Eulho Jung

Profiling students’ learning engagement in MOOC discussions to identify learning achievement: An automated configurational approach

Leveraging AI in E-Learning: Personalized Learning and Adaptive Assessment through Cognitive Neuropsychology—A Systematic Analysis

Exploring the structural relationships between course design factors, learner commitment, self-directed learning, and intentions for further learning in a self-paced MOOC

The influence of instructional design on learner control, sense of achievement, and perceived effectiveness in a supersize MOOC course