Ausgabe 1/2022
Inhalt (64 Artikel)
What do they TEL(L)? A systematic analysis of master programs in technology-enhanced learning
Mikhail Fominykh, Joshua Weidlich, Marco Kalz, Ingunn Dahler Hybertsen
Online engagement and performance on formative assessments mediate the relationship between attendance and course performance
Chang Lu, Maria Cutumisu
Effects of using mobile instant messaging on student behavioral, emotional, and cognitive engagement: a quasi-experimental study
Ying Tang, Khe Foon Hew
Applying the design-based learning model to foster undergraduates’ web design skills: the role of knowledge integration
Chun-Yen Tsai, Wen-Ling Shih, Fu-Pei Hsieh, Yun-An Chen, Chien-Liang Lin
The use of system dynamics for energy and environmental education
Alexandre Strapasson, Marcello Ferreira, Diego Cruz-Cano, Jeremy Woods, Marco Paulo do Nascimento Maia Soares, Olavo Leopoldino da Silva Filho
VR as a choice: what drives learners’ technology acceptance?
Sean M. Noble, Jason D. Saville, Lori L. Foster
Development of a course based on BEAM robots to enhance STEM learning in electrical, electronic, and mechanical domains
Carlos Boya-Lara, Doris Saavedra, Aaron Fehrenbach, Angel Marquez-Araque
Teachers’ digital competencies in higher education: a systematic literature review
Verónica Basilotta-Gómez-Pablos, María Matarranz, Luis-Alberto Casado-Aranda, Ana Otto
Flipped classrooms in higher education during the COVID-19 pandemic: findings and future research recommendations
Blaženka Divjak, Bart Rienties, Francisco Iniesto, Petra Vondra, Mirza Žižak
A micro-credentialing methodology for improved recognition of HE employability skills
Marcelo Fabián Maina, Lourdes Guàrdia Ortiz, Federica Mancini, Montserrat Martinez Melo
“Connecting concepts helps put main ideas together”: cognitive load and usability in learning biology with an AI-enriched textbook
Marta M. Koć-Januchta, Konrad J. Schönborn, Casey Roehrig, Vinay K. Chaudhri, Lena A. E. Tibell, H. Craig Heller
Learning analytics dashboard: a tool for providing actionable insights to learners
Teo Susnjak, Gomathy Suganya Ramaswami, Anuradha Mathrani
Gamification suffers from the novelty effect but benefits from the familiarization effect: Findings from a longitudinal study
Luiz Rodrigues, Filipe D. Pereira, Armando M. Toda, Paula T. Palomino, Marcela Pessoa, Leandro Silva Galvão Carvalho, David Fernandes, Elaine H. T. Oliveira, Alexandra I. Cristea, Seiji Isotani
Off-task social media multitasking during class: determining factors and mediating mechanism
Liping Deng, Yujie Zhou, Qingchun Hu
Flipping the flipped class: using online collaboration to enhance EFL students’ oral learning skills
Ian Douglas Fischer, Jie Chi Yang
Social networking sites use and college students’ academic performance: testing for an inverted U-shaped relationship using automated mobile app usage data
Wondwesen Tafesse
Learning analytics to develop future competences in higher education: a case study
Riina Kleimola, Irja Leppisaari
Micro-credentials in leveraging emergency remote teaching: the relationship between novice users’ insights and identity in Malaysia
Jeya Amantha Kumar, Rachel Jasmine Richard, Sharifah Osman, Kevin Lowrence
Video feedback and Foreign Language Anxiety in online pronunciation tasks
Sidney Martin, Ibis M. Alvarez, Anna Espasa
Effects of captions, transcripts and reminders on learning and perceptions of lecture capture
Eleanor J. Dommett, Larisa M. Dinu, Wijnand Van Tilburg, Samuel Keightley, Benjamin Gardner
Artificial intelligence applications in Latin American higher education: a systematic review
Sdenka Zobeida Salas-Pilco, Yuqin Yang
Unfolding the learning behaviour patterns of MOOC learners with different levels of achievement
Shuang Li, Junlei Du, Jingqi Sun
Learning from success stories when using eLearning and bLearning modalities in higher education: a meta-analysis and lessons towards digital educational transformation
Álvaro H. Galvis, Diógenes Carvajal
The more the better? Comparing two SQD-based learning designs in a teacher training on augmented and virtual reality
Josef Buchner, Martin Hofmann
Toward just and equitable micro-credentials: an Australian perspective
Renee Desmarchelier, Lisa J. Cary
Debugging behaviors of early childhood teacher candidates with or without scaffolding
ChanMin Kim, Lucas Vasconcelos, Brian R. Belland, Duygu Umutlu, Cory Gleasman
Exploring the applicability of virtual reality- enhanced education on extrovert and introvert EFL learners’ paragraph writing
Farzaneh Khodabandeh
Why do open and distance education students drop out? Views from various stakeholders
Ayşe Bağrıacık Yılmaz, Serçin Karataş
Incorporating fantasy into gamification promotes student learning and quality of online interaction
Shurui Bai, Khe Foon Hew, Donn Emmanuel Gonda, Biyun Huang, Xinyi Liang
Development and validation of students’ digital competence scale (SDiCoS)
Katerina Tzafilkou, Maria Perifanou, A. A. Economides
Persistence and time challenges in an open online university: a case study of the experiences of first-year learners
Marlon Xavier, Julio Meneses
How learner engagement impacts non-formal online learning outcomes through value co-creation: an empirical analysis
Cenlan Wang, Tala Mirzaei, Tao Xu, Hui Lin
Exploring the roles of information search and information evaluation literacy and pre-service teachers’ ICT self-efficacy in teaching
Palmira Peciuliauskiene, Giedre Tamoliune, Elena Trepule
Focused self-explanation prompts and segmenting foster pre-service teachers’ professional vision - but only during training!
Monika Martin, Meg Farrell, Tina Seidel, Werner Rieß, Karen D. Könings, Jeroen J. G. van Merriënboer, Alexander Renkl
Development of pre-service early childhood teachers’ technology integrations skills through a praxeological approach
Taibe Kulaksız, Mehmet Toran
The university students’ self-regulated effort, flexibility and satisfaction in distance education
Zeynep Turan, Sevda Kucuk, Sinem Cilligol Karabey
Who engaged in the team-based assessment? Leveraging EdTech for a self and intra-team peer-assessment solution to free-riding
Tiffany K. Gunning, Xavier A. Conlan, Paul K. Collins, Alecia Bellgrove, Kaja Antlej, Adam P. A. Cardilini, Catherine L. Fraser
ePortfolio to promote networked learning: an experience in the Latin American context
Miguel Roco, Elena Barberà
Augmented reality in architecture and construction education: state of the field and opportunities
Aso Hajirasouli, Saeed Banihashemi
Generation gap, learning from the experience of compulsory remote architectural design studio
Aminreza Iranmanesh, Zeynep Onur
Early-warning prediction of student performance and engagement in open book assessment by reading behavior analysis
Brendan Flanagan, Rwitajit Majumdar, Hiroaki Ogata
VR-based health and safety training in various high-risk engineering industries: a literature review
Ryo Toyoda, Fernando Russo-Abegão, Jarka Glassey
Exploring the relationship between computational thinking and learning satisfaction for non-STEM college students
Chien Hsiang Liao, Chang-Tang Chiang, I-Chuan Chen, Kevin R. Parker
The influence of digital competences, self-organization, and independent learning abilities on students’ acceptance of digital learning
Laura Scheel, Gergana Vladova, André Ullrich
Video-based simulations in teacher education: the role of learner characteristics as capacities for positive learning experiences and high performance
Michael Nickl, Sina A. Huber, Daniel Sommerhoff, Elias Codreanu, Stefan Ufer, Tina Seidel
Assessing digital competence and its relationship with the socioeconomic level of Chilean university students
Juan Silva-Quiroz, Erla Mariela Morales-Morgado
Network analysis of gratitude messages in the learning community
Masami Yoshida
A revised application of cognitive presence automatic classifiers for MOOCs: a new set of indicators revealed?
Yuanyuan Hu, Claire Donald, Nasser Giacaman
Framework for automatically suggesting remedial actions to help students at risk based on explainable ML and rule-based models
Balqis Albreiki, Tetiana Habuza, Nazar Zaki
Developing an online learner satisfaction framework in higher education through a systematic review of research
Florence Martin, Doris U. Bolliger
How university teachers navigate social networking sites in a fully online space: provisional views from a developing nation
Jessie S. Barrot, Denson R. Acomular
Understand group interaction and cognitive state in online collaborative problem solving: leveraging brain-to-brain synchrony data
Xu Du, Lizhao Zhang, Jui-Long Hung, Hao Li, Hengtao Tang, Yiqian Xie
What do we want to know about MOOCs? Results from a machine learning approach to a systematic literature mapping review
Ignacio Despujol, Linda Castañeda, Victoria I. Marín, Carlos Turró
Compared to what? Effects of social and temporal comparison standards of feedback in an e-learning context
Marc P. Janson, Jan Siebert, Oliver Dickhäuser
Are flipped classrooms less stressful and more successful? An experimental study on college students
Betul Aydin, Veysel Demirer
Shifting online during COVID-19: A systematic review of teaching and learning strategies and their outcomes
Joyce Hwee Ling Koh, Ben Kei Daniel
The impact of a virtual teaching assistant (chatbot) on students' learning in Ghanaian higher education
Harry Barton Essel, Dimitrios Vlachopoulos, Akosua Tachie-Menson, Esi Eduafua Johnson, Papa Kwame Baah
Co-learner presence and praise alters the effects of learner-generated explanation on learning from video lectures
Zhongling Pi, Caixia Liu, Qian Meng, Jiumin Yang
The use of technology in higher education teaching by academics during the COVID-19 emergency remote teaching period: a systematic review
McQueen Sum, Alis Oancea
The perceived affordances of simulation-based learning: online student teachers’ perspectives
Lynn Dittrich, Toril Aagaard, Hjørdis Hjukse
Correction to: Framework for automatically suggesting remedial actions to help students at risk based on explainable ML and rulebased models
Balqis Albreiki, Tetiana Habuza, Nazar Zaki
Reflexive pedagogy at the heart of educational digital transformation in Latin American higher education institutions
Ana Carolina Useche, Álvaro H. Galvis, Frida Díaz-Barriga Arceo, Alberto Elí Patiño Rivera, Claudia Muñoz-Reyes
Correction: What do we want to know about MOOCs? Results from a machine learning approach to a systematic literature mapping review
Ignacio Despujol, Linda Castañeda, Victoria I. Marín, Carlos Turró
How does technology challenge teacher education?
Lina Kaminskienė, Sanna Järvelä, Erno Lehtinen