This study intends to examine the xMOOCs offered by one of the mainstream MOOC platforms in Conole's 12 dimensions. For this purpose, the research employed an embedded single case study using heuristic inquiry to collect data. The researchers participated in three xMOOCs and took into consideration the characteristics of these MOOCs by rating them as low, medium or high in terms of Conole's 12 dimensions. Inter-rater reliability was 92 percent. The study showed that the openness, massiveness, diversity, use of multimedia, communication among learners, learning pathway and amount of reflection dimensions were high. The communication with instructors, degree of collaboration and autonomy dimensions were medium, and the quality assurance, certification, and formal learning dimensions were low. After explaining characteristics of xMOOCs from the perspective of open learning, the study highlighted that xMOOCs dramatically differ with regard to the implementation of the freemium business model to education and course delivery methods. It was concluded that MOOCs are not a new form of learning, but a new form of organizing learning similar to the open university movement, but which promises more flexibility and access than open universities.

Information on the emotional outcomes of e-learning system use and emotional aspects of user experience in higher education is quite limited. Accordingly, the aim of the study is to identify the factors that influence university students’ intention to continue using e-learning systems and to examine the emotional outcomes of the continuance intention. The core constructs of the Technology Acceptance Model formed the basis of the proposed model, and the model was extended with a framework of emotions (challenge, achievement, deterrence, loss) and external variables. Data were collected online from 19,530 university students of a state university. For the analysis, Partial Least Squares-Structural Equation Modeling was employed. The proposed model explained 73.5% of continuance intention, 50.3% of achievement, and 52.2% of challenge emotions. In addition, 23 of the 25 tested hypotheses were supported. The findings indicate that perceived usefulness is a decisive factor in creating user experiences that generate emotions such as enjoyment, playfulness and satisfaction. In addition, the results showed that personal innovativeness strongly influenced the core constructs of technology acceptance model and the positive aspects of emotions (achievement and challenge). Accordingly, it can be stated that these findings lead us to the fact that students’ value perceptions regarding e-learning systems have a critical role in terms of emotional outcomes. In addition, the findings suggest that both intrinsic-extrinsic motivators, innovativeness characteristics and emotional outcomes should be taken into account in design and development process in order to improve the quality of the user experience. In this direction, implications for research and practice are discussed.

Empirical evidence on the e-learning adoption in the field of special education is quite limited. Path modelling in particular draws attention as an important methodological gap. Therefore, a model that can provide a theoretical basis for practice in special education has the potential to make significant contributions. Accordingly, this study aimed to identify the factors influencing the intention to use e-learning systems by proposing an extended technology acceptance model for special education. The participant group consisted of 1713 university students with special needs receiving education through the e-learning systems of a state university. For analysing the data, partial least squares-structural equation modelling was used. The results showed that the model explained 76.9% of intention to use e-learning systems. Perceived ease of use and perceived usefulness had the strongest relationship in the model while that between perceived enjoyment and behavioural intention represented the strongest relationship in terms of influence on intention. In addition, hypothesis tests revealed that both social and individual-emotional factors affected intention to use e-learning, and constructs that provide intrinsic motivation and constructs of extrinsic motivation associated with performance improvement play a critical role in e-learning adoption. Accordingly, implications for research and practice are discussed. Implications for practice or policy: It is critical for instructional designers, special education experts and policymakers to consider the effects of core acceptance constructs, both in terms of competence in and tendency to use e-learning systems. E-learning system designs that can meet the expectations arising from social norms and can contribute to strengthening the sense of belonging may have a crucial role. It is vital to consider the enjoyment elements in terms of ensuring quality learning through online education.

Though first appeared in 1971, digital book technology has evolved especially since 2000s and it is relatively a new research area. Therefore, to better understand this phenomenon, a quantitative survey research was conducted in 2015 spring term in a state university in Turkey. The objective of the study is to explain current state of digital books within post-graduate students' perspectives and to identify post-graduate student's perceptions, attitudes and preferences related to digital books. In this regard, this research presents results of the survey. A total of 135 post-graduate students responded the questionnaire. The data regarding use of digital books in addition to demographics was collected through an online questionnaire and the findings were analyzed through descriptive statistics. In this sense, post-graduate students' use of digital books, purposes to use, preferred devices, and most used features of digital books were examined. In addition to these questions, reasons not to use digital books and post-graduate students' future attitude whether to use digital books or not were further investigated. Additionally, research directions for future implications were provided.