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Gamifying education: what is known, what is believed and what remains uncertain : a critical review
(2017)
Núm. 14
Pág. 38
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28 |
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The effect of games and simulations on higher education : a systematic literature review
(2017)
Núm. 14
Pág. 24
|
19 |
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Blended learning effectiveness : the relationship between student characteristics, design features and outcomes
(2017)
Núm. 14
Pág. 40
|
14 |
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Taking social media to a university classroom : teaching and learning using Twitter and blogs
(2017)
Núm. 14
Pág. 42
|
12 |
|
Computer-based technology and student engagement : a critical review of the literature
(2017)
Núm. 14
Pág. 14
|
9 |
|
Digital informal learning among Chinese university students : the effects of digital competence and personal factors
(2017)
Núm. 14
Pág. 1
|
7 |
|
Computational thinking development through creative programming in higher education
(2017)
Núm. 14
Pág. 3
|
6 |
|
Utilizing student activity patterns to predict performance
(2017)
Núm. 14
Pág. 39
|
6 |
|
Using a gamified mobile app to increase student engagement, retention and academic achievement
(2017)
Núm. 14
Pág. 21
|
6 |
|
Analysis of the use of social media in Higher Education Institutions (HEIs) using the Technology Acceptance Model
(2017)
Núm. 14
Pág. 37
|
6 |
|
Differences in basic digital competences between male and female university students of Social Sciences in Spain
(2017)
Núm. 14
Pág. 8
|
5 |
|
Female university student’s ICT learning strategies and their influence on digital competence
(2017)
Núm. 14
Pág. 34
|
4 |
|
University students’ self-regulated learning using digital technologies
(2017)
Núm. 14
Pág. 6
|
3 |
|
Learning design as a vehicle for developing TPACK in blended teacher training on technology enhanced learning
(2017)
Núm. 14
Pág. 15
|
3 |
|
Undergraduate students’ conceptual interpretation and perceptions of hapticenabled learning experiences
(2017)
Núm. 14
Pág. 30
|
3 |
|
The use of technology in postgraduate supervision pedagogy in two Australian universities
(2017)
Núm. 14
Pág. 36
|
3 |
|
Democratizing education at the margins : faculty and practitioner perspectives on delivering online tertiary education for refugees
(2017)
Núm. 14
Pág. 2
|
3 |
|
A flexible online platform for computerized adaptive testing
(2017)
Núm. 14
Pág. 43
|
2 |
|
The perceptions of the meaning and value of analytics in New Zealand higher education institutions
(2017)
Núm. 14
Pág. 9
|
2 |
|
Student use and perception of technology enhanced learning in a mass lecture knowledge-rich domain first year undergraduate module
(2017)
Núm. 14
Pág. 4
|
2 |
|
Democratizing digital learning : theorizing the fully online learning community model
(2017)
Núm. 14
Pág. 32
|
2 |
|
Evaluating the intention to use ICT collaborative tools in a social constructivist environment
(2017)
Núm. 14
Pág. 17
|
2 |
|
A review of the benefits and drawbacks to virtual field guides in today’s Geoscience higher education environment
(2017)
Núm. 14
Pág. 11
|
2 |
|
Students’ feedback beliefs and anxiety in online foreign language oral tasks
(2017)
Núm. 14
Pág. 27
|
2 |
|
Scenarios in virtual learning environments for one-to-one communication skills training
(2017)
Núm. 14
Pág. 29
|
1 |
|
Thematic analysis of the international journal of educational Technology in Higher Education (ETHE) between 2004 and 2017
(2018)
Núm. 15
Pág. 43
|
1 |
|
The possibility of predicting learning performance using features of note taking activities and instructions in a blended learning environment
(2017)
Núm. 14
Pág. 41
|
1 |
|
The acceptance and use of a virtual learning environment in higher education : an empirical study in Turkey, and the UK
(2017)
Núm. 14
Pág. 10
|
1 |
|
Technologically-mediated communication : student expectations and experiences in a FOMO society
(2017)
Núm. 14
Pág. 5
|
1 |
|
A quantitative approach to pre-service primary school teachers’ attitudes towards collaborative learning with video games : previous experience with video games can make the difference
(2017)
Núm. 14
Pág. 31
|
1 |
|
Teacher professional development in the contexts of teaching English pronunciation
(2017)
Núm. 14
Pág. 19
|
1 |
|
Factual open cloze question generation for assessment of learner’s knowledge
(2017)
Núm. 14
Pág. 20
|
1 |
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“From Making to Learning” : introducing Dev Camps as an educational paradigm for Re-inventing Project-based Learning
(2017)
Núm. 14
Pág. 18
|
1 |
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Developing eLearning champions : a design thinking approach
(2017)
Núm. 14
Pág. 23
|
1 |
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Social media in undergraduate learning : categories and characteristics
(2017)
Núm. 14
Pág. 33
|
1 |
