Ausgabe 1/2018
Inhalt (48 Artikel)
Investigating temporal access in a flipped classroom: procrastination persists
Abeer AlJarrah, Michael K. Thomas, Mohamed Shehab
Integrating MOOCs in traditionally taught courses: achieving learning outcomes with blended learning
Antonia Bralić, Blaženka Divjak
Blended learning: the new normal and emerging technologies
Charles Dziuban, Charles R. Graham, Patsy D. Moskal, Anders Norberg, Nicole Sicilia
Magnetic and multistable: reinterpreting the affordances of educational technology
Jesper Aagaard
Understanding the faculty perspectives influencing their innovative practices in MOOCs/SPOCs: a case study
Ada Freitas, Joaquín Paredes
A review of previous studies on ESL/EFL learners’ interactional feedback exchanges in face-to-face and computer-assisted peer review of writing
Murad Abdu Saeed, Kamila Ghazali, Musheer Abdulwahid Aljaberi
Roles of perceived fit and perceived individual learning support in students’ weblogs continuance usage intention
Princely Ifinedo
Thematic analysis of the international journal of educational Technology in Higher Education (ETHE) between 2004 and 2017
Victoria I. Marín, Josep M. Duart, Alvaro H. Galvis, Olaf Zawacki-Richter
The contributions of mixed insights to advancing technology-enhanced formative assessments within higher education learning environments: an illustrative example
Cheryl Poth
A critical review of mobile learning integration in formal educational contexts
Luís Francisco Mendes Gabriel Pedro, Cláudia Marina Mónica de Oliveira Barbosa, Carlos Manuel das Neves Santos
The hidden architecture of higher education: building a big data infrastructure for the ‘smarter university’
Ben Williamson
Efficient, helpful, or distracting? A literature review of media multitasking in relation to academic performance
Kaitlyn E. May, Anastasia D. Elder
Personalisation in educational technology: the absence of underlying pedagogies
Antonio Bartolomé, Linda Castañeda, Jordi Adell
Three paradoxes in the approach to educational technology in the education studies of the Spanish universities
Joan Ferrés, Maria-Jose Masanet, Julio-César Mateus
Seeking the best blend for deep learning in a flipped classroom – viewing student perceptions through the Community of Inquiry lens
Ingrid le Roux, Lynette Nagel
Student help-seeking attitudes and behaviors in a digital era
Adnan Qayyum
Self-reported internet skills, previous knowledge and working memory in text comprehension in E-learning
Debora I. Burin, Natalia Irrazabal, Irene Injoque Ricle, Gaston Saux, Juan Pablo Barreyro
“Pedagogical tweeting” in higher education: boon or bane?
Britt Adams, Annelies Raes, Hannelore Montrieux, Tammy Schellens
Higher education dominance and siloed knowledge: a systematic review of flipped classroom research
Mona Lundin, Annika Bergviken Rensfeldt, Thomas Hillman, Annika Lantz-Andersson, Louise Peterson
Categorization of E-learning as an emerging discipline in the world publication system: a bibliometric study in SCOPUS
Gerardo Tibaná-Herrera, María Teresa Fernández-Bajón, Félix De Moya-Anegón
More than tools? Making sense of the ongoing digitizations of higher education
Linda Castañeda, Neil Selwyn
Error correction and repair moves in synchronous learning activities
Jorge Eduardo Pineda Hoyos
Dawn or dusk of the 5th age of research in educational technology? A literature review on (e-)leadership for technology-enhanced learning in higher education (2013-2017)
Deborah Arnold, Albert Sangrà
Supporting decision-making processes on blended learning in higher education: literature and good practices review
Álvaro Hernán Galvis
Adding authenticity to controlled conditions assessment: introduction of an online, open book, essay based exam
Chris P. Moore
Online learning readiness and attitudes towards gaming in gamified online learning – a mixed methods case study
Klaudia Bovermann, Joshua Weidlich, Theo Bastiaens
"Now you're competing": how historically-Black colleges and universities compete (and don't) on the Internet
Zachary W. Taylor
The 2017 national survey of online learning in Canadian post-secondary education: methodology and results
Tony Bates
Adaptive quizzes to increase motivation, engagement and learning outcomes in a first year accounting unit
Bella Ross, Anne-Marie Chase, Diane Robbie, Grainne Oates, Yvette Absalom
The development of discourse in the online environment: between technology and multiculturalism
Marcelo I. Dorfsman
Turning a traditional teaching setting into a feedback-rich environment
Arturo González
The relationship between teacher immediacy, perceptions of learning, and computer-mediated graduate course outcomes among primarily Asian international students enrolled in an U.S. university
Jillian L. Wendt, Jennifer Courduff
The utilisation of e-learning facilities in the educational delivery system of Nigeria: a study of M-University
Sunday Chinedu Eze, Vera Chinwendu Chinedu-Eze, Adenike Oluyemi Bello
An interactive and augmented learning concept for orientation week in higher education
Nguyen Nguyen, Tuomo Muilu, Amir Dirin, Ari Alamäki
Digital technologies in resource constrained higher institutions of learning: a study on students’ acceptance and usability
Fiona P. Tulinayo, Peter Ssentume, Rovincer Najjuma
Profiling the digital readiness of higher education students for transformative online learning in the post-soviet nations of Georgia and Ukraine
Todd J. B. Blayone, Olena Mykhailenko, Medea Kavtaradze, Marianna Kokhan, Roland vanOostveen, Wendy Barber
An architectural design and evaluation of an affective tutoring system for novice programmers
Hua Leong Fwa
Evaluation of a simulation-based hospital pharmacy training package for pharmacy students
H. Laetitia Hattingh, Denise Robinson, Alison Kelly
Scalable authentic assessment of collaborative work assignments in wikis
Antonio Balderas, Manuel Palomo-Duarte, Juan Manuel Dodero, María Soledad Ibarra-Sáiz, Gregorio Rodríguez-Gómez
The effectiveness of gamification technique for higher education students engagement in polytechnic Muadzam Shah Pahang, Malaysia
Rafidah Ab. Rahman, Sabrina Ahmad, Ummi Rabaah Hashim
The future of online testing and assessment: question quality in MOOCs
Eamon Costello, Jane Holland, Colette Kirwan
Unfitting, uncomfortable, unacademic: a sociological reading of an interactive mobile phone app in university lectures
Christopher Drew, Amandeep Mann
Big course small talk: twitter and MOOCs — a systematic review of research designs 2011–2017
Eamon Costello, Mark Brown, Mairéad Nic Giolla Mhichíl, Jingjing Zhang
Jumping from one resource to another: how do students navigate learning networks?
Alaa A. AlDahdouh
A call for promoting ownership, equity, and agency in faculty development via connected learning
Maha Bali, Autumm Caines
Opening up design studio education using blended and networked formats
Olga Ioannou
Digital transformation in German higher education: student and teacher perceptions and usage of digital media
Melissa Bond, Victoria I. Marín, Carina Dolch, Svenja Bedenlier, Olaf Zawacki-Richter