International Journal of Educational Technology in Higher Education

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  Año 2022, Número 19

  • Review article

    • Flipped classrooms in higher education during the COVID-19 pandemic: findings and future research recommendations

      Blaženka Divjak, Bart Rienties, Francisco Iniesto Carrasco, Petra Vondra, Mirza Žižak

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  • Research article

    • A micro-credentialing methodology for improved recognition of HE employability skills

      Marcelo Fabián Maina Patrás, Lourdes Guàrdia Ortiz, Federica Mancini, Montserrat Martínez Melo

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    • Gamification suffers from the novelty effect but benefits from the familiarization effect: Findings from a longitudinal study

      Rubens Luiz Rodrigues, Filipe D. Pereira, Armando Toda, Paula T. Palomino, Marcela Pessoa, Leandro Silva Galvão Carvalho, David Fernandes, Elaine H. T. Oliveira, Alexandra I. Cristea, Seiji Isotani

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    • Learning analytics dashboard: a tool for providing actionable insights to learners

      Teo Susnjak, Gomathy Suganya Ramaswami, Anuradha Mathrani

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  • Review article

    • Teachers’ digital competencies in higher education: a systematic literature review

      Verónica Basilotta Gómez-Pablos, María Matarranz García, Luis Alberto Casado Aranda, Ana Otto

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  • Research article

    • 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

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    • Social networking sites use and college students’ academic performance: testing for an inverted U-shaped relationship using automated mobile app usage data

      Wondwesen Tafesse

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    • Learning analytics to develop future competences in higher education: a case study

      Riina Kleimola, Irja Leppisaari

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    • Off-task social media multitasking during class: determining factors and mediating mechanism

      Liping Deng, Yujie Zhou, Qingchun Hu

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    • Flipping the flipped class: using online collaboration to enhance EFL students’ oral learning skills

      Ian Douglas Fischer, Jie Chi Chang

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    • Debugging behaviors of early childhood teacher candidates with or without scaffolding

      ChanMin Kim, Lucas Vasconcelos, Brian R. Belland, Duygu Umutlu, Cory Gleasman

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    • “Connecting concepts helps put main ideas together”: cognitive load and usability in learning biology with an AI-enriched textbook

      Marta M. Koc Januchta, Konrad J. Schönborn, Casey Roehrig, Vinay K. Chaudhri, Lena Tibell, H. Craig Heller

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    • 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

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  • Review article

    • Artificial intelligence applications in Latin American higher education: a systematic review

      Sdenka Zobeida Salas-Pilco, Yuqin Yang

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  • Research article

    • Learning from success stories when using eLearning and bLearning modalities in higher education: a meta-analysis and lessons towards digital educational transformation

      Alvaro Hernán Galvis Panqueva, Diógenes Carvajal

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    • Video feedback and Foreign Language Anxiety in online pronunciation tasks

      Sidney Martin, Ibis Marlene Álvarez Valdivia, Anna Espasa

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    • 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

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    • 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

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    • ePortfolio to promote networked learning: an experience in the Latin American context

      Miguel Roco, Elena Barberà Gregori

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    • Development and validation of students’ digital competence scale (SDiCoS)

      Katerina Tzafilkou, Maria Perifanou, Anastasios A. Economides

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    • The more the better? Comparing two SQD-based learning designs in a teacher training on augmented and virtual reality

      Josef Buchner, Martin Hofmann

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    • Unfolding the learning behaviour patterns of MOOC learners with different levels of achievement

      Shuang Li, Junlei Du, Jingqi Sun

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    • Exploring the roles of information search and information evaluation literacy and pre-service teachers’ ICT self-efficacy in teaching

      Palmira Peciuliauskiene, Giedrė Tamoliūnė, Elena Trepulė

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    • Incorporating fantasy into gamifcation promotes student learning and quality of online interaction

      Shurui Bai, Khe Foon Hew, Donn Emmanuel Gonda, Yiyun Huang, Xinyi Liang

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    • Exploring the applicability of virtual reality‑ enhanced education on extrovert and introvert EFL learners’ paragraph writing

      Farzaneh Khodabandeh

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    • Why do open and distance education students drop out? Views from various stakeholders

      Ayşe Bağrıacık Yılmaz, Sercin Karatas

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    • Toward just and equitable micro‑credentials: an Australian perspective

      Renee Desmarchelier, Lisa J. Cary

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    • Development of pre‑service early childhood teachers’ technology integrations skills through a praxeological approach

      Taibe Kulaksız, Mehmet Toran

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    • The university students’ self‑regulated efort, fexibility and satisfaction in distance education

      Zeynep Turan, Sevda Kucuk, Sinem Cilligol Karabey

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  • Review article

    • Augmented reality in architecture and construction education: state of the feld and opportunities

      Aso Hajirasouli, Saeed Banihashemi

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