Bibliography

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

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(1), 37-44.

Baer, R. A. (2003). Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical Psychology: Science and Practice, 10(2), 125–143. https://doi.org/10.1093/clipsy/bpg015

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

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(1), 56-71.

Brody, N., & Vangelisti, A. L. (2016). Bystander intervention in cyberbullying. Communication Monographs, 83(1), 94-119.

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, 84(4), 822–848. https://doi.org/10.1037/0022-3514.84.4.822

Carson, J. W., Carson, K. M., Gil, K. M., & Baucom, D. H. (2004). Mindfulness-based relationship enhancement. Behavior Therapy, 35(3), 471-494.

Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. AACE journal, 16(2), 137-159.

Coatsworth, J. D., Duncan, L. G., Greenberg, M. T., & Nix, R. L. (2010). Changing parent’s mindfulness, child management skills and relationship quality with their youth: Results from a randomized pilot intervention trial. Journal of Child and Family Studies, 19(2), 203–217. https://doi.org/10.1007/s10826-009-9304-8

Cormier, D. (2008). Rhizomatic education: Community as curriculum. Innovate 4(5).

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, 80(1), 53-61.

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

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.

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 (pp. 250-255). Chesapeake, VA: Association for the Advancement of Computing in Education.

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

Crosslin, M., & Wakefield, J. S. (2016). What’s cooking in the MOOC kitchen: Layered MOOCs. TechTrends, 60(2), 98-101. https://doi.org/10.1007/s11528-016-0036-5

Dawson, S., Joksimovic, S., Kovanovic, V., Gaševic, 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, Melbourne, 117-129.

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

Dick, W., Carey, L., & Carey, J. O. (2001). The systematic design of instruction (Vol. 5). New York: Longman.

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

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

DS106. (2016). Assignment Bank. Retrieved from http://assignments.ds106.us

Fox, A. (2013). From moocs to spocs. Communications of the ACM, 56(12), 38-40.

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(6), 236-243.

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, 6(2), 161–166. https://doi.org/10.1111/j.1750-8606.2011.00215.x

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

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

Groundwater-Smith, S. (2008). Listening to students. The EBE Journal, 2, 18-20.

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 (pp. 41-50). ACM.

Harting, K., & Erthal, M. J. (2005). History of distance learning. Information technology, learning, and performance journal, 23(1), 35.

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

Hew, K. F., & Cheung, W. S. (2014). Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Review, 12, 45-58.

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(2), 30-42.

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, 78(2), 169–183. https://doi.org/10.1037/a0018555

Hölzel, B. K., Hoge, E. A., Greve, D. N., Gard, T., Creswell, J. D., Brown, K. W., … Lazar, S. W. (2013). Neural mechanisms of symptom improvements in generalized anxiety disorder following mindfulness training. NeuroImage: Clinical, 2, 448–458. https://doi.org/10.1016/j.nicl.2013.03.011

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

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

Jha, A. P., Krompinger, J., & Baime, M. J. (2007). Mindfulness training modifies subsystems of attention. Cognitive, Affective, & Behavioral Neuroscience, 7(2), 109–119.

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.

Kabat-Zinn, J. (1994). Wherever you go, there you are: Mindfulness meditation in everyday life. New York: Hyperion.

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 (No. 1, pp. 1305-1313).

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

Kohn, A. (2011). The case against grades. Educational Leadership, 69(3), 28-33.

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

Kovanović, V., Joksimović, S., Gašević, D., Siemens, G., & Hatala, M. (2015). What public media reveals about MOOCs: A systematic analysis of news reports. British Journal of Educational Technology. 46(3), 510–527.

Lang, C., Siemens, G., Wise, A., & Gašević, D. (Eds.). (2017). The Handbook of Learning Analytics. Society for Learning Analytics Research (SoLAR).

Levine, A. (2018, May 27). My #netnarr reflection [Blog post]. Retrieved from http://cogdogblog.com/2018/05/netnarr-reflection/

Lorenzo, G., & Moore, J. (2002). Five pillars of quality online education. The Sloan consortium report to the nation, 15-09.

Mathieson, K., & Leafman, J. S. (2014). Comparison of Student and Instructor Perceptions of Social Presence. Journal of Educators Online, 11(2).

McAuley, 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

Milligan, C., Littlejohn, A., & Margaryan, A. (2013). Patterns of engagement in connectivist MOOCs. MERLOT Journal of Online Learning and Teaching, 9(2), 149-159.

Mind 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, 6(2), 146–153. https://doi.org/10.1111/j.1750-8606.2012.00240.x

Moore, M. (1989). Three types of interaction. American Journal of Distance Education, 3(2), 1-6.

Rodriguez, O. (2013). The concept of openness behind c and x-MOOCs (Massive Open Online Courses). Open Praxis, 5(1), 67-73.

Roeser, R. W., & Peck, S. C. (2009). An education in awareness: Self, motivation, and self-regulated learning in contemplative perspective. Educational Psychologist, 44(2), 119–136. https://doi.org/10.1080/00461520902832376

Roeser, R., & Zelazo, P. D. (2012). Contemplative Science, Education and Child Development: Introduction to the Special Section. Child Development Perspectives, 6(2), 143–145. https://doi.org/10.1111/j.1750-8606.2012.00242.x

Rose, 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 (CSCL 2015). Gothenburg, Sweden.

Sackstein, S. (2015). Hacking assessment: 10 ways to go gradeless in a traditional grades school (Hack learning series volume 3). Times 10 Publications.

Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1), 52–66. https://doi.org/10.1037/a0038454

Sedlmeier, P., Eberth, J., Schwarz, M., Zimmermann, D., Haarig, F., Jaeger, S., & Kunze, S. (2012). The psychological effects of meditation: A meta-analysis. Psychological Bulletin, 138(6), 1139–1171. https://doi.org/10.1037/a0028168

Semingson, 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 (pp. 474-479). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Shank, P. (2006). To plan good instruction, teach to the test. Online Course Design: 13 Strategies for Teaching in a Web-based Distance Learning Environment, 8-9. Retrieved from http://hilo.hawaii.edu/academics/dl/documents/13StrategiesforTeaching.pdf

Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.

Smith, P. L., & Ragan, T. J. (2004). Instructional design (3rd Ed.). Wiley.

Simunich, 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(3). 174-185, DOI: 10.1080/08923647.2015.1058604

Sweller, J., Cognitive load during problem solving: Effects on learning, Cognitive Science, 12, 257-285 (1988).

Tang, 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, 104(43), 17152–17156.

VanderLeest, S. H. (2004, June). The Built-in Bias of Technology. In Proceedings of the 2004 American Society for Engineering Education (ASEE) Conference (pp. 1417-1427).

Wang, 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(2). 121-141.

Warren, 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 (pp. 98-113). Routledge: Francis & Taylor, Inc.

Zheng, 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 (pp. 419-428). ACM.