Ausgabe 1/2024
Inhalt (24 Artikel)
Which is the Digital Competence of Each Member of Educational Community to Use the Computer? Which Predictors Have a Greater Influence?
Francisco D. Guillén-Gámez, Ernesto Colomo-Magaña, Andrea Cívico-Ariza, Teresa Linde-Valenzuela
Scaffolding Computational Thinking Through Block Coding: A Learner Experience Design Study
Andrew A. Tawfik, Linda Payne, Andrew M. Olney
The Learning Design & Course Creation Workshop: Impact of a Professional Development Model for Training Designers and Creators of Online and Distance Learning
Tom Olney, Bart Rienties, Daphne Chang, Duncan Banks
An Evaluation of the Impact of Digital Technology Innovations on Students’ Learning: Participatory Research Using a Student-Centred Approach
Isaiah T. Awidi, Mark Paynter
Enhancing Knowledge Sharing Behaviour in Building Academics’ Career Capital in Higher Education: The Mediating Role of Innovative Climate
Peggy M. L. Ng, Tai Ming Wut, Man Fung LO
Teaching Academic Staff to Implement Interactive Graphics for Their Courses
Pamela Liebig, Viviane Filor, Mariana Scheumann, Martina Buchholz, Klaus Jung
Faculty’s Formal and Informal Learning Experiences During the Transition of a New Learning Management System at a Community College: A Case Study
Marice Kelly Jackson
Implementation and Evaluation of an Adaptive Learning Environment Designed According to Learner Characteristics: A Study on Primary School Social Studies Teaching
Durmus Burak, Mehmet Gultekin
Annotation Protocol for Textbook Enrichment with Prerequisite Knowledge Graph
Chiara Alzetta, Ilaria Torre, Frosina Koceva
Transitioning from Individuals to Groups in Knowledge Map Construction
Bao Wang, Andrew A. Tawfik, Charles Wayne Keene, Philippe J. Giabbanelli
Incorporating Collaborative and Active Learning Strategies in the Design and Deployment of a Master Course on Computer-Assisted Scientific Translation
Marco Zappatore
Integrating Different Group Patterns into Collaborative Argumentative Writing in the Shimo Platform
Fan Su, Di Zou, Haoran Xie
Informative Feedback and Explainable AI-Based Recommendations to Support Students’ Self-regulation
Muhammad Afzaal, Aayesha Zia, Jalal Nouri, Uno Fors
Template-Based Generator for Single-Choice Questions
Nico Willert, Jonathan Thiemann
How Personality Traits Affect Peer Assessment in Distance Learning
Tomás Alves, Francisco Sousa, Sandra Gama, Joaquim Jorge, Daniel Gonçalves
The Role of College Study Competencies and Motivations in Determining the Acceptance of Distance Education
Diego Boerchi, Stefano Cacciamani, Maria Beatrice Ligorio
Making an Impact in Online Learning: Google Chat as a Mechanism to Facilitate the COI Framework
Erin D. Besser
What Elements in the Web Page will Influence the Course Participation? Empirical Evidence from China
Shang Shanshan, Lyv Wenfei
Perceptions of Digital Learning and Teaching: The Case of a Croatian University Transition to an Emergency Digital Environment
Nikola Balić, Ani Grubišić, Andrina Granić
Impact of an Emergency Remote Teaching Model on Students’ Academic Performance During COVID-19
Antonio Carrasco-Hernández, Gabriel Lozano-Reina, María Encarnación Lucas-Pérez, María Feliz Madrid-Garre, Gregorio Sánchez-Marín
Student Engagement in the HyFlex and Online Classrooms: Lessons from the COVID-19 Pandemic
Karoly Bozan, James Gaskin, Claire Stoner
Examining the Roles of Perceived Connectedness and Motivation in Predicting Positive University Learning Outcomes During COVID-19 Emergency Remote Schooling Practices
Baohua Yu, Artem Zadorozhnyy
Teaching the Use of Gamification in Elementary School: A Case in Spanish Formal Education
José-Manuel Sáez-López, Rolando-Óscar Grimaldo-Santamaría, Mª-Pilar Quicios-García, Esteban Vázquez-Cano
Correction: Teaching the Use of Gamification in Elementary School: A Case in Spanish Formal Education
José-Manuel Sáez-López, Rolando-Óscar Grimaldo-Santamaría, Mª-Pilar Quicios-García, Esteban Vázquez-Cano