Ausgabe 3/2022
Inhalt (18 Artikel)
Original research
Investigation of The Web-based Self-Assessment System Based on Assessment Analytics in Terms of Perceived Self-intervention
Fatma Bayrak
Original research
The Promises and Pitfalls of Self-regulated Learning Interventions in MOOCs
Kseniia Vilkova
Original research
Not Only the Intention to Complete: The Role of Action-Oriented Intentions in MOOC Completion
Tatiana Semenova
Original research
How Does Digital Competence Training Affect Teachers' Professional Development and Activities?
İlknur Reisoğlu
Original research
Engaging Students Through Educational Podcasting: Three Stories of Implementation
Erin D. Besser, Lauren E. Blackwell, Matthew Saenz
Original research
Towards an Institutional Blended Learning Adoption Model for Higher Education Institutions
Ahmed Antwi-Boampong, Anthony Junior Bokolo
Information Communication Technology in schools: Students Exercise ‘Digital Agency’ to Engage with Learning
Anitra Goriss-Hunter, Peter Sellings, Adele Echter
Original research
Details Matter: How Contrasting Design Features in Two MUVEs Impact Learning Outcomes
Emily A. Gonzalez, Tina A. Grotzer, Eileen McGivney, Joseph Reilly
Open Access
Original research
The Patterns of School Improvement in Digitally Innovative Schools
Kai Pata, Kairit Tammets, Terje Väljataga, Külli Kori, Mart Laanpere, Romil Rõbtsenkov
Original research
A Pragmatic Approach for Evaluating and Accrediting Digital Competence of Digital Profiles: A Case Study of Entrepreneurs and Remote Workers
Juan Bartolomé, Pablo Garaizar, Xabier Larrucea
Original research
Methodological Elements for the Implementation of Data Acquisition Systems as Support for Experimental Activity in the Physics Teaching
Mónica Eliana Cardona Zapata, Sonia López Ríos
Original research
Blended Learning Acceptance: A Systematic Review of Information Systems Models
Rana Al-Maroof, Noor Al-Qaysi, Said A. Salloum, Mostafa Al-Emran
Original research
Malleability of Spatial Reasoning With Short-Term and Long-Term Robotics Interventions
K. Francis, S. Rothschuh, D. Poscente, B. Davis
Original research
Examining the Primacy and Recency Effect on Learning Effectiveness with the Application of Interactive Response Systems (Irs)
Ying-Jung Yvonne Yeh, Min-Hung Chen
Open Access
Original research
Do Teachers Find Dashboards Trustworthy, Actionable and Useful? A Vignette Study Using a Logs and Audio Dashboard
Reet Kasepalu, Pankaj Chejara, Luis P. Prieto, Tobias Ley
Correction
Correction to: Do Teachers Find Dashboards Trustworthy, Actionable and Useful? A Vignette Study Using a Logs and Audio Dashboard
Reet Kasepalu, Pankaj Chejara, Luis P. Prieto, Tobias Ley
Open Access
Original research
Usable and Useful Help in Literature Database Search? A Pedagogical Implementation and the Evaluation of an Interactive Screencast for Iraqi University Students
Florian Steger, Jan Ilhan Kizilhan