Issue 1/2017
Content (44 Articles)
The use of technology in postgraduate supervision pedagogy in two Australian universities
Dorit Maor, Janice Kay Currie
A flexible online platform for computerized adaptive testing
Stefan Oppl, Florian Reisinger, Alexander Eckmaier, Christoph Helm
Taking social media to a university classroom: teaching and learning using Twitter and blogs
Winner Dominic Chawinga
Utilizing student activity patterns to predict performance
Kevin Casey, David Azcona
Analysis of the use of social media in Higher Education Institutions (HEIs) using the Technology Acceptance Model
Duvince Zhalimar Dumpit, Cheryl Joy Fernandez
The possibility of predicting learning performance using features of note taking activities and instructions in a blended learning environment
Minoru Nakayama, Kouichi Mutsuura, Hiroh Yamamoto
Blended learning effectiveness: the relationship between student characteristics, design features and outcomes
Mugenyi Justice Kintu, Chang Zhu, Edmond Kagambe
Are Japanese digital natives ready for learning english online? a preliminary case study at Osaka University
Parisa Mehran, Mehrasa Alizadeh, Ichiro Koguchi, Haruo Takemura
Gamifying education: what is known, what is believed and what remains uncertain: a critical review
Christo Dichev, Darina Dicheva
Female university student’s ICT learning strategies and their influence on digital competence
Rocío Jiménez-Cortés, Alba Vico-Bosch, Angeles Rebollo-Catalán
A quantitative approach to pre-service primary school teachers’ attitudes towards collaborative learning with video games: previous experience with video games can make the difference
Marta Martín del Pozo, Verónica Basilotta Gómez-Pablos, Ana García-Valcárcel Muñoz-Repiso
Social media in undergraduate learning: categories and characteristics
Erika E. Smith
Democratizing digital learning: theorizing the fully online learning community model
Todd J. B. Blayone, Roland vanOostveen, Wendy Barber, Maurice DiGiuseppe, Elizabeth Childs
Representational model on Moodle’s activity: learning styles and navigation strategies
Sandra Meza-Fernández, Agustín Sepúlveda-Sariego
Undergraduate students’ conceptual interpretation and perceptions of haptic-enabled learning experiences
Uzma A. S. Shaikh, Alejandra J. Magana, Luis Neri, David Escobar-Castillejos, Julieta Noguez, Bedrich Benes
Situated learning through intergenerational play between older adults and undergraduates
Fan Zhang, David Kaufman, Robyn Schell, Glaucia Salgado, Erik Tiong Wee Seah, Julija Jeremic
Scenarios in virtual learning environments for one-to-one communication skills training
Raja Lala, Johan Jeuring, Jordy van Dortmont, Marcell van Geest
Students’ feedback beliefs and anxiety in online foreign language oral tasks
Sidney Martin, Ibis M. Alvarez Valdivia
Content in context: analyzing interactions in a graduate-level academic Facebook group
Deborah Moore-Russo, Michael Radosta, Kristi Martin, Sara Hamilton
Exploring the (missed) connections between digital scholarship and faculty development: a conceptual analysis
Juliana Elisa Raffaghelli
“From Making to Learning”: introducing Dev Camps as an educational paradigm for Re-inventing Problem-based Learning
Irene-Angelica Chounta, Sven Manske, H. Ulrich Hoppe
The effect of games and simulations on higher education: a systematic literature review
Dimitrios Vlachopoulos, Agoritsa Makri
Teacher professional development in the contexts of teaching English pronunciation
Frans Hermans, Peter Sloep, Karel Kreijns
Factual open cloze question generation for assessment of learner’s knowledge
Bidyut Das, Mukta Majumder
Computer-based technology and student engagement: a critical review of the literature
Laura A. Schindler, Gary J. Burkholder, Osama A. Morad, Craig Marsh
The acceptance and use of a virtual learning environment in higher education: an empirical study in Turkey, and the UK
Özlem Efiloğlu Kurt, Özhan Tingöy
Differences in basic digital competences between male and female university students of Social Sciences in Spain
Esteban Vázquez-Cano, Eloy López Meneses, Eduardo García-Garzón
A review of the benefits and drawbacks to virtual field guides in today’s Geoscience higher education environment
Anthony David Cliffe
A proficient and versatile online student-teacher collaboration platform for large classroom lectures
ABM Tariqul Islam, Jonas Flint, Philipp Jaecks, Clemens H. Cap
Developing eLearning champions: a design thinking approach
Daniela Gachago, Jolanda Morkel, Liza Hitge, Izak van Zyl, Eunice Ivala
Using a gamified mobile app to increase student engagement, retention and academic achievement
Ekaterina Pechenkina, Daniel Laurence, Grainne Oates, Daniel Eldridge, Dan Hunter
Evaluating the intention to use ICT collaborative tools in a social constructivist environment
David Kwok, Silin Yang
Focusing in on employability: using content analysis to explore the employability discourse in UK and USA universities
Deesha Chadha, James Toner
Learning design as a vehicle for developing TPACK in blended teacher training on technology enhanced learning
Kyparisia Papanikolaou, Katerina Makri, Petros Roussos
The perceptions of the meaning and value of analytics in New Zealand higher education institutions
Hamidreza Mahroeian, Ben Daniel, Russell Butson
Learning design for teacher professional development
Muriel Garreta-Domingo, Peter B. Sloep, Davinia Hernández-Leo, Yishay Mor
Games and simulation in higher education
Angel A. Juan, Birgit Loch, Thanasis Daradoumis, Sebastian Ventura
University students’ self-regulated learning using digital technologies
Carmen Yot-Domínguez, Carlos Marcelo
Technologically-mediated communication: student expectations and experiences in a FOMO society
Angela T. Ragusa
Student use and perception of technology enhanced learning in a mass lecture knowledge-rich domain first year undergraduate module
Daniel J. Peart, Penny L. S. Rumbold, Karen M. Keane, Linda Allin
Correction to: “From Making to Learning”: introducing Dev Camps as an educational paradigm for Re-inventing Project-based Learning
Irene-Angelica Chounta, Sven Manske, H. Ulrich Hoppe
Computational thinking development through creative programming in higher education
Margarida Romero, Alexandre Lepage, Benjamin Lille
Democratizing education at the margins: faculty and practitioner perspectives on delivering online tertiary education for refugees
Thomas M. Crea, Neil Sparnon
Digital informal learning among Chinese university students: the effects of digital competence and personal factors
Tao He, Chang Zhu