I have received a few emails in response to my last message, asking for instructions on how to use the access code. Apologies for neglecting to include this information in the original message; I hadn’t tried using the access code myself and so didn’t realize the process wasn’t intuitive! I also wanted to take this opportunity to clarify that the access code will provide free access to ALL JCAL articles—not just those in the special issue—for the remainder of the year. 1. You will need to register for an account on the Wiley website at http://www.onlinelibrary.wiley.com/user-registration if you have not already done so. 2. Log in to Wiley Online Library (http://onlinelibrary.wiley.com) with your email and password. 3. Once you have logged in, go to the trial access page within your profile at http://www.onlinelibrary.wiley.com/myprofile/trials. Enter the access code JCALLAK16 in the "Trial Access Code" dialog box, then click "Submit Code." You should now have access to all JCAL content (not just the special issue). If you encounter any difficulty, please email jcal.specialissues@gmail.com and I will endeavor to assist you. Kind regards, Mark
On May 4, 2016, at 1:06 PM, Mark J. W. Lee <malee@csu.edu.au> wrote:
Dear colleague,
Following my earlier email about the publication of the the special issue of Journal of Computer Assisted Learning (JCAL) on "Learning analytics in massively multi-user virtual environments and courses", Wiley has been kind enough to provide an access code that will permit free access to the content of the journal for the remainder of the year—but only for the first 300 users.
The code is: JCALLAK16
If you DO NOT have access to JCAL via your institution’s library, we strongly encourage you to make use of this code, as Wiley will be monitoring its uptake to facilitate future decision-making on whether to make this special issue, along with other selected content, permanently free and open access.
The contents of the special issue are included below again, for your reference.
EDITORIAL
Learning analytics in massively multi-user virtual environments and courses M.J.W. Lee, P.A. Kirschner and L. Kester http://dx.doi.org/10.1111/jcal.12139
SPECIAL ISSUE ARTICLES
A MOOC based on blended pedagogy S. Rayyan, C. Fredericks, K.F. Colvin, A. Liu, R. Teodorescu, A. Barrantes, A. Pawl, D.T. Seaton and D.E. Pritchard http://dx.doi.org/10.1111/jcal.12126
Understanding MOOC students: motivations and behaviours indicative of MOOC completion B.K. Pursel, L. Zhang, K.W. Jablokow, G.W. Choi and D. Velegol http://dx.doi.org/10.1111/jcal.12131
The role of students' motivation and participation in predicting performance in a MOOC P.G. de Barba, G.E. Kennedy and M.D. Ainley http://dx.doi.org/10.1111/jcal.12130
Who are the top contributors in a MOOC? Relating participants' performance and contributions C. Alario-Hoyos, P. J. Muñoz-Merino, M. Pérez-Sanagustín, C. Delgado Kloos and H. A. Parada G. http://dx.doi.org/10.1111/jcal.12127
Connecting performance to social structure and pedagogy as a pathway to scaling learning analytics in MOOCs: an exploratory study S.P. Goggins, K.D. Galyen and J.M. Laffey http://dx.doi.org/10.1111/jcal.12129
Towards general models of effective science inquiry in virtual performance assessments R.S. Baker, J. Clarke-Midura and J. Ocumpaugh http://dx.doi.org/10.1111/jcal.12128
CLOSING COMMENTARY
The MOOC and learning analytics innovation cycle (MOLAC): a reflective summary of ongoing research and its challenges H. Drachsler and M. Kalz http://dx.doi.org/10.1111/jcal.12135
Kind regards,
Mark J.W. Lee, Paul A. Kirschner and Liesbeth Kester Editors