中文部分
NTUMOOCS（2013）。cMOOC的教學設計與原理。取自：http://ntumoocs.blog.ntu.edu.tw/2013/12/18/cmooc%E7%9A%84%E6%95%99%E5%AD%B8%E8%A8%AD%E8%A8%88%E8%88%87%E5%8E%9F%E7%90%86/
丁小苜 (2016)。 大學生學習態度形成及影響因素研究--基於上海大學社區學院的研究分析. 科教文匯, (28), 28-30.
丁興富、王龍（2004）。麻省理工學院開放課件運動評述。中國電化教育，10，74-78。
方正吉（2003）。訊息處理理論與教學應用。載於張新仁主編「學習與教學新趨勢」，287-306。台北市：心理。
王文科、王智弘（2010）。教育研究法(增訂第十四版)。台北市：鼎文。
王文科、王智弘（2014）。教育研究法（16版）。台北：五南。
王亦穹譯（2013）。可汗學院的教育奇蹟：兩億人的家教課，跟比爾．蓋茲的孩子一起學習（原作者：Salman Khan）台北市：圓神。
王全世（2000）。資訊科技融入教學之意義與內涵。資訊與教育，80，23-31。
王竹立（2011）。關聯主義與新建構主義: 從連通到創新。遠端教育雜誌，(5), 34-40.
王振世等（2008）。教育測驗與評量。臺北：雙葉書廊。
王梅玲、張艾琦 (2016)。數位學習新發展與圖書館新服務。 臺北市立圖書館館訊， 33(3)，1-27.
王萍 (2013)。大規模線上開放課程的新發展與應用: 從cMOOC 到 xMOOC。現代遠端教育研究， 3，13-19.
王萍 (2013)。大規模線上開放課程的新發展與應用: 從cMOOC到xMOOC。 現代遠端教育研究， 3，13-19.
王穎、張金磊、張寶輝（2013）。大規模網路開放課程 (MOOC) 典型專案特徵分析及啟示。 遠端教育雜誌， 4， 67-75.
末武國弘（1977）。教育機器活用の実際と展望 : 文部省科学研究費・特定研究・科学教育の成果から。東京：学習研究社。
石俊杰（2003）。教育社會心理學：理論探討與專題研究。河北大學出版社。
交通部（1991）。觀光政策白皮書。取自：http://admin.taiwan.net.tw/upload/contentfile/auser/b/wpage/page1.htm
朱則剛（2009b）。學習理論與教學理論。教育科技-理論與實務（下）（理論、研究方法篇），49-74。台北：學富文化。
何榮桂（2014）。大規模網路開放課程（MOOCs）的崛起與發展。台灣教育，686 , 2-8
余民寧 (2006)。影響學習成就因素的探討，教育資料與研究雙月刊，73，11-24。
吳旻純（2010）。混成學習模式融入英語教學之應用探討，台灣教育傳播暨科技學會2010年國際學術研討會。台北 : 淡江大學。
宋耀廷、廖楷民（2012）。數位學習研究的變遷：學習理論、科技工具與研究方法的互動。數位學習研究方法，台北：高等出版社。
李海碩，周倩（2013）。臺灣開放式課程發展歷程、特色與影響之初探： 以交通大學開放式課程為例。大學圖書館，17(1)，22-42。
李曼麗（2013）。MOOCs的特徵及其教學設計原理探析，清華大學教育研究， 34(4)，15-21。
李豔、張慕華（2014）。國內外代表性MOOCs項目比較研究。開放教育研究，20(3)，53-62。
沈慶珩、黃信義（2006）。網路同儕互評在 Moodle 系統上的應用。教育資料與圖書館學， 43(3)，267-284。
肖旭（2013）。社會心理學。成都：電子科技大學出版社。
周慶祥 (2007)。網路多媒體新聞學習成效之研究。中華傳播學會2007年年會論文, 台北市。
林弘昌（2008）。錨式情境教學法的靜像式情境教材設計。生活科技月刊，41(5)，2-11。
林弘昌、陳祺祐（2007）。行動學習在教育上的應用與分析。生活科技教育月刊，40(5)，31-38。
林佳音、桂田愛、王金國（2016）。日本函館 [未來大學] 的人才培育經驗與啟示~ 以開放式學習空間及專案學習為例。臺灣教育評論月刊， 5(6)， 262-269。
林菁、鍾如雅和陳雅萍（2005）。網路教學中學生特質和媒體使用習慣之研究。2005 數位學習設計與管理學術研討會，1-28。
林雅博、林子鈺、王文宜（2013）。合作學習教學策略對不同學習風格學童批判思考與學習態度之影響。臺灣運動教育學報，8(1)，15-30.
邱上貞（2003）。Bandura社會學習理論與應用。載於張新仁主編「學習與教學新趨勢」，53-79。台北市：心理。
邱正皓（2011）。量化研究與統計分析（五版）。台北：五南出版社。
侯洪濤, 李群, & 朱一凡. (2014). 大規模開放線上教學模式及其理論基礎研究. 課程教育研究, (10), 1-2.
侯洪濤，李群等（2014）。大規模開放線上教學模式及其理論基礎研究。課程教育研究，上旬刊，1-2。
姜藺、韓錫斌、程建鋼（(2013)。 MOOCs 學習者特徵及學習效果分析研究。中國電化教育， 11(322)， 54-56.
施文玲（2007）。以學習理論爲基礎的數位化教學策略。生活科技教育，40(2)， 32-41。
柯俊如（2013）。cMOOC的教學設計與原理。臺大MOOCs。取自：http://www.ntumooc.org/single-post/2013/12/18/cMOOC%E7%9A%84%E6%95%99%E5%AD%B8%E8%A8%AD%E8%A8%88%E8%88%87%E5%8E%9F%E7%90%86
柯俊如（2013）。xMOOC的教學設計與理念。臺大MOOCs。取自：http://www.ntumooc.org/single-post/2013/12/04/xMOOC%E7%9A%84%E6%95%99%E5%AD%B8%E8%A8%AD%E8%A8%88%E8%88%87%E7%90%86%E5%BF%B5。
洪新原、張麗敏、 劉淑娟（2010）。應用差異理論探討資訊系統使用者滿意度之研究: 不同使用者觀點之比較。 資訊管理學報，17(2)， 57-81.
洪榮昭、劉明洲（1997），影響多媒體電腦輔助學習認知因素之探討。教育研究資訊，5(4)，119-125。
洪碩延、 王政弘、 徐佳煌（2016）。翻轉教室應用在設計課程之學習系統建置與評估。文化創意產業研究學報，6(1)，27 - 35。
紀育廷、歐陽誾. (2013)。應用情境學習於國小五年級網路隱私安全教育之成效研究. 教育學誌， (29)，21-69。
孫俊（2013）。新技術條件下視聽媒體在對外漢語教學中的運用。中文教學現代化學報，2（2），32-38。
財團法人台灣網路資訊中心（2015）。歷年個人及家庭上網行為趨勢分析。取至：http://www.twnic.net.tw/download/200307/20150901e.pdf
馬秀麟、毛荷、王翠霞（2016）。從 MOOC 到 SPOC：兩種線上學習模式成效的實證研究。 遠端教育雜誌，34(4)，43-51。
馬武林、李曉江（2013）。國際MOOCs課程對我國大學英語後續課程建設的啟示。現代教育技術， 23(11)。85-89。
馬芳、黎翔（2012）。教育心理學。南京大學出版社。
國家發展委員會（2014）。網路智慧新臺灣政策白皮書。取自：http://www.ndc.gov.tw/m1.aspx?sNo=0062228#.VYDD4PmqpBc
張彥雲、吳會東（2010）。心理學。河北大學出版社。
張春興 (000)。張氏心理學辭典。臺北市：東華。
張春興 (1998)。現代心理學。臺北市：東華。
張春興( 000)。張氏心理學辭典。臺北市：東華。
張春興（2013）。教育心理學：三化取向的理論與實踐（重修二版）。台北市：台灣東華。
張春興（2013）。教育心理學-三化取向的理論與實現重修二版。台北：東華。
張春興、汪榮才（1976）。洛氏教育心理學。 台北: 大聖。
張原豪、游寶達、賴膺守、劉明宗（2007）。如何利用精熟學習落實資訊融入「教」與「學」。「TWELF 2007 第三屆台灣數位學習發展研討會」發表之論文，亞洲大學。
張家宜（2002）。高等教育行政全面品質管理-理論與實務。台北：高等教育。
張朔瑋、薑小鷹、肖惠敏、張旋、林雁（2013）。發現學習法在《護理研究》 實驗課教學中的應用研究。 福建醫科大學學報：社會科學版，14(1)，42-46.
張婷華、陳之凡（2001）。以雙碼理論檢視網路多媒體之廣告效果 。中華傳播學會2010年年會論文。取自：http://ccs.nccu.edu.tw/word/HISTORY_PAPER_FILES/1233_1.pdf
張慶宗、吳喜豔 (2003)。 人本主義學習理論與多媒體外語教學。 外語電化教學，2，41-46.
教育部（2006）。大學遠距教學實施辦法，行政院公報，12(173)。取自：http://noda.tmu.edu.tw/doc/Eg.pdf
曹勝雄、王國欽、張德儀、王偉琴（2008）。台灣觀光休閒餐旅相關學術著作表現之研究。戶外遊憩研究，19，81-99。
曹惠菁、徐偉民 (2012)。 運用 Ausubel 學習理論協助四年級學生代數學習之行動研究。屏東教大科學教育，35，49-84。
畢雪晶、崔玉霞 (2014)。探究式教學對護理專業學生學習態度與學習動機的影響. 護理研究，28(8)，2838-2840.
許金山 (2006)。混合式數位學習歷程及成效之分。生活科技教育月刊，39(1)，66-84.
郭孟倫、楊叔卿（2016年）。運用SPOC促進生命科學深度理解學習之前導研究。「2016 GCCCE 第十八屆全球華人計算機教育應用大會」論文集，48-55。
郭貞（1995）。從社會學習論觀點看台北青少年的消費動機。國立政治大學學報，70，101-129。
郭添財（(2014）。 高級中學學生數位學習成效之研究。 台灣教育，(686)，16-25。
郭靜姿、何榮桂 (2014)。 翻轉吧教學!. 台灣教育，(686)， 9-15。
陳木金（2009）。認知學徒制理論對精進教師教學傳習的啟示。政治大學教學發展中心部落格。取自：http://nccuir.lib.nccu.edu.tw/bitstream/140.119/38144/1/5-46.pdf
彭國芳、 謝翠娟、李易奇（2014）。數位補教之學習滿意度與持續學習意願之研究。資訊與管理科學，7(1)，4 - 29
彭達山（2011）。教育哲學。台北市：高點。
曾兆興（2010）。國民中小學學生思考風格對學習滿意度的影響。學校行政雙月刊，70，69-92。
黃永和（2007）。情境理論與教學研究，華香園出版社，台北。
黃能富（2015）。磨課師 (MOOCs) 與師博課 (SPOCs) 協同授課之翻轉教學法。 教育脈動，(1)，101-110。
黃國禎、蘇俊銘、陳年興（2012）。數位學習導論與實務。新北市：博碩文化。
黃添丁（2015）。 數位學習融入課程之學習動機及學習行為對學習成效的影響。 慈濟科技大學學報，(1)，35-52。
黃蕊、張雲涵 (2015)。中等職業教育護理專業學生學習態度影響因素的研究。 中華護理教育， 12(10)，753-756。
楊思賢&YEUNG, S. Y. S. (2001)。應用布魯納教學論於中文教學。優質學校教育學報，1，71-80。
楊美雪(1996)。由教學設計觀點論需求評估模式與內涵，教學科技與媒體，26，第29-35頁。
楊家興(1993)。超媒體：一個新的學習工具。教學科技與媒體，12，28-39。
楊凱琳（2010）。高中生對機率學習的態度問卷之編製與研究。測驗學刊， 57(4)， 485-514
葉增（2006）。建構主義學習理論與行為主義、認知主義關鍵特徵之比較。現代遠端教育研究，3，64 - 66
資訊教育總藍圖計畫辦公室（2016）。2016-2020 資訊教育總藍圖 （草案）。取自：http://csenet.ice.ntnu.edu.tw/masterplan/wp-content/uploads/sites/15/2016/03/%E8%B3%87%E8%A8%8A%E6%95%99%E8%82%B2%E7%B8%BD%E8%97%8D%E5%9C%96%E8%8D%89%E6%A1%88%E5%85%AC%E5%91%8A%E7%89%88-1.pdf
賈義敏（2009）。多媒體學習的科學探索。 現代教育技術， 11， 5-9.
蓋浙生(1979)。教育經濟學研究。台北：教育部計畫小組
蓋浙生（1994）。教育經濟學。台北：三民。
蓋浙生、鈕方頤 （2011）。高等教育經濟學。台北：高等教育出版社。
趙荻瑗（2013）。全球潮學習−免費頂尖名校熱門課全球搶讀!。數位時代，225，54−87。
劉怡甫 (2014)。從 anti-MOOC 風潮談 MOOCs 轉型與 SPOC 擅場。 評鑑雙月刊， (48)，頁36-41。
劉怡甫（2013）。與全球十萬人作同學：談MOOC現況及其發展。評鑑雙月刊，42，取自：http://epaper.heeact.edu.tw/archive/2013/03/01/5945.aspx.
劉曉玲（2009）。基於認知學習理論的多媒體外語教學設計。外語學刊， 6， 164-167。
劉耀明 (2007)。學習風格在數位學習環境中對學習成效及學習態度影響之研究。出版碩士論文。國立中正大學。
樊文強（2012） 基於關聯主義的大規模網路開放課程 (MOOC) 及其學習支持。 遠端教育雜誌， 3(3)，1-36。
蔡文榮、蔡佩君（2012）。互動式電子白板在英語教學過程中對學習成就與學習態度之影響。教育科學期刊， 11(2) , 69-91。
蔡文榮、蔡佩君、 李林滄（2012）。彰化縣偏遠地區國中學生數學學習態度及其影響因素之研究。教育科學期刊，11(1)，25- 57。
蔡文豐、王玲玲（2012）。學習環境與學習態度相關之研究。建國科大社會人文期刊，31(2)，53-76。
蔡彣涓 (2012)。高中教育生產函數的估計—學校品質與家庭資源的投入產出分析。 經濟論文叢刊，40(4)， 481-513.
蔡俊傑（1994）。 電腦輔助教學的理論與實務。師友月刊，319，9-12。
鄧之卿（1996）。台灣高等餐旅教育學生學習滿意度之研究。餐旅及家政學刊，3(2)，153-167。
鄭晉昌（1993）。情境學習的認知觀點探討電腦輔助教學中教材內容的設計從幾個學科教學系統談起，教學科技與媒體，12，3-14。
錡寶香、林寶貴 (1992)。高職階段聽障學生學習態度、成就動機及其與學業成就之相關研究。特殊教育研究學刊，8，17-32。
韓美文 (2014)。從課程與證照結合探討課程學習動機, 證照取得動機及學習態度對學習成效之影響. 慈濟技術學院學報，23， 137-153.
蘇國章（2013）。資訊科技運用於教學之教學研究趨勢與學習成效後設分析－以九年一貫課程實施後學位論文為例。未發表博士論文。台南大學。
鐘樹（(1993）。互動性在電腦輔助教學設計上之必要性。教學科技與媒體，12，15-20。
 
西文部分
Agarwal, P.K., Bain, P.M., & Chamberlain, R.W. (2012). The value of applied research: Retrieval practice improves classroom learning and recommendations from a teacher, a principal, and a scientist. Educational Psychology Review,24(3), 437–48. Retried from: http://dx.doi.org/10.1007/s10648-012-9210-2
Ajzen,I., & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. Englewood Cliffs, NJ: Prentice-Hall. 1980.
Alhazmi, A. (2015). Student Satisfaction among Learners: Illustration by Jazan University Students. Journal of Education and Human Development, 4(2), 1.
Ali, Z., Mukundan, J., Baki, R., & Ayub, A. F. M. (2012). Second language learners' attitudes towards the methods of learning vocabulary. English Language Teaching, 5(4), 24.
Allen, I. E., & Seaman, J. (2013). Changing Course: Ten Years of Tracking Online Education in the United States. Sloan Consortium. PO Box 1238, Newburyport, MA 01950.
Asoodar, M., Vaezi, S., & Izanloo, B. (2016). Framework to improve e-learner satisfaction and further strengthen e-learning implementation. Computers in Human Behavior, 63, 704-716.
ASTD ( 2005). Glossary. Retrieved from: http:// www.learningcircuits.org/glossary.
Bednar, A., & Levie, W. H. (1993). Attitude-change principles. In M. Fleming & W. H. Levie (Eds.), Instructional message design (pp. 283–302). Englewood Cliffs: Educational Technology Publications Inc.
Bejjar, M. A., & Boujelbene, Y. (2014). E-Learning and Web 2.0: A couple of the 21st century advancements in Higher Education. In A. Gard (Ed.), E-learning 2.0 technologies and web applications in higher education (pp. 1-21). Hershey, PA: Information Science Reference (an imprint of IGI Global).
Belanger, Y. & Thornton, J. (2013). Bioelectricity: A Quantitative Approach, Duke University’s First MOOC, Duke Center for Instructional Technology.
Bell, F. (2010). Connectivism: Its place in theory-informed research and innovation in technology-enabled learning. The International Review Of Research In Open And Distributed Learning, 12(3), 98-118.
Betz, E. & Klingensmith, J. (1970). The measurement and analysis of college student satisfaction, Measurement and Evaluation in Guidance, 3, 110-118.(ERIC Document Reproduction Service No.EJ023 306)
Blank, S. (2014). What I Learned By Flipping The MOOC. Retrieved from: http://www.forbes.com/sites/steveblank/2014/02/10/what-i-learned-by-flipping-the-mooc/#296d5669233a
Bloom, B.S. (1984). The 2 sigma problem: The search for methods of group instruction as effective as one–to–one tutoring. Educational Researcher, 13( 6), 4-16. Retrieved from: http://dx.doi.org/10.3102/0013189X013006004
Bohner, G.& Dickel, N. (2011). Attitudes and attitude change. Annual Review of Psychology , 62, 391-417.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated Cognition and the Culture of Learning. Educational Researcher, 18(1), 32-42.
Bruff, D. (2013). Lessons Learned from Vanderbilt's First MOOCs - Center for Teaching, Retrieved 2nd August 2013 , from http://www.irrodl.org/content/v5.1/lentell_orourke.html
Calli, L., Balcikanli, C., Calli, F., Cebeci, H. I., & Seymen, O. F. (2013). Identifying Factors that Contribute to the Satisfaction of Students in E-Learning. Turkish Online Journal of Distance Education, 14(1), 85-101.
Carroll, J. A model of school learning. Teachers College Record, 64, 723-733,
Chan, S. H., Wang, K. H., Wang, J. J., Lin, W. S., & Chang, J. P. (2014). The Efficacy of Using a Multimedia CD-ROM in Pen Insulin Injection Education: An Example of a Medical Center in Southern Taiwan. Journal of Nursing & Healthcare Research, 10(2), 123-133.
Chang, I-Ying, Chang, Wan-Yu. (2012). The Effect of Student Learning Motivation on Learning Satisfaction. International Journal of Organizational Innovation, 4(3), 281-345.
Chao, C. Y., Chen, Y. T., & Chuang, K. Y. (2015). Exploring students' learning attitude and achievement in flipped learning supported computer aided design curriculum: A study in high school engineering education. Computer Applications in Engineering Education, 23(4), 514-526.
Chen, C.Y. (2013). A study of multimedia presentation modality and cognitive style on fraction multiplication learning achievements (Doctoral dissertation). State National Taiwan Ocean University, Keelung, Taiwan.
Chen, M. L., Su, Z. Y., Wu, T. Y., Shieh, T. Y., & Chiang, C. H. (2011). Influence of dentistry students’e-Learning satisfaction: a questionnaire survey. Journal of medical systems, 35(6), 1595-1603.
Chen, W. E. (2016). Case Study on Using MOOC Materials in a Small Private Online Course. In International Workshop on Learning Technology for Education in Cloud . 162-167
Cheng, H. N., Liu, Z., Sun, J., Liu, S., & Yang, Z. (2017). Unfolding online learning behavioral patterns and their temporal changes of college students in SPOCs. Interactive Learning Environments, 25(2), 176-188.
Cheng, X., Ka Ho Lee, K., Chang, E. Y., & Yang, X. (2016). The “flipped classroom” approach: Stimulating positive learning attitudes and improving mastery of histology among medical students. Anatomical Sciences Education.1-10.
Chien, T. K. (2007). Using the learning satisfaction improving model to enhance the teaching quality. Quality assurance in Education, 15(2), 192-214.
Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. John Wiley & Sons.
Coelho, D. A. (2015). Learning Theories Supporting Massive Open Online Courses. Furthering Higher Education Possibilities through Massive Open Online Courses, IGI Global ,125-149.
Cole, M. T., Shelley, D. J., & Swartz, L. B. (2014). Online instruction, e-learning, and student satisfaction: A three year study. The International Review of Research in Open and Distributed Learning, 15(6), 111-131.
Colpaert, J. (2014). 10 Conclusion. Reflections on Present and Future: towards an Ontological Approach to LMOOCs, Jozef Colpaert. 131-172. Retrieved from: https://www.degruyter.com/downloadpdf/books/9783110422504/9783110422504.10/9783110422504.10.xml
Coughlan, S. (2013, September ). Harvard plans to boldly go with 'Spocs'. BBC News. Retrieved from: http://www.bbc.com/news/business-24166247.
Darabi, A., Arrastia, M.C., Nelson, D.W., Cornille, T. & Liang, X. (2011). Cognitive presence in asynchrnous online learning: A comparison of four discussion strategies. Journal of Computer Assisted Learning, 27( 3), . 216–227. Retrieved from: http://dx.doi.org/10.1111/j.1365-2729.2010.00392.x
David A. Cook; Anthony J. Levinson; Sarah Garside; et al.(2008). Internet-Based Learning in the Health Professions: AMeta-analysis. JAMA.300(10).1811-1196.
Davis, F. D. (1993). User acceptance of information technology: System characteristics, user perception and behavioural impacts. International Journal of Man–Machine Studies , 38, 475-87.
De Wever, B., Van Keer, H., Schellens, T., & Valcke, M. (2010). Roles as structuring tool in online discussion groups: The differential impact of different roles on social knowledge construction. Computers in Human Behavior, 26, 516-523.
Djamshid T., Markus E. L., Kristin N., Marc R., Denny V., (2004) . Is e-Learning the Solution for Individual Learning? Electronic Journal of e-Learning, 2(2). 273-280.
Downes, S. (2005). E-learning 2.0. Elearn magazine, 2005(10), 1, p4-5.
Downes, S. (2009). Learning networks and connective knowledge. In H. H. Yang & S. C.-Y. Yuen (Eds.), Collective intelligence and e-learning 2.0: Implications of web-based communities and networking (pp. 1–26).
Downs, E., Boyson, A. R., Alley, H., & Bloom, N. R. (2011). iPedagogy: Using multimedia learning theory to identify best practices for MP3 player use in higher education. Journal of Applied Communication Research, 39(2), 184-200.
Dunn, J. (2012). Survey Results: 67% Educators Report Flipped Classroom Improves Test Scores. Retrieved from: http://edudemic. com/2012/06/survey-results-67-educators-report-flipped-classroom-imr proves-test-scores.
Dziuban, C., Moskal, P., Brophy-Ellison, J., & Shea, P. (2007). Technology-Enhanced Education and Millennial Students in Higher Education. Metropolitan Universities, 18(3), 75-90.
Eagly, A. H., & Chaiken, S. (2007). The advantages of an inclusive definition of attitude. Social Cognition, 25(5), 582-602.
Elie-Dit-Cosaque, C., Pallud, J., & Kalika, M. (2011). The influence of individual, contextual, and social factors on perceived behavioral control of information technology: A field theory approach. Journal of Management Information Systems, 28(3), 201-234.
European Commission. (2011). Digital agenda for Europe. Retrieved from https://ec.europa.eu/digital-agenda/
Ferreira, A. (2014). The Maritime English MOOC: Using MOOC Technology to flip the Classroom. In Proceedings of International Maritime English Conference (IMEC26), Maritime Institute Willem Barentsz, Terchelling, the Netherlands , 7-10.
Findlay-Thompson, S., & Mombourquette, P. (2014). Evaluation of a flipped classroom in an undergraduate business course. Business Education & Accreditation, 6(1), 63-71.
Fishbein, M., & Ajzen, I. (1975). Belief, Attitude, Intentions and Behavior: An Introduction to Theory and Research. Philosophy and Rhetoric, 10 (2), 130-132
Forehand, M. (2010). Bloom’s taxonomy. Emerging perspectives on learning, teaching, and technology, 41-47. Retrieved from: http://s3.amazonaws.com/academia.edu.documents/29569858/mary_forehand_discussion-blooms_taxonomy.pdf?AWSAccessKeyId=AKIAJ56TQJRTWSMTNPEA&Expires=1483289086&Signature=ZlyalMuNHeMF%2Beq2WnjXiKQuWMI%3D&response-content-disposition=inline%3B%20filename%3DBlooms_taxonomy.pdf
Gaebel, M. (2013). MOOCs Massive Open Online Course. EUA occasional paper.
Gardner, R.C. (1985). Social psychology and second language learning: the role of attitudes and motivation. London: Edward Arnold.
Garrison, D. R. (2011). E-learning in the 21st century: A framework for research and practice. Taylor & Francis. Retrieved from: https://books.google.com.tw/books?hl=zh-TW&lr=&id=aodjWyjxYbYC&oi=fnd&pg=PP1&dq=e+learning+advantages&ots=-zqHvOTnNT&sig=_3DyfpsBx4xHEnuTvn6aROhsd3s&redir_esc=y#v=onepage&q=e%20learning%20advantages&f=false
Glance, D. G., Forsey, M., & Riley, M. (2013). The pedagogical foundations of massive open online courses. First Monday, 18(5). Retrieved from: http://theconversation.com/the-teaching-and-learning-foundations-of-moocs-14644
González-Gómez, F., Guardiola, J., Rodríguez, Ó. M., & Alonso, M. Á. M. (2012). Gender differences in e-learning satisfaction. Computers & Education, 58(1), 283-290.
Graham, C. R., & Misanchuk, M. (2005). Computer–mediated learning groups, In: M. Khosrow–Pour (editor). Encyclopedia of Information Science and Technology, First Edition ,502–507.
Gutiérrez-Santiuste, E., Gámiz-Sánchez, V. M., & Gutiérrez-Pérez, J. (2015). MOOC & B-learning: Students’ Barriers and Satisfaction in Formal and Non-formal Learning Environments. Journal of Interactive Online Learning, 13(3), 88-111.
Hammond, M. (2005). A review of recent papers on online discussion in teaching and learning in higher education. Journal of Asynchronous Learning Networks, 9(3), 9-23.
Harvey, L., Locke, W., & Morey, A. (2002). Enhancing employability, recognising diversity: Making links between higher education and the world of work. Universities UK, 1-14. Retrieved from: http://www.irrodl.org/index.php/irrodl/article/view/523/1103
Hill, P., (2013). Emerging Student Patterns inMOOCs: A (Revised) Graphical View. Online blog post retrieved from: http://mfeldstein.com/emerging-student-patterns-in-moocs-a-revised-graphical-view/ (accessed 12.06.13).
Ho, T. K. L., & Lin, H. S. (2015). A web-based painting tool for enhancing student attitudes toward learning art creation. Computers & Education, 89, 32-41.
Hsu, Y.H. (2010). The effects of multimedia materials on Vocational High School students’ computer networking concepts learning (Doctoral dissertation). State National Taiwan Normal University, Taipei, Taiwan.
Hung, H. T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96.
Hunt, M. (1994). The story of psychology. New York: Anchor Books.
Iiyoshi, T., & Kumar, M. S. V. (2008). Opening up Education: The Collective Advancement of Education Through Open Technology, Open Content, and Open Knowledge. Cambridge, Mass: MIT Press.
Jenkins, M., & Hanson, J. (2003). E-learning Series: A Guide for Senior Managers, Learning and Teaching . Support Network (LSTN) Generic Centre. United Kingdom.
Jollean K. Sinclaire(2011) Student satisfaction with online learning: Lessons from organizational behavior. Research in Higher Education Journal, 11, 1-19.
Jong, J. P. (2016). THE EFFECT OF A BLENDED COLLABORATIVE LEARNING ENVIRONMENT IN A SMALL PRIVATE ONLINE COURSE (SPOC): A COMPARISON WITH A LECTURE COURSE. Journal of Baltic Science Education, 15(2), p194-203.
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(3). 341-358
Jordan, K.（2013）. Initial trends in enrolment and completion of massive open online courses. The International Review of Research in Open and Distributed Learning.15(1). 133-160. Retrieved from：http://www.irrodl.org/index.php/irrodl/article/view/1651.
Kalyuga, S., Chandler, P., & Sweller, J. (2000). Incorporating learner experience into the design of multimedia instruction. Journal of Educational Psychology, 92, 126-136.
Kamradt, T. F., & Kamradt, E. J. (1999). Structured design for attitudinal instruction. In C. M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory (Vol. 2, pp. 563–590). Mahwah: Lawrence Erlbaum Associates.
Kanuka, H. & Anderson, T. (2007). Online social interchange, discord, and knowledge construction. Journal of Distance Education, 13(1), 57–74.
Karpicke, J.D.& Blunt, J.R.(2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science,331( 6018), 772–775.
Karpicke, J.D.& Roediger, H.L. (2007). Repeated retrieval during learning is the key to long–term retention. Journal of Memory and Language, 57(2), 151-162. Retrieved from: http://dx.doi.org/10.1016/j.jml.2006.09.004
Kay, J., Reimann, P., Diebold, E., & Kummerfeld, B. (2013). MOOCs: So many learners, so much potential. Technology, 52(1), 49-67.
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 (Vol. 2014, No. 1, 1305-1313).
Khan, S. (2012). The one world schoolhouse: Education reimagined. London: Hodder & Stoughton.
Kitao, K., & Kitao, S. (1997). Selecting and developing teaching/learning materials. The Internet TESL Journal, 4(4). Retrieved from: http://iteslj.org/Articles/Kitao-Materials.html
Kizilcec, R. F., Piech, C., & Schneider, E. (2013, April). Deconstructing disengagement: analyzing learner subpopulations in massive open online courses. In Proceedings of the third international conference on learning analytics and knowledge . 170-179.
Kizilcec, R.F., Piech, C., Schneider, E., (2013). Deconstructing disengagement: analyzing learner subpopulations in massive open online courses. In: Proceedings of the 3rd Conference on Learning Analytics and Knowledge, Leuven, Belgium.

Koller, D. (2012). What we're learning from online education. Retrieved from: http://www.ted.com/talks/daphne_koller_what_we_re_learning_from_online_education.html.
Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past?. The International Review of Research in Open and Distributed Learning, 9(3). 1-13
Korea Education and Research Information Service. (2014). White Paper on ICT in Education Korea 2014. Retrieved from: http://english.keris.or.kr/whitepaper/WhitePaper_eng_2014.pdf
Kovatcheva, E.,Shoikova,E.(2015). E-LEARNING Training Session. EQF-based professional ICT training for Russia and Kazakhsta, Bulgaria. Retrieved from: http://pictet-tempus.sstu.ru/doc/bulgaria/eLearning%20management_begining.pdf.
Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers & Education, 100, 126-140.
Laird, S. (2012). How Tech Is Changing College Life. Retrieved from: http://mashable.com/2012/05/06/tech-college-infographic/#qij2WeHtjZq6
Larsen, K. L. (2002). Which future role for communication in Danish development aid?. School of Arts and Communication, Malmö University, Sweden.
Lewin, T. ( 2012). College of future could be come one, come all. New York Times (19 November). Retrieved from: http://www.nytimes.com/2012/11/20/education/colleges-turn-to-crowd-sourcing-courses.html, accessed 3 May 2013.
Liaw, S., Huang, M.,Chen., (2007). Surveying instructor and learner attitudes toward e-learning. Computers & Education ,49, 1066–1080
Lin, S. S., Liu, E. Z. F., & Yuan, S. M. (2001). Web‐based peer assessment: feedback for students with various thinking‐styles. Journal of Computer Assisted Learning, 17(4), 420-432. Retrieved from: https://ir.nctu.edu.tw/bitstream/11536/14497/1/000172422900010.pdf
Lin, Y. T., & Lin, Y. C. (2016). Effects of mental process integrated nursing training using mobile device on students’ cognitive load, learning attitudes, acceptance, and achievements. Computers in Human Behavior, 55, 1213-1221.
Liu, C.L. (2014). A study of senior high school students with different perceptual learning styles on the various multimedia forms' preference of music appreciation teaching materials (Doctoral dissertation). State National Taiwan Normal University, Taipei, Taiwan.
Lockhart, B. J., Capurso, N. A., Chase, I., Arbuckle, M. R., Travis, M. J., Eisen, J., & Ross, D. A. (2015). The Use of a Small Private Online Course to Allow Educators to Share Teaching Resources Across Diverse Sites: The Future of Psychiatric Case Conferences? Academic Psychiatry, 1-5.
M. Cendergren., (2003). Open Content and Value Creation. First Monay, 8(4). http://ojs-prod-lib.cc.uic.edu/ojs/index.php/fm/article/view/1071/991
Mackness, J., Mak, S. F. J., & Williams, R. (2010). The ideals and reality of participating in a MOOC. Proceedings from 7th International Conference on Networked Learning, 266-274. http://www.lancs.ac.uk/fss/organisations/netlc/past/nlc2010/abstracts/PDFs/M.
Mackness, J., Mak, S., & Williams, R. (2010). The ideals and reality of participating in a MOOC. Proceedings of the 7th International Conference on Networked Learning 2010.
Martinez, S. (2014). OCW (OpenCourseWare) and MOOC (Open Course Where?). Proceedings of OpenCourseWare Consortium Global. Retrieved from:http://cdlh7.free.fr/OCWC_2014/Final_papers/Paper_16.pdf
Martínez-Muñoz, G., & Pulido, E. (2015). Using a SPOC to flip the classroom. In 2015 IEEE Global Engineering Education Conference , EDUCON, 431-436). IEEE.
Marty F. (1981) "Reflections on the use of computers in second language acquisition", Sysrem, 9(2), p. 85-98.
Masters, K. (2011). A brief guide to understanding MOOCs. The Internet Journal of Medical Education, 1(2). Retrieved from: http://archive.ispub.com/journal/the-internet-journal-of-medical-education/voume-1-number-2/a-brief-guide-to-understanding-moocs.html#sthash.ZW07y 4dK.dpbs
Mayer, R. E., & Sims, V. K. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of educational psychology, 86(3), 389-401.
Mayer, R.E. (2009). Multimedia learning (2nd ed). New York: Cambridge University Press.
McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., & Mumper, R. J. (2014). The flipped classroom: a course redesign to foster learning and engagement in a health professions school. Academic Medicine, 89(2), 236-243.
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. US Department of Education. Retrieved from:
MIC. (2013). Future School Promotion Project. Retrieved from http:// www.itu.int/ITU-D/finance/work-cost-tariffs/events/tariff-seminars/ Japan-13/documents/Sess5-2_FutureSchool_Kobayashi.pdf.
Ministry of Education, Culture, Sports, Science and Technology. (2011). The Vision for ICT in Education-Towards the Creation of a Learning System and Schools Suitable for the 21st Century. Retrieved from： http://www.mext.go.jp/b_menu/houdou/23/04/__icsFiles/afieldfile/2012/08/03/1 305484_ 14_1.pdf
Mohammadjani, F., & Tonkaboni, F. (2015). A Comparison between the Effect of Cooperative Learning Teaching Method and Lecture Teaching Method on Students' Learning and Satisfaction Level. International Education Studies, 8(9), 107.
Montano, D. E., & Kasprzyk, D. (2015). Theory of reasoned action, theory of planned behavior, and the integrated behavioral model. Health behavior: Theory, research and practice.67-92
Moore, J. L., Camille, D. D.,Galyen, K. (2011). e-Learning, online learning, and distance learning environments: Are they the same?. Internet and Higher Education, 14, 129-135.
Mutawa, A. M. (2016). It is time to MOOC and SPOC in the Gulf Region. Education and Information Technologies, 1-21.
Naaj, M. A., Nachouki, M., & Ankit, A. (2012). Evaluating student satisfaction with blended learning in a gender-segregated environment. Journal of Information Technology Education: Research, 11(1), 185-200.
Nesbitt, D. & Müller, A.(2016). Sustaining motivation for Japanese kanji learning: Can digital games help? Jaltcalljourna, 12(1), 23-41.
Nicholoson, P. (2007). A history of e-learning: Echoes of the pioneers. Computers and education: E-learning, from theory to practice. Dordrecht, The Netherlands: Springer.
Norvig,P. (2012). Peter Norvig: The 100,000–student classroom. Retrieved from:
Nunally, J . C.( 1978). Psychometric theory. New York: McGraw-hill.
O’Reilly (2013). The Big Problem for MOOCs Visualized, open culture. Retrieved from: http://www.openculture.com/2013/04/the_big_problem_for_moocs_visualized.html
Office of Educational Technology (OET). (2016). National Education Technology Plan. Retrieved from http://tech.ed.gov/netp/
O'Reilly, Tim, O'Reilly Media Inc, 2005, What Is Web 2.0. Retrieved from: http://oreilly.com/web2/archive/what-is-web-20.html
Organization for Economic Co-operation and Development. (2010). 21st Century Skills: How can you prepare students for the new Global Economy?. Retrieved from http://www.oecd.org/site/educeri21st/40756908.pdf.
Orús, C., Barlés, M. J., Belanche, D., Casaló, L., Fraj, E., & Gurrea, R. (2016). The effects of learner-generated videos for YouTube on learning outcomes and satisfaction. Computers & Education, 95, 254-269.
Paechter, M., Maier, B., & Macher, D. (2010). Students’ expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction. Computers & education, 54(1), 222-229.
Paivio, A. (2006, September). Dual coding theory and education. In The Conference on Pathways to Literacy Achievement for High Poverty Children. 1-20.
Palloff, R. M., & Pratt, K. (2003). The virtual student: A profile and guide to working with online learners. Phys. Rev. 47, 777-780.
PAPPANO, L. (2012, November). The Year of the MOOC. The New York Times. Retrieved from: http://edinaschools.org/cms/lib07/MN01909547/Centricity/Domain/272/The%20Year%20of%20the%20MOOC%20NY%20Times.pdf
Parasuraman, A., Zeithaml, V. A. & Berry, L. L. (1990). Delivering Quality Service, The Free Press, 23-25.
Patel, D. A. (January 31, 2013). Law School debuts first online course.The Harvard Crimson. Retrieved from: http://www.thecrimson.com/article/2013/1/31/law-school-edx-courses/
Paul N., (2007). A History of E-Learning. Computers and Education. Springer Netherlands 1-11. DOI: 10.1007/978-1-4020-4914-9_1
Pelet, J. E. (Ed.). (2013). E-Learning 2.0 technologies and web applications in higher education. IGI Global. DOI: 10.4018/978-1-4666-4876-0
Perifanou, M. A. (2014, October). HOW TO DESIGN AND EVALUATE A MASSIVE OPEN ONLINE COURSE (MOOC) FOR LANGUAGE LEARNING. In The International Scientific Conference eLearning and Software for Education, 4, 283. " Carol I" National Defence University.
Perifanou, M., & Economides, A. (2014). MOOCs for foreign language learning: An effort to explore and evaluate the first practices. In Proceedings of the INTED 2014 conference held in Valencia, Spain, 8-12.
Piccioni, M., Estler, C., & Meyer, B. (2014, June). SPOC-supported introduction to programming. In Proceedings of the 2014 conference on Innovation & technology in computer science education, 3-8. ACM.
Ramayah, T., & Lee, J. W. C. (2012). System characteristics, satisfaction and e-learning usage: A structural equation model (SEM). TOJET: The Turkish Online Journal of Educational Technology, 11(2), 196-206
Reed, S. K. (2006). Cognitive architectures for multimedia learning. Educational psychologist, 41(2), 87-98. DOI: 10.4018/978-1-4666-4876-0.
Rego, H., Moreira, T., & García-Peñalvo, F. J. (2011). AHKME eLearning Information System: A 3.0 Approach. International Journal of Knowledge Society Research (IJKSR), 2(2),73-81.
Rodriguez, C. Osvaldo (2012). MOOCs and the AI-Stanford Like Courses: Two Successful and Distinct Course Formats for Massive Open Online Courses. European Journal of Open, Distance and E-Learning, 2012. Retrieved from : http://www.eurodl.org/?p=current&sp=full&article=516
Romeo, K. (2012) . Language Learning MOOCs? Retrieved from : https://www.stanford.edu/group/ats/cgi-bin/hivetalkin/?p=3011 (last accessed: 1/10/2013).
Rosenberg, M. J. (2001). Building successful online-learning in your organization. New York: McGraw-Hill.
Şahin-Kızıl, A. (2014). Blended instruction for EFL learners: Engagement, learning and course satisfaction. JALT CALL Journal, 10(3), 175-188.
Sanchez-Gordon S. & Luján-Mora, S. (2014). MOOCS GONE WILD. Proceedings of INTED2014 Conference 10th-12th March 2014, Valencia, Spain. 1449-1458
Sangrà, A., Vlachopoulos, D., & Cabrera, N. (2012). Building an inclusive definition of e-learning: An approach to the conceptual framework. The International Review of Research in Open and Distributed Learning, 13(2), 145-159.
Schrire, S. (2004). Interaction and cognition in asynchronous computer conferencing. Instructional Science, 32(6), 475-502.
Schuman, R. (2013). The king of MOOCs abdicates the throne. Slate. Abgerufen von. Retrieved from: http://www.slate.com/articles/life/education/2013/11/sebastian_thrun_and_udacity_distance_learning_is_unsuccessful_for_most_students.html
Shin, W. S., & Kang, M. (2015). The use of a mobile learning management system at an online university and its effect on learning satisfaction and achievement. The International Review of Research in Open and Distributed Learning, 16(3), 110-130.
Shouchao, G., Chunyan, Y., & Shenghui, Z. (2016). Survey of Satisfaction of Small Private Online Course (SPOC): A Case of Chuzhou University Students, China. In Educational Innovation through Technology (EITT), 2016 International Conference. 193-197.
Siemens, G. (2013). Massive open online courses: Innovation in education. Open educational resources: Innovation, research and practice, 5. 31-41.
Siemens, G. (2014). Connectivism: A learning theory for the digital age. Retrieved from: http://er.dut.ac.za/bitstream/handle/123456789/69/Siemens_2005_Connectivism_A_learning_theory_for_the_digital_age.pdf?sequence=1
Singh, H. (2014). What’s wrong with MOOCs and why aren’t they working? Retrieved from: https://www.wired.com/insights/2014/08/whats-wrong-moocs-arent-changing-game-education/
Singhal, M. (1997). The Internet and foreign language education: Benefits and challenges. The internet TESL journal, 3(6), 107. Retrieved from: http://iteslj.org/Articles/Singhal-Internet
Sipple, C.J., & Sipple, R.J. (1980). Computer dictionary . Howard W. Sams & Co. Inc.
Smith, P. L., & Ragan, T. J. (1999). Instructional design (p. 3). New York: Wiley.
Sokolik, M. (2016). 12 Academic writing in MOOC environments. Technology-Enhanced Language Learning for Specialized Domains: Practical Applications and Mobility, 165.
STEPHEN D., (2005). E-learning 2.0. e Learn magazine. Retrieved from: http://elearnmag.acm.org/featured.cfm?aid=1104968
Stevens, V. (2013). What’s with the MOOCs? TESL – EJ: The Electronic Journal for English as a Second Language, 16 (4), 1-14. Retrieved March 1, 2013, from the TESL-EJ Web site: http://www.tesl-ej.org/wordpress/issues/volume16/ej64/ej64int/
Sun, P. C., Tsai, R. J., Finger, G., Chen, Y. Y., & Yeh, D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & education, 50(4), 1183-1202.
Sung, H. Y., & Hwang, G. J. (2013). A collaborative game-based learning approach to improving students' learning performance in science courses. Computers & Education, 63, 43-51.
Sweeney, Jillian C., and Deborah Ingram. 2001. A comparison of traditional and web-based tutorials in marketing education: An exploratory study. Journal of Marketing Education 23 (1), 55-62.
Tanah, L. (2009). Definition of learning achievement. Retrieved from: http://lantaitanah.blogspot.tw/2009/10/definition-of-learning-achievement.html
Taneja,S. & Goel, A.(2014). MOOC Providers and their Strategies. International Journal of Computer Science and Mobile Computing. 3(5). 222-228.
Tastle, W. J., White, B. A., & Shackleton, P. (2005). E-learning in higher education: The challenge, effort, and return on investment. International Journal on E-Learning, 4(2), 241–251.
Tavangarian, D., Leypold, M. E., Nölting, K., Röser, M., & Voigt, D. (2004). Is e-Learning the solution for individual learning? Electronic Journal of e-Learning, 2(2), 273−280.
The Implementation of a Flipped Classroom in Foreign Language Teaching. Turkish Online Journal of Distance Education, 16(4), 28-37.
Topala, I., & Tomozii, S. (2014). Learning Satisfaction: Validity and Reliability Testing for Students’ Learning Satisfaction Questionnaire. Procedia-Social and Behavioral Sciences, 128, 380-386.
Tough, A., (1982). Intentional Change: A Fresh Approach to Helping People Change. Follet Publishing Company. Chicago
Traphagan, T. Kucsera,J.V., & Kishi, K. (2010). Impact of class lecture webcasting on attendance and learning. Educational Technology Research and Development, 58(1), 19-37. Retrieved from: http://dx.doi.org/10.1007/s11423-009-9128-7
Tucker, B. (2012). The flipped classroom. Education next, 12(1). 82-83
Urdan, T. A., & Weggen, C. C. (2000). Corporate e-learning: Exploring a new frontier. e-Learning, 17(3). Retrieved from: http://cclp.mior.ca/Reference%20Shelf/PDF_OISE/Corporate%20e-learning.pdf
Van Sickle, J. R. (2016). Discrepancies between Student Perception and Achievement of Learning Outcomes in a Flipped Classroom. Journal of the Scholarship of Teaching and Learning, 16(2), 29-38.
Ventura, P., Bárcena, E., & Martín-Monje, E. (2014). Analysis of the impact of social feedback on written production and student engagement in Language MOOCs. Procedia-Social and Behavioral Sciences, 141, 512-517.
Verhagen, P. (2006). Connectivism: A new learning theory. Retrived from: https://zh.scribd.com/doc/88324962/Connectivism-a-New-Learning-Theory
Walker, B.K. ( 2007). Bridging the distance: How social interaction, presence, social presence, and sense of community influence student learning experiences in an online virtual environment. unpublished Ph.D. dissertation, University of North Carolina, Retrieved from: http://libres.uncg.edu/ir/uncg/f/umi-uncg-1472.pdf, accessed 3 May 2013.
Wang, H. Y., Huang, I., & Hwang, G. J. (2016). Effects of a Question Prompt-based Concept Mapping Approach on Students’ Learning Achievements, Attitudes and 5C Competences in Project-based Computer Course Activities. Educational Technology & Society, 19(3), 351-365.
Wang, J., & Mendori, T. (2015). An evaluation of the learning attitude and motivation in a language learning support system. In 2015 IEEE 15th International Conference on Advanced Learning Technologies (pp. 358-360). IEEE.
Wang, X. H., Wang, J. P., Wen, F. J., Wang, J., & Tao, J. Q. (2016). Exploration and Practice of Blended Teaching Model Based Flipped Classroom and SPOC in Higher University. Journal of Education and Practice, 7(10), 99-104.
Ward, M ,. (2002). A Template for CALL programs for Endangered Languages. MSc thesis, Dublin City University. Retrieved from: http://www.computing.dcu.ie/~mward/mthesis.html
Watson, W. R., Kim, W., & Watson, S. L. (2016). Learning outcomes of a MOOC designed for attitudinal change: A case study of an Animal Behavior and Welfare MOOC. Computers & Education, 96, 83-93.
WMA(2010). World Mentoring Academy (WMA). Retrieved from: http://www.worldmentoringacademy.com/www/About.html
Wu, J. H., Tennyson, R. D., & Hsia, T. L. (2010). A study of student satisfaction in a blended e-learning system environment. Computers & Education, 55(1), 155-164.
Wu, S., Fitzgerald, A., & Witten, I. H. (2014). Second language learning in the context of MOOCs. In CSEDU 2014. SCITEPRESS. 354-359
Wu, Y.-T., Chang, M., Li, B., Chan, T.-W., Kong, S. C., Lin, H.-C.-K., Chu, H.-C., Jan, M., Lee, M.-H., Dong, Y., Tse, K. H., Wong, T. L., & Li, P. (Eds.). (2016). Conference Proceedings of the 20th Global Chinese Conference on Computers in Education 2016. Hong Kong: The Hong Kong Institute of Education.
WWTC(2015). Travel & Tourism Economic Impact 2015 WORLD. Retrieved from:https://www.wttc.org/-/media/files/reports/economic%20impact%20research/regional%202015/world2015.pdf
Zhang, M., Zhu, J., Zou, Y., Yan, H., Hao, D., & Liu, C. (2015). Educational evaluation in the PKU SPOC course data structures and algorithms. In Proceedings of the Second (2015) ACM Conference on Learning. 237-240.
Kamradt, T. F., & Kamradt, E. J. (1999). Structured design for attitudinal instruction. In C. M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory (Vol. 2, pp. 563–590). Mahwah: Lawrence Erlbaum Associates.