D. (2010). The MOOC model for digital practice. Retrieved from http:\/\/www.davecormier.com\/edblog\/wp-content\/uploads\/MOOC_Final.pdf<\/a>\n\nMilligan, C., Littlejohn, A., & Margaryan, A. (2013). Patterns of engagement in connectivist MOOCs. MERLOT Journal of Online Learning and Teaching, 9<\/em>(2), 149-159.\n\nMind and Life Education Research Network (MLERN): J. Davidson, R., Dunne, J., Eccles, J. S., Engle, A., Greenberg, M., Jennings, P., Jha, A., Jinpa, T., Lantieri, L., Meyer, D., Roeser, R.W., & Vago, D. (2012). Contemplative practices and mental training: Prospects for American education. Child Development Perspectives<\/em>, 6<\/em>(2), 146\u2013153. https:\/\/doi.org\/10.1111\/j.1750-8606.2012.00240.x<\/a>\n\nMoore, M. (1989). Three types of interaction. American Journal of Distance Education, 3<\/em>(2), 1-6.\n\nRodriguez, O. (2013). The concept of openness behind c and x-MOOCs (Massive Open Online Courses). Open Praxis, 5<\/em>(1), 67-73.\n\nRoeser, R. W., & Peck, S. C. (2009). An education in awareness: Self, motivation, and self-regulated learning in contemplative perspective. Educational Psychologist<\/em>, 44<\/em>(2), 119\u2013136. https:\/\/doi.org\/10.1080\/00461520902832376<\/a>\n\nRoeser, R., & Zelazo, P. D. (2012). Contemplative Science, Education and Child Development: Introduction to the Special Section. Child Development Perspectives<\/em>, 6<\/em>(2), 143\u2013145. https:\/\/doi.org\/10.1111\/j.1750-8606.2012.00242.x<\/a>\n\nRose, C. P., Ferschke, O., Tomar, G., Yang, D., Howley, I., Aleven, V., Siemens, G., Crosslin, M., Gasevic, D., & Baker, R. (2015). Challenges and opportunities of dual-layer MOOCs: Reflections from an edX deployment study. Proceedings of the 11th International Conference on Computer Supported Collaborative Learning<\/em> (CSCL 2015). Gothenburg, Sweden.\n\nSackstein, S. (2015). Hacking assessment: 10 ways to go gradeless in a traditional grades school (Hack learning series volume 3)<\/em>. Times 10 Publications.\n\nSchonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social\u2013emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology<\/em>, 51<\/em>(1), 52\u201366. https:\/\/doi.org\/10.1037\/a0038454<\/a>\n\nSedlmeier, P., Eberth, J., Schwarz, M., Zimmermann, D., Haarig, F., Jaeger, S., & Kunze, S. (2012). The psychological effects of meditation: A meta-analysis. Psychological Bulletin<\/em>, 138<\/em>(6), 1139\u20131171. https:\/\/doi.org\/10.1037\/a0028168<\/a>\n\nSemingson, P., Crosslin, M. & Dellinger, J. (2015). Microlearning as a tool to engage students in online and blended learning. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2015<\/em> (pp. 474-479). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).\n\nShank, P. (2006). To plan good instruction, teach to the test. Online Course Design: 13 Strategies for Teaching in a Web-based Distance Learning Environment<\/em>, 8-9. Retrieved from http:\/\/hilo.hawaii.edu\/academics\/dl\/documents\/13StrategiesforTeaching.pdf<\/a>\n\nSiemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2<\/em>(1), 3-10.\n\nSmith, P. L., & Ragan, T. J. (2004). Instructional design<\/em> (3rd Ed.). Wiley.\n\nSimunich, B., Robins, D. B., & Kelly, V. (2015) The impact of findability on student motivation, self-efficacy, and perceptions of online course quality. American Journal of Distance Education, 29<\/em>(3). 174-185, DOI: 10.1080\/08923647.2015.1058604\n\nSweller, J., Cognitive load during problem solving: Effects on learning, Cognitive Science, 12<\/em>, 257-285 (1988).\n\nTang, Y.Y., Ma, Y., Wang, J., Fan, Y., Feng, S., Lu, Q., Sui, D., Rothbart, M.K., Fan M, & Posner, M.I. (2007). Short-term meditation training improves attention and self-regulation. Proceedings of the National Academy of Sciences<\/em>, 104<\/em>(43), 17152\u201317156.\n\nVanderLeest, S. H. (2004, June). The Built-in Bias of Technology. In Proceedings of the 2004 American Society for Engineering Education (ASEE) Conference<\/em> (pp. 1417-1427).\n\nWang, Z., Chen, L., & Anderson, T. (2014). A framework for interaction and cognitive engagement in connectivist learning contexts. The International Review of Research in Open and Distance Learning, 15<\/em>(2). 121-141.\n\nWarren, S. J., & Wakefield, J. S. (2012). Learning and teaching as communicative actions: social media as educational tool. In K. Seo (Ed.), Using social media effectively in the classroom: Blogs, wikis, Twitter, and more<\/em> (pp. 98-113). Routledge: Francis & Taylor, Inc.\n\nZheng, S., Han, K., Rosson, M. B., & Carroll, J. M. (2016, April). The Role of Social Media in MOOCs: How to Use Social Media to Enhance Student Retention. In Proceedings of the Third (2016) ACM Conference on Learning@ Scale<\/em> (pp. 419-428). ACM.\n\n","rendered":"

Anderson, T., & Garrison, D. R. (1998). Learning in a networked world: New roles and responsibilities. In C. Gibson (Ed.), Distance learners in higher education<\/em> (pp. 97-112). Madison, WI.: Atwood Publishing.<\/p>\n

Arbaugh, J. B., Bangert, A., & Cleveland-Innes, M. (2010). Subject matter effects and the community of inquiry (CoI) framework: An exploratory study. The Internet and Higher Education, 13<\/em>(1), 37-44.<\/p>\n

Baer, R. A. (2003). Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical Psychology: Science and Practice<\/em>, 10<\/em>(2), 125\u2013143. https:\/\/doi.org\/10.1093\/clipsy\/bpg015<\/a><\/p>\n

Becerra, R., Dandrade, C., & Harms, C. (2016). Can specific attentional skills be modified with mindfulness training for novice practitioners? Current Psychology<\/em>. https:\/\/doi.org\/10.1007\/s12144-016-9454-y<\/a><\/p>\n

Blaschke, L. M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. The International Review of Research in Open and Distributed Learning, 13<\/em>(1), 56-71.<\/p>\n

Brody, N., & Vangelisti, A. L. (2016). Bystander intervention in cyberbullying. Communication Monographs, 83<\/em>(1), 94-119.<\/p>\n

Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology<\/em>, 84<\/em>(4), 822\u2013848. https:\/\/doi.org\/10.1037\/0022-3514.84.4.822<\/a><\/p>\n

Carson, J. W., Carson, K. M., Gil, K. M., & Baucom, D. H. (2004). Mindfulness-based relationship enhancement. Behavior Therapy, 35<\/em>(3), 471-494.<\/p>\n

Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. AACE journal, 16<\/em>(2), 137-159.<\/p>\n

Coatsworth, J. D., Duncan, L. G., Greenberg, M. T., & Nix, R. L. (2010). Changing parent\u2019s mindfulness, child management skills and relationship quality with their youth: Results from a randomized pilot intervention trial. Journal of Child and Family Studies<\/em>, 19<\/em>(2), 203\u2013217. https:\/\/doi.org\/10.1007\/s10826-009-9304-8<\/a><\/p>\n

Cormier, D. (2008). Rhizomatic education: Community as curriculum. Innovate 4<\/em>(5).<\/p>\n

Creswell, J. D., Taren, A. A., Lindsay, E. K., Greco, C. M., Gianaros, P. J., Fairgrieve, A., … & Ferris, J. L. (2016). Alterations in resting-state functional connectivity link mindfulness meditation with reduced interleukin-6: a randomized controlled trial. Biological Psychiatry<\/em>, 80<\/em>(1), 53-61.<\/p>\n

Crosslin, M. (2018). Exploring self-regulated learning choices in a customisable learning pathway MOOC. Australasian Journal of Educational Technology, 34<\/em>(1), 131-144. https:\/\/doi.org\/10.14742\/ajet.3758<\/a><\/p>\n

Crosslin, M. (2016). Customizable modality pathway learning design: Exploring personalized learning choices through a lens of self-regulated learning (Doctoral dissertation). University of North Texas, Denton, TX.<\/p>\n

Crosslin, M., & Dellinger, J. T. (2015). Lessons learned while designing and implementing a multiple pathways xMOOC + cMOOC. In D. Slykhuis, & G. Marks (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2015<\/em> (pp. 250-255). Chesapeake, VA: Association for the Advancement of Computing in Education.<\/p>\n

Crosslin, M., Dellinger, J. T., Joksimovic, S., Kovanovic, V., & Ga\u0161evic, D. (2018). Customizable modalities for individualized learning: Examining patterns of engagement in dual-layer MOOCs. Online Learning Journal, 22<\/em> (1). 19-38. http:\/\/dx.doi.org\/10.24059\/olj.v22i1.1080<\/a><\/p>\n

Crosslin, M., & Wakefield, J. S. (2016). What\u2019s cooking in the MOOC kitchen: Layered MOOCs. TechTrends, 60<\/em>(2), 98-101. https:\/\/doi.org\/10.1007\/s11528-016-0036-5<\/a><\/p>\n

Dawson, S., Joksimovic, S., Kovanovic, V., Ga\u0161evic, D., & Siemens, G. (2015). Recognising learner autonomy: Lessons and reflections from a joint x\/c MOOC. Proceedings of Higher Education Research and Development Society of Australasia 2015<\/em>, Melbourne, 117-129.<\/p>\n

DiCarlo, S. E. (2009). Too much content, not enough thinking, and too little FUN! Advances in Physiology Education, 33<\/em>(4), 257-264.<\/p>\n

Dick, W., Carey, L., & Carey, J. O. (2001). The systematic design of instruction<\/em> (Vol. 5). New York: Longman.<\/p>\n

Downes, S. (2013, April 9). What the ‘x’ in ‘xMOOC’ stands for [Google+ post]. Retrieved from https:\/\/plus.google.com\/+StephenDownes\/posts\/LEwaKxL2MaM<\/a><\/p>\n

Dron, J. (2007). Control and constraint in e-learning: Choosing when to choose<\/em>. Hershey, PA: IGI Global. doi:10.4018\/978-1-59904-390-6<\/p>\n

DS106. (2016). Assignment Bank. Retrieved from http:\/\/assignments.ds106.us<\/a><\/p>\n

Fox, A. (2013). From moocs to spocs. Communications of the ACM, 56<\/em>(12), 38-40.<\/p>\n

Gobet, F., Lane, P. C., Croker, S., Cheng, P. C., Jones, G., Oliver, I., & Pine, J. M. (2001). Chunking mechanisms in human learning. Trends in cognitive sciences, 5<\/em>(6), 236-243.<\/p>\n

Greenberg, M. T., & Harris, A. R. (2012). Nurturing mindfulness in children and youth: Current state of research: Nurturing mindfulness in children and youth. Child Development Perspectives<\/em>, 6<\/em>(2), 161\u2013166. https:\/\/doi.org\/10.1111\/j.1750-8606.2011.00215.x<\/a><\/p>\n

Groom, Jim. (2013, October 12). DS106 Assignment Bank 2.0 [Web log post]. Retrieved from http:\/\/bavatuesdays.com\/ds106-assignment-bank-2-0\/<\/a><\/p>\n

Groom, Jim. (2015, August 13). Digital Pedagogy as Empowered Choice [Web log post]. Retrieved from http:\/\/bavatuesdays.com\/digital-pedagogy-as-empowered-choice\/<\/a><\/p>\n

Groundwater-Smith, S. (2008). Listening to students. The EBE Journal, 2<\/em>, 18-20.<\/p>\n

Guo, P. J., Kim, J., & Rubin, R. (2014, March). How video production affects student engagement: An empirical study of mooc videos. In Proceedings of the first ACM conference on Learning@ scale conference<\/em> (pp. 41-50). ACM.<\/p>\n

Harting, K., & Erthal, M. J. (2005). History of distance learning. Information technology, learning, and performance journal, 23<\/em>(1), 35.<\/p>\n

Hayes, S. (2015). MOOCs and Quality: A review of the recent literature. Retrieved from http:\/\/eprints.aston.ac.uk\/26604\/1\/MOOCs_and_quality_a_review_of_the_recent_literature.pdf<\/a><\/p>\n

Hew, K. F., & Cheung, W. S. (2014). Students\u2019 and instructors\u2019 use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Review, 12<\/em>, 45-58.<\/p>\n

Hillman, D. C. A., Willis, D. J., & Gunawardena, C. N. (1994). Learner-interface interaction in distance education: An extension of contemporary models and strategies for practitioners. American Journal of Distance Education, 8<\/em>(2), 30-42.<\/p>\n

Hofmann, S. G., Sawyer, A. T., Witt, A. A., & Oh, D. (2010). The effect of mindfulness-based therapy on anxiety and depression: A meta-analytic review. Journal of Consulting and Clinical Psychology<\/em>, 78<\/em>(2), 169\u2013183. https:\/\/doi.org\/10.1037\/a0018555<\/a><\/p>\n

H\u00f6lzel, B. K., Hoge, E. A., Greve, D. N., Gard, T., Creswell, J. D., Brown, K. W., \u2026 Lazar, S. W. (2013). Neural mechanisms of symptom improvements in generalized anxiety disorder following mindfulness training. NeuroImage: Clinical<\/em>, 2<\/em>, 448\u2013458. https:\/\/doi.org\/10.1016\/j.nicl.2013.03.011<\/a><\/p>\n

Hug, T. (2010). Mobile learning as ‘Microlearning’: Conceptual considerations towards enhancements of didactic thinking. International Journal of Mobile and Blended Learning,2<\/em>(4), 47-57<\/p>\n

Hug, T. (2012): Microlearning. In Seel, Norbert M. (Ed.): Encyclopedia of the sciences of learning<\/em> (Vol. 5, pp. 2268-2271), New York, NY: Springer.<\/p>\n

Jha, A. P., Krompinger, J., & Baime, M. J. (2007). Mindfulness training modifies subsystems of attention. Cognitive, Affective, & Behavioral Neuroscience<\/em>, 7<\/em>(2), 109\u2013119.<\/p>\n

Jordan, K. (2015). Massive open online course completion rates revisited: Assessment, length and attrition. The International Review of Research in Open and Distributed Learning, 16<\/em>(3), 341-358.<\/p>\n

Kabat-Zinn, J. (1994). Wherever you go, there you are: Mindfulness meditation in everyday life<\/em>. New York: Hyperion.<\/p>\n

Khalil, H., & Ebner, M. (2014, June). MOOCs completion rates and possible methods to improve retention-A literature review. In World Conference on Educational Multimedia, Hypermedia and Telecommunications<\/em> (No. 1, pp. 1305-1313).<\/p>\n

Kilgore, W., & Al-Freih, M. (2017). MOOCs as an innovative pedagogical design laboratory. International Journal on Innovations in Online Education, 1<\/em>(1). http:\/\/doi.org\/10.1615\/IntJInnovOnlineEdu.2016015210<\/a><\/p>\n

Kohn, A. (2011). The case against grades. Educational Leadership, 69<\/em>(3), 28-33.<\/p>\n

Kop, R., & Fournier, H. (2011). New dimensions to self-directed learning in an open networked learning environment. International Journal of Self-Directed Learning, 7<\/em>(2), 2-20.<\/p>\n

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