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Blended learning : the new normal and emerging technologies
(2018)
Núm. 15
Pág. 38
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54 |
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Digital transformation in German higher education : student and teacher perceptions and usage of digital media
(2018)
Núm. 15
Pág. 48
|
36 |
|
Integrating MOOCs in traditionally taught courses : achieving learning outcomes with blended learning
(2018)
Núm. 15
Pág. 39
|
22 |
|
Efficient, helpful, or distracting? A literature review of media multitasking in relation to academic performance
(2018)
Núm. 15
Pág. 37
|
22 |
|
More than tools? Making sense of the ongoing digitizations of higher education
(2018)
Núm. 15
Pág. 26
|
19 |
|
A critical review of mobile learning integration in formal educational contexts
(2018)
Núm. 15
Pág. 34
|
18 |
|
Higher education dominance and siloed knowledge : a systematic review of flipped classroom research
(2018)
Núm. 15
Pág. 24
|
15 |
|
The hidden architecture of higher education : building a big data infrastructure for the "smarter university"
(2018)
Núm. 15
Pág. 35
|
13 |
|
Online learning readiness and attitudes towards gaming in gamified online learning : a mixed methods case study
(2018)
Núm. 15
Pág. 18
|
11 |
|
An interactive and augmented learning concept for orientation week in higher education
(2018)
Núm. 15
Pág. 8
|
10 |
|
The utilisation of e-learning facilities in the educational delivery system of Nigeria : a study of M-University
(2018)
Núm. 15
Pág. 11
|
9 |
|
Supporting decision-making processes on blended learning in higher education : literature and good practices review
(2018)
Núm. 15
Pág. 23
|
9 |
|
Personalisation in educational technology : the absence of underlying pedagogies
(2018)
Núm. 15
Pág. 32
|
9 |
|
Magnetic and multistable: reinterpreting the affordances of educational technology
(2018)
Núm. 15
Pág. 36
|
8 |
|
The 2017 national survey of online learning in Canadian post-secondary education : methodology and results
(2018)
Núm. 15
Pág. 16
|
7 |
|
A call for promoting ownership, equity, and agency in faculty development via connected learning
(2018)
Núm. 15
Pág. 46
|
6 |
|
The relationship between teacher immediacy, perceptions of learning, and computer-mediated graduate course outcomes among primarily Asian international students enrolled in an U.S. university
(2018)
Núm. 15
Pág. 12
|
6 |
|
The effectiveness of gamification technique for higher education students engagement in polytechnic Muadzam Shah Pahang, Malaysia
(2018)
Núm. 15
Pág. 2
|
6 |
|
Categorization of E-learning as an emerging discipline in the world publication system : a bibliometric study in SCOPUS
(2018)
Núm. 15
Pág. 22
|
6 |
|
Seeking the best blend for deep learning in a flipped classroom – viewing student perceptions through the Community of Inquiry lens
(2018)
Núm. 15
Pág. 29
|
6 |
|
Profiling the digital readiness of higher education students for transformative online learning in the post-soviet nations of Georgia and Ukraine
(2018)
Núm. 15
Pág. 6
|
5 |
|
Student help-seeking attitudes and behaviors in a digital era
(2018)
Núm. 15
Pág. 27
|
4 |
|
Investigating temporal access in a flipped classroom : procrastination persists
(2018)
Núm. 15
Pág. 44
|
4 |
|
“Pedagogical tweeting” in higher education : boon or bane?
(2018)
Núm. 15
Pág. 25
|
4 |
|
Roles of perceived fit and perceived individual learning support in students’ weblogs continuance usage intention
(2018)
Núm. 15
Pág. 41
|
3 |
|
Understanding the faculty perspectives influencing their innovative practices in MOOCs/SPOCs : a case study
(2018)
Núm. 15
Pág. 30
|
3 |
|
Big course small talk: twitter and MOOCs — a systematic review of research designs 2011–2017
(2018)
Núm. 15
Pág. 45
|
3 |
|
Scalable authentic assessment of collaborative work assignments in wikis
(2018)
Núm. 15
Pág. 9
|
3 |
|
Three paradoxes in the approach to educational technology in the education studies of the Spanish universities
(2018)
Núm. 15
Pág. 31
|
3 |
|
Jumping from one resource to another : how do students navigate learning networks?
(2018)
Núm. 15
Pág. 1
|
3 |
|
Opening up design studio education using blended and networked formats
(2018)
Núm. 15
Pág. 47
|
3 |
|
An architectural design and evaluation of an affective tutoring system for novice programmers
(2018)
Núm. 15
Pág. 5
|
2 |
|
A review of previous studies on ESL/EFL learners’ interactional feedback exchanges in face-to-face and computer-assisted peer review of writing
(2018)
Núm. 15
Pág. 42
|
2 |
|
Adaptive quizzes to increase motivation, engagement and learning outcomes in a first year accounting unit
(2018)
Núm. 15
Pág. 14
|
2 |
|
Digital technologies in resource constrained higher institutions of learning : a study on students’ acceptance and usability
(2018)
Núm. 15
Pág. 10
|
2 |
|
Thematic analysis of the international journal of educational Technology in Higher Education (ETHE) between 2004 and 2017
(2018)
Núm. 15
Pág. 43
|
1 |
|
Self-reported internet skills, previous knowledge and working memory in text comprehension in E-learning
(2018)
Núm. 15
Pág. 28
|
1 |
|
Dawn or dusk of the 5th age of research in educational technology? A literature review on (e-)leadership for technology-enhanced learning in higher education (2013-2017)
(2018)
Núm. 15
Pág. 21
|
1 |
|
Error correction and repair moves in synchronous learning activities
(2018)
Núm. 15
Pág. 20
|
1 |
|
Turning a traditional teaching setting into a feedback-rich environment
(2018)
Núm. 15
Pág. 13
|
1 |
|
Adding authenticity to controlled conditions assessment : introduction of an online, open book, essay based exam
(2018)
Núm. 15
Pág. 19
|
1 |
