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Systematic review of research on artificial intelligence applications in higher education : where are the educators?
(2019)
Núm. 16
Pág. 6
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53 |
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Does e-learning service quality influence e-learning student satisfaction and loyalty? : Evidence from Vietnam
(2019)
Núm. 16
Pág. 39
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34 |
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Investigating self-directed learning and technology readiness in blending learning environment
(2019)
Núm. 16
Pág. 28
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22 |
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The roles of academic engagement and digital readiness in students’ achievements in university e-learning environments
(2019)
Núm. 16
Pág. 23
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19 |
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Online teaching in response to student protests and campus shutdowns : academics’ perspectives
(2019)
Núm. 16
Pág. 2
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14 |
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MOOC-based flipped learning in higher education : students’ participation, experience and learning performance
(2019)
Núm. 16
Pág. 13
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12 |
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Use of Twitter across educational settings : a review of the literature
(2019)
Núm. 16
Pág. 9
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10 |
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An empirical investigation of the antecedents of learner-centered outcome measures in MOOCs
(2019)
Núm. 16
Pág. 32
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10 |
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Blended learning motivation model for instructors in higher education institutions
(2019)
Núm. 16
Pág. 30
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9 |
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Are first year students ready for a flipped classroom? : A case for a flipped learning continuum
(2019)
Núm. 16
Pág. 40
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8 |
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Prediction of Student’ s performance by modelling small dataset size
(2019)
Núm. 16
Pág. 15
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7 |
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Structural equation modeling and confirmatory factor analysis of social media use and education
(2019)
Núm. 16
Pág. 18
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7 |
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Using learning analytics to develop early- warning system for at-risk students
(2019)
Núm. 16
Pág. 5
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7 |
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Persuasive technology for enhanced learning behavior in higher education
(2019)
Núm. 16
Pág. 31
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5 |
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Feelings of satisfaction in mature students of financial accounting in a virtual learning environment : an experience of measurement in higher education
(2019)
Núm. 16
Pág. 25
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5 |
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What foresees college students’ tendency to use facebook for diverse educational purposes?
(2019)
Núm. 16
Pág. 36
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5 |
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Learning analytics and higher education : a proposed model for establishing informed consent mechanisms to promote student privacy and autonomy
(2019)
Núm. 16
Pág. 21
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5 |
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Supporting self-regulated learning and personalization using ePortfolios : a semantic approach based on learning paths
(2019)
Núm. 16
Pág. 29
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4 |
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Understanding openness through (in)visible platform boundaries : a topological study on MOOCs as multiplexes of spaces and times
(2019)
Núm. 16
Pág. 20
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4 |
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Staff and student views of lecture capture : a qualitative study
(2019)
Núm. 16
Pág. 22
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4 |
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Comparison of video demonstrations and bedside tutorials for teaching paediatric clinical skills to large groups of medical students in resource-constrained settings
(2019)
Núm. 16
Pág. 11
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4 |
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A scaffolding toolkit to foster argumentation and proofs in mathematics : some case studies
(2019)
Núm. 16
Pág. 41
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4 |
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When do information seekers trust scientific information? : Insights from recipients’ evaluations of online video lectures
(2019)
Núm. 16
Pág. 43
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4 |
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Learners’ beliefs about language-learning abilities in face-to-face & online settings
(2019)
Núm. 16
Pág. 12
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3 |
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Evaluating a blended course for Japanese learners of English : why Quality Matters
(2019)
Núm. 16
Pág. 38
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3 |
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Integration of good practices of active methodologies with the reuse of student-generated content
(2019)
Núm. 16
Pág. 35
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3 |
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Case study of creativity in asynchronous online discussions
(2019)
Núm. 16
Pág. 24
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2 |
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Students’ perceptions of a food safety and quality e-learning course : a CASE study for a MSC in food consumption
(2019)
Núm. 16
Pág. 7
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2 |
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Beyond social chit chat? : Analysing the social practice of a mobile messaging service on a higher education teacher development course
(2019)
Núm. 16
Pág. 33
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2 |
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Instilling purpose and value in the implementation of digital badges in higher education
(2019)
Núm. 16
Pág. 1
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2 |
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Enhancing students’ written production in English through flipped lessons and simulations
(2019)
Núm. 16
Pág. 44
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2 |
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Exploring the relationship between college students’ writing anxiety and the pedagogical use of online resources
(2019)
Núm. 16
Pág. 26
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2 |
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Teaching technology with technology : approaches to bridging learning and teaching gaps in simulation-based programming education
(2019)
Núm. 16
Pág. 16
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2 |
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The influence of general self-efficacy on the interpretation of vicarious experience information within online learning
(2019)
Núm. 16
Pág. 17
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2 |
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Promoting open educational resources-based blended learning
(2019)
Núm. 16
Pág. 42
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1 |
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Using scaffold innovation-thinking frameworks to integrate food science and technology into the transdisciplinary engineering design classroom
(2019)
Núm. 16
Pág. 10
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1 |
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Nutrition and health as virtual class at Open University (Portugal) : pedagogical strategies for higher education
(2019)
Núm. 16
Pág. 27
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1 |
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"Feeding" the online : perspectives on food, nutrition and the online higher education
(2019)
Núm. 16
Pág. 3
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1 |
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Blogging as a tool for the acquisition and dissemination of knowledge in health sciences : a preliminary evaluation
(2019)
Núm. 16
Pág. 14
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1 |
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An empirical study of the effect that a computer graphics course has on visual-spatial abilities
(2019)
Núm. 16
Pág. 4
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1 |
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Design and investigation of cooperative, scaffolded wiki learning activities in an online graduate-level course
(2019)
Núm. 16
Pág. 34
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1 |
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Online module login data as a proxy measure of student engagement : the case of my Unisa, Moya MA, Flipgrid, and Gephi at an ODeL institution in South Africa
(2019)
Núm. 16
Pág. 8
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1 |
