Ausgabe 1/2022
Inhalt (12 Artikel)
Improving the portability of predicting students’ performance models by using ontologies
Javier López-Zambrano, Juan A. Lara, Cristóbal Romero
Correction to: Improving the portability of predicting students’ performance models by using ontologies
Javier López-Zambrano, Juan A. Lara, Cristóbal Romero
The COVID-19 pandemic and E-learning: challenges and opportunities from the perspective of students and instructors
Abdelsalam M. Maatuk, Ebitisam K. Elberkawi, Shadi Aljawarneh, Hasan Rashaideh, Hadeel Alharbi
Exploring the cohesion of classroom community from the perspectives of social presence and social capital
Ding-Chau Wang, Yu-Lin Jeng, Chih-Ming Chiang, Yong-Ming Huang
A differentiated learning environment in domain model for learning disabled learners
Monika Thapliyal, Neelu Jyothi Ahuja, Achyut Shankar, Xiaochun Cheng, Manoj Kumar
Adopting a framework to support the process of critical reflection and understanding of online engagement
Petrea Redmond, Stephanie M. Foote, Alice Brown, Deborah Mixson-Brookshire, Lindy-Anne Abawi, Robyn Henderson
The effects of the regulated learning-supported flipped classroom on student performance
Hyojung Jung, Seung Won Park, Hyun Song Kim, Jongchan Park
The design and development of an open educational resources intervention in a college course that manifests in open educational practices: a design-based research study
Maimoona H. Al Abri, Brenda Bannan, Nada Dabbagh
Grappling with professional ethics in instructional technology by participating in an online service-learning course
Lisa C. Yamagata-Lynch, Erin R. Garty, Stephanie Teague Hostetter, Makhosazana L. Lunga
Design of peer assessment rubrics for ICT topics
Lorena Bowen-Mendoza, Maricela Pinargote-Ortega, Jaime Meza, Sebastián Ventura
Instructors’ conceptualization and implementation of scaffolding in online higher education courses
Jennifer C. Richardson, Secil Caskurlu, Daniela Castellanos-Reyes, Suzhen Duan, Mohammad Shams Ud Duha, Holly Fiock, Yishi Long