This paper is in the following e-collection/theme issue:

Scoping Review Protocols (180) New Methods and Approaches in Medical Education (232) Reviews in Medical Education (57) Massive Open Online Courses (MOOC) (19) e-Learning and Medical Education (691) Learning and Education (76)

Published on in Vol 11, No 5 (2022): May

Preprints (earlier versions) of this paper are available at https://preprints.jmir.org/preprint/35878, first published .
Pedagogical Approaches and Learning Activities, Content, and Resources Used in the Design of Massive Open Online Courses (MOOCs) in the Health Sciences: Protocol for a Scoping Review

Pedagogical Approaches and Learning Activities, Content, and Resources Used in the Design of Massive Open Online Courses (MOOCs) in the Health Sciences: Protocol for a Scoping Review

Pedagogical Approaches and Learning Activities, Content, and Resources Used in the Design of Massive Open Online Courses (MOOCs) in the Health Sciences: Protocol for a Scoping Review

Authors of this article:

Øystein Røynesdal1, 2 Author Orcid Image ;   Jeanette H Magnus3 Author Orcid Image ;   Anne Moen4 Author Orcid Image
Article Authors Cited by (1) Tweetations (2) Metrics

Journals

  1. Liang J, Ng D, Raveendran V, Teo M, Quah E, Chua K, Lua J, Owyong J, Vijayan A, Abdul Hamid N, Yeoh T, Ong E, Phua G, Mason S, Fong W, Lim C, Woong N, Ong S, Krishna L, Gholamzadeh M. The impact of online education during the Covid-19 pandemic on the professional identity formation of medical students: A systematic scoping review. PLOS ONE 2024;19(1):e0296367 View