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The role of teachers is an important element of online project-based learning courses. Based on the Community of Inquiry framework, this study examined how students' perceptions of teaching presence, through social presence and cognitive presence, were related to their evaluations of online project-based learning. A 16-week online project-based legal education course was implemented. During the course, students engaged in two small group activities and created two final products. Survey data were collected twice from 38 and 41 students in two course phases. Results from partial least squares analyses revealed that teaching presence was directly related to students' evaluations in the early stage of the course and indirectly related to students' evaluations, through the effects of social presence, in the entire course. Practical implications for teachers and suggestions for further studies are provided.

The aim of this study is to gain insight into the interplay between attitudes, motivation, learning engagement, and perceived learning outcomes in massive open online courses (MOOCs). An online survey was administered to 232 MOOC learners. This study provided comprehensive explanations for individual differences in learning engagement and perceived learning outcomes in MOOCs with a modified model of the expectancy-value theory of achievement motivation. The structural equation modeling revealed that attitudes served as a precursor of participation in MOOCs that significantly influenced self-efficacy, intrinsic value, and task effort cost; self-efficacy and intrinsic value were positively associated with both learning engagement and perceived learning outcomes, while attitudes toward MOOC learning was positively related to perceived learning outcomes only. Furthermore, the mediation analyses highlighted that intrinsic value was a powerful mediator, which positively influenced the effects of attitudes and self-efficacy on learning engagement and perceived learning outcomes. The moderation analyses discovered that task effort cost moderated the effects of attitudes on learning engagement and perceived learning outcomes. Curriculum designers and instructors could benefit from this study to understand what rationales drive individuals to be engaged in MOOC learning and to reach greater perceived learning outcomes in MOOCs.

The school context has the potential to hinder or stimulate teachers' motivation to attend Continuous Professional Development (CPD) programs. The present study investigated the relationship between workplace conditions in schools and teachers' autonomous motivation to participate in CPD. A questionnaire was completed by 472 teachers in 13 schools in China. The results show that four school condition variables are related to teachers' autonomous motivation for CPD. The more support teachers report to receive from their school principals and the more work pressure they experience, the more they are motivated for CPD. In contrast, the more teachers report to be supported by their colleagues and the more emotional pressure they receive, the less they are motivated for CPD. In addition, support from colleagues and levels of perceived task autonomy moderate the relationship between teachers' personal factors and their motivation for CPD. Implications are presented for school leaders and policymakers.