Currently browsing: Items authored or edited by Barbara Conde Gafaro

Conde Gafaro, Barbara (2022). Building Bridges Towards Self-regulation: The Goal-Setting Behaviour of Adult Language Learners in MOOCs. PhD thesis The Open University.

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Conde Gafaro, Barbara (2022). First steps towards self-regulated learning: Setting goals in MOOCs. In: Rienties, Bart; Hampel, Regine; Eileen, Scanlon and Denise, Whitelock eds. Open World Learning: Research, Innovation and the Challenges of High-Quality Education. New York, USA: Routledge, pp. 63–75.

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Adams, Anne; FitzGerald, Elizabeth; Sargent, Julia; Bektik, Duygu; Ismail, Nashwa; Bossu, Carina and Clough, Gill (2021). The CPD2 Change Cycle: Enabling development for Online Higher Education. In: CALRG 2021 Book of Abstracts (Jones, Ann; Gaved, Mark; Chua, Shi-Min; Scanlon, Eileen; Conde Gafaro, Barbara; Cantwell, James; Bax, Kristiina and Matthews, Kylie eds.), The Open University, p. 24.

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Conde Gafaro, Barbara and Yildiz, Hilal Seda (2020). Supporting Learners' Self-regulation in LMOOCs: What Have We Done and How Far We Can Go? In: Proceedings of the Seventh ACM Conference on Learning @ Scale, ACM.

Conde Gafaro, Barbara (2019). Repurposing MOOCs For Self-Regulated Language Learning In An English For Academic Purposes Course. In: Comas-Quinn, Anna; Beaven, Ana and Sawhill, Barbara eds. New Case Studies Of Openness In And BeyondThe Language Classroom. Voillans, France: Research-publishing.net., pp. 115–128.

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Conde Gafaro, Barbara (2019). Exploring Self-Regulated Language Learning with MOOCs. Journal of Interactive Media in Education, 2019(1), article no. 14.

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Conde Gafaro, Barbara (2019). MOOCs in the Language Classroom: Using MOOCs as Complementary Materials to Support Self-Regulated Language Learning. In: Andujar, Alberto ed. Recent Tools for Computer- and Mobile-Assisted Foreign Language Learning. Advances in Educational Technologies and Instructional Design (AETID). IGI Global, pp. 194–211.