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The effects of gender, educational level, and personality on online learning outcomes during the COVID-19 pandemic
(2021)
Núm. 18
Pág. 11
|
40 |
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An examination of teachers’ strategies to foster student engagement in blended learning in higher education
(2021)
Núm. 18
Pág. 4
|
19 |
|
Examining the key influencing factors on college students’ higher-order thinking skills in the smart classroom environment
(2021)
Núm. 18
Pág. 24
|
18 |
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Gamification and active learning in higher education : is it possible to match digital society, academia and students' interests?
(2021)
Núm. 18
Pág. 14
|
15 |
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Past, present, and future of smart learning : a topic‑based bibliometric analysis
(2021)
Núm. 18
Pág. 62
|
13 |
|
The disconnected : COVID-19 and disparities in access to quality broadband for higher education students
(2021)
Núm. 18
Pág. 2
|
13 |
|
Digital higher education : a divider or bridge builder? Leadership perspectives on edtech in a COVID-19 reality
(2021)
Núm. 18
Pág. 43
|
12 |
|
Exploring the impact of Artificial Intelligence and robots on higher education through literature-based design fictions
(2021)
Núm. 18
Pág. 22
|
11 |
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Technology acceptance of four digital learning technologies (classroom response system, classroom chat, e-lectures, and mobile virtual reality) after three months’ usage
(2021)
Núm. 18
Pág. 20
|
10 |
|
Exploring predictors of instructional resilience during emergency remote teaching in higher education
(2021)
Núm. 18
Pág. 29
|
9 |
|
What are the key themes associated with the positive learning experience in MOOCs? An empirical investigation of learners’ ratings and reviews
(2021)
Núm. 18
Pág. 18
|
9 |
|
Multi‑level analyses of distance education capacity, faculty members’ adaptation, and indicators of student satisfaction in higher education during COVID‑19 pandemic
(2021)
Núm. 18
Pág. 49
|
8 |
|
Attitudes and awareness of regional Pacific Island students towards e-learning
(2021)
Núm. 18
Pág. 15
|
8 |
|
Instructional changes instigated by university faculty during the COVID‑19 pandemic : the efect of individual, course and institutional factors
(2021)
Núm. 18
Pág. 44
|
8 |
|
Learning analytics in higher education : a preponderance of analytics but very little learning?
(2021)
Núm. 18
Pág. 5
|
7 |
|
Chatbot to improve learning punctuation in Spanish and to enhance open and flexible learning environments
(2021)
Núm. 18
Pág. 38
|
6 |
|
Understanding students’ behavior in online social networks : a systematic literature review
(2021)
Núm. 18
Pág. 61
|
6 |
|
Predicting students at risk of academic failure using ensemble model during pandemic in a distance learning system
(2021)
Núm. 18
Pág. 60
|
5 |
|
Explaining persistence in online courses in higher education : a difference-in-differences analysis
(2021)
Núm. 18
Pág. 12
|
5 |
|
University students experience the COVID-19 induced shift to remote instruction
(2021)
Núm. 18
Pág. 53
|
5 |
|
Faculty as reflective practitioners in emergency online teaching : an autoethnography
(2021)
Núm. 18
Pág. 3
|
5 |
|
Synthesis of student engagement with digital technologies : a systematic review of the literature
(2021)
Núm. 18
Pág. 37
|
5 |
|
Adaptive e‑learning environment based on learning styles and its impact on development students’ engagement
(2021)
Núm. 18
Pág. 51
|
5 |
|
Exploring critical factors of the perceived usefulness of a learning analytics dashboard for distance university students
(2021)
Núm. 18
Pág. 47
|
4 |
|
Impact of remote experimentation, interactivity and platform effectiveness on laboratory learning outcomes
(2021)
Núm. 18
Pág. 35
|
4 |
|
Loneliness in online students with disabilities : qualitative investigation for experience, understanding and solutions
(2021)
Núm. 18
Pág. 59
|
4 |
|
The impact of artificial intelligence on learner–instructor interaction in online learning
(2021)
Núm. 18
Pág. 48
|
4 |
|
Enhancing data pipelines for forecasting student performance : integrating feature selection with cross-validation
(2021)
Núm. 18
Pág. 28
|
4 |
|
CAVE‑based immersive learning in undergraduate courses : examining the efect of group size and time of application
(2021)
Núm. 18
Pág. 50
|
3 |
|
Virtual Exchange in Global Health : an innovative educational approach to foster socially responsible overseas collaboration
(2021)
Núm. 18
Pág. 41
|
3 |
|
Use of live chat in higher education to support self-regulated help seeking behaviours : a comparison of online and blended learner perspectives
(2021)
Núm. 18
Pág. 10
|
3 |
|
Research and application of online SPOC teaching mode in analog circuit course
(2021)
Núm. 18
Pág. 17
|
3 |
|
Flipping an on-campus general English course : a focus on technology complexity of instruction and learners’ levels of impulsivity
(2021)
Núm. 18
Pág. 27
|
3 |
|
Investigating feedback implemented by instructors to support online competency-based learning (CBL) : a multiple case study
(2021)
Núm. 18
Pág. 21
|
3 |
|
The influence of teacher annotations on student learning engagement and video watching behaviors
(2021)
Núm. 18
Pág. 19
|
3 |
|
Exploring the effect of three scaffoldings on the collaborative problem-solving processes in China’s higher education
(2021)
Núm. 18
Pág. 34
|
3 |
|
An associational study : preschool teachers’ acceptance and self‑efcacy towards Educational Robotics in a pre‑service teacher training program
(2021)
Núm. 18
Pág. 25
|
2 |
|
An eye tracking study : positive emotional interface design facilitates learning outcomes in multimedia learning?
(2021)
Núm. 18
Pág. 33
|
2 |
|
The role of e‑engagement and fow on the continuance with a learning management system in a blended learning environment
(2021)
Núm. 18
Pág. 45
|
2 |
|
The identity changes in online learning and teaching: instructors, learners, and learning management systems
(2021)
Núm. 18
Pág. 56
|
2 |
|
Does a pedagogical agent’s gesture frequency assist advanced foreign language users with learning declarative knowledge?
(2021)
Núm. 18
Pág. 8
|
2 |
|
Educational chatbots for project‑based learning : investigating learning outcomes for a team‑based design course
(2021)
Núm. 18
Pág. 58
|
2 |
|
Paraphrase type identification for plagiarism detection using contexts and word embeddings
(2021)
Núm. 18
Pág. 30
|
1 |
|
Acceptability of the e-authentication in higher education studies : views of students with special educational needs and disabilities
(2021)
Núm. 18
Pág. 23
|
1 |
|
Flipped learning in the context of postgraduate public health higher education : a qualitative study involving students and their tutors
(2021)
Núm. 18
Pág. 55
|
1 |
|
Testing the success of real‑time online delivery channel adopted by higher education institutions in the United Arab Emirates during the Covid‑19 pandemic
(2021)
Núm. 18
Pág. 46
|
1 |
|
Lost in mobile? Exploring the mobile internet digital divide among Chinese college students
(2021)
Núm. 18
Pág. 40
|
1 |
|
Defining and measuring completion and assessment biases with respect to English language and development status : not all MOOCs are equal
(2021)
Núm. 18
Pág. 32
|
1 |
|
Deep learning elements in maritime simulation programmes : a pedagogical exploration of learner experiences
(2021)
Núm. 18
Pág. 9
|
1 |
|
Factors affecting cyberloafing in computer laboratory teaching settings
(2021)
Núm. 18
Pág. 13
|
1 |
|
Curriculum design for social, cognitive and emotional engagement in Knowledge Building
(2021)
Núm. 18
Pág. 31
|
1 |
|
How role-taking in a group-work setting affects the relationship between the amount of collaboration and germane cognitive load
(2021)
Núm. 18
Pág. 6
|
1 |
