| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A call to action for eProfessionalism: developing the use of ePortfolio with emerging health and education practitioners
|
Kirby, Misty M.
|
|
|
|
3 |
p. 413-432
|
artikel
|
| 2 |
Acceptance and usage of mobile assisted language learning by higher education students
|
García Botero, Gustavo
|
|
2018
|
|
3 |
p. 426-451
|
artikel
|
| 3 |
A comparison of lecture-based, active, and flipped classroom teaching approaches in higher education
|
Kay, Robin
|
|
2018
|
|
3 |
p. 449-471
|
artikel
|
| 4 |
A DEMATEL method in identifying design requirements for mobile environments: students’ perspectives
|
Alzahrani, Ahmed Ibrahim
|
|
2018
|
|
3 |
p. 466-488
|
artikel
|
| 5 |
Adjusting sails for changing winds: exploring Reddit use for professional purposes in higher education
|
Muljana, Pauline Salim
|
|
|
|
3 |
p. 679-707
|
artikel
|
| 6 |
A framework to capture the dependency between prerequisite and advanced courses in higher education
|
Hriez, Raghda Fawzey
|
|
|
|
3 |
p. 807-844
|
artikel
|
| 7 |
A measurement of faculty views on the meaning and value of student privacy
|
Jones, Kyle M. L.
|
|
|
|
3 |
p. 769-789
|
artikel
|
| 8 |
A multi-institutional study of the impact of open textbook adoption on the learning outcomes of post-secondary students
|
Fischer, Lane
|
|
2015
|
|
3 |
p. 159-172
|
artikel
|
| 9 |
An analysis of learning analytics in personalised learning
|
Wong, Billy Tak-ming
|
|
|
|
3 |
p. 371-390
|
artikel
|
| 10 |
An examination of postgraduate students’ use of infographic design, metacognitive strategies and academic achievement
|
Yuruk, Suleyman Eren
|
|
2018
|
|
3 |
p. 495-513
|
artikel
|
| 11 |
An exploration of asynchronous and synchronous feedback modes in EFL writing
|
Shang, Hui-Fang
|
|
2017
|
|
3 |
p. 496-513
|
artikel
|
| 12 |
An exploration of bias in meta-analysis: the case of technology integration research in higher education
|
Bernard, Robert M.
|
|
2014
|
|
3 |
p. 183-209
|
artikel
|
| 13 |
A novel automated essay scoring approach for reliable higher educational assessments
|
Beseiso, Majdi
|
|
|
|
3 |
p. 727-746
|
artikel
|
| 14 |
Assessing learners’ perceived readiness for computer-supported collaborative learning (CSCL): a study on initial development and validation
|
Xiong, Yao
|
|
2015
|
|
3 |
p. 215-239
|
artikel
|
| 15 |
A study on the use of a metadata schema for characterizing school education STEM lessons plans by STEM teachers
|
Zervas, Panagiotis
|
|
2016
|
|
3 |
p. 389-405
|
artikel
|
| 16 |
A synthesis of surveys examining the impacts of COVID-19 and emergency remote learning on students in Canada
|
Houlden, Shandell
|
|
|
|
3 |
p. 820-843
|
artikel
|
| 17 |
Automated text detection from big data scene videos in higher education: a practical approach for MOOCs case study
|
Manasa Devi, Mortha
|
|
|
|
3 |
p. 581-613
|
artikel
|
| 18 |
Barriers to technology implementation in community college mathematics classrooms
|
Pape, Stephen J.
|
|
2018
|
|
3 |
p. 620-636
|
artikel
|
| 19 |
Business models of high performance computing centres in higher education in Europe
|
Eurich, Markus
|
|
2013
|
|
3 |
p. 166-181
|
artikel
|
| 20 |
Can simulator immersion change cognitive style? Results from a cross-sectional study of field-dependence–independence in air traffic control students
|
Van Eck, Richard N.
|
|
2015
|
|
3 |
p. 196-214
|
artikel
|
| 21 |
Can we do real inquiry online? Influence of real-time data collection on students’ views of inquiry in an online, multi-site masters’ degree on environmental education
|
Castillo-Hernández, Francisco-José
|
|
|
|
3 |
p. 608-632
|
artikel
|
| 22 |
Cognitive presence and online learner engagement: a cluster analysis of the community of inquiry framework
|
Shea, Peter
|
|
2009
|
|
3 |
p. 199-217
|
artikel
|
| 23 |
Collaboration, multi-tasking and problem solving performance in shared virtual spaces
|
Lin, Lin
|
|
2016
|
|
3 |
p. 344-357
|
artikel
|
| 24 |
Comparing badges and learning goals in low- and high-stakes learning contexts
|
Morris, Bradley J.
|
|
2019
|
|
3 |
p. 573-603
|
artikel
|
| 25 |
Comparing learner community behavior in multiple presentations of a Massive Open Online Course
|
Gallagher, Silvia Elena
|
|
2016
|
|
3 |
p. 358-369
|
artikel
|
| 26 |
Comprehension across mediums: the case of text and video
|
List, Alexandra
|
|
2019
|
|
3 |
p. 514-535
|
artikel
|
| 27 |
Coordinating collaborative writing in an online environment
|
Nykopp, Minna
|
|
2018
|
|
3 |
p. 536-556
|
artikel
|
| 28 |
Correction to: Multilayered-quality education ecosystem (MQEE): an intelligent education modal for sustainable quality education
|
Verma, Anil
|
|
|
|
3 |
p. 580
|
artikel
|
| 29 |
Correction to: Students’ conceptual understanding and attitudes towards technology and user experience before and after use of an ePortfolio
|
Slade, Christine
|
|
|
|
3 |
p. 553-560
|
artikel
|
| 30 |
Curriculum, intellectual property rights and open educational resources in British universities—and beyond
|
Hawkridge, David
|
|
2010
|
|
3 |
p. 162-176
|
artikel
|
| 31 |
Cyberloafing in IT classrooms: exploring the role of the psycho-social environment in the classroom, attitude to computers and computing courses, motivation and learning strategies
|
Yılmaz, Ramazan
|
|
2018
|
|
3 |
p. 530-552
|
artikel
|
| 32 |
Data science for analyzing and improving educational processes
|
Aljawarneh, Shadi
|
|
|
|
3 |
p. 545-550
|
artikel
|
| 33 |
Design review of MOOCs: application of e-learning design principles
|
Oh, Eunjung Grace
|
|
|
|
3 |
p. 455-475
|
artikel
|
| 34 |
Digital systems supporting cognition and exploratory learning in twenty-first century: guest editorial
|
Spector, J. Michael
|
|
2016
|
|
3 |
p. 301-306
|
artikel
|
| 35 |
Do graphic and textual interactive content organizers have the same impact on hypertext processing and learning outcome?
|
Sanchiz, M.
|
|
|
|
3 |
p. 433-465
|
artikel
|
| 36 |
Dynamic learner engagement in a wiki-enhanced writing course
|
Kim, Min Kyu
|
|
|
|
3 |
p. 582-606
|
artikel
|
| 37 |
Editorial for special issue on serious games and education
|
Liarokapis, Fotis
|
|
2017
|
|
3 |
p. 514-515
|
artikel
|
| 38 |
Enhancing students’ beliefs regarding programming self-efficacy and intrinsic value of an online distributed Programming Environment
|
Daradoumis, Thanasis
|
|
|
|
3 |
p. 577-607
|
artikel
|
| 39 |
Erratum to: Instructional guidance in microblogging-supported learning: insights from a multiple case study
|
Luo, Tian
|
|
2015
|
|
3 |
p. 195
|
artikel
|
| 40 |
Erratum to: Project Sanitarium: playing tuberculosis to its end game
|
Donald, Iain
|
|
2017
|
|
3 |
p. 618-619
|
artikel
|
| 41 |
Erratum to: The nature and level of learner–learner interaction in a chemistry massive open online course (MOOC)
|
Tawfik, Andrew A.
|
|
2017
|
|
3 |
p. 432-433
|
artikel
|
| 42 |
Ethics of research into learning and teaching with Web 2.0: reflections on eight case studies
|
Chang, Rosemary L.
|
|
2013
|
|
3 |
p. 147-165
|
artikel
|
| 43 |
Examining student decisions to adopt Web 2.0 technologies: theory and empirical tests
|
Hartshorne, Richard
|
|
2009
|
|
3 |
p. 183-198
|
artikel
|
| 44 |
Examining the effect of a genetic algorithm-enabled grouping method on collaborative performances, processes, and perceptions
|
Li, Xu
|
|
|
|
3 |
p. 790-819
|
artikel
|
| 45 |
Examining the factors of a technology professional development intervention
|
Unger, Kelly L.
|
|
2013
|
|
3 |
p. 123-146
|
artikel
|
| 46 |
Exploring how enrolling in an online organic chemistry preparation course relates to students’ self-efficacy
|
Zhou, Ninger
|
|
|
|
3 |
p. 505-528
|
artikel
|
| 47 |
Exploring the acceptance for e-learning among higher education students in India: combining technology acceptance model with external variables
|
Chahal, Jyoti
|
|
|
|
3 |
p. 844-867
|
artikel
|
| 48 |
Exploring the relationship between African American adult learners’ computer, Internet, and academic self-efficacy, and attitude variables in technology-supported environments
|
Kuo, Yu-Chun
|
|
2019
|
|
3 |
p. 626-642
|
artikel
|
| 49 |
Exploring the relationships between students’ network characteristics, discussion topics and learning outcomes in a course discussion forum
|
Liu, Sannyuya
|
|
|
|
3 |
p. 487-520
|
artikel
|
| 50 |
Extending social presence theory: social presence divergence and interaction integration in online distance learning
|
Weidlich, Joshua
|
|
|
|
3 |
p. 391-412
|
artikel
|
| 51 |
Extending the will, skill, tool model of technology integration: adding pedagogy as a new model construct
|
Knezek, Gerald
|
|
2016
|
|
3 |
p. 307-325
|
artikel
|
| 52 |
Facilitating adoption of an interactive e-textbook among university students in a large, introductory biology course
|
Van Horne, Sam
|
|
2017
|
|
3 |
p. 477-495
|
artikel
|
| 53 |
Facilitating critical thinking in asynchronous online discussion: comparison between peer- and instructor-redirection
|
Oh, Eunjung Grace
|
|
2018
|
|
3 |
p. 489-509
|
artikel
|
| 54 |
Factors influencing student acceptance and use of academic portals
|
Presley, Adrien
|
|
2009
|
|
3 |
p. 167-182
|
artikel
|
| 55 |
Feedback 2.0 in online writing instruction: Combining audio-visual and text-based commentary to enhance student revision and writing competency
|
Grigoryan, Anna
|
|
2017
|
|
3 |
p. 451-476
|
artikel
|
| 56 |
Fuzzy-based active learning for predicting student academic performance using autoML: a step-wise approach
|
Tsiakmaki, Maria
|
|
|
|
3 |
p. 635-667
|
artikel
|
| 57 |
Gamification: a systematic review of design frameworks
|
Mora, Alberto
|
|
2017
|
|
3 |
p. 516-548
|
artikel
|
| 58 |
Graduate students in a service learning design case: the development of a parenting program
|
Tracey, Monica W.
|
|
2014
|
|
3 |
p. 227-237
|
artikel
|
| 59 |
Higher education for our time
|
Burnett, Dana D.
|
|
2010
|
|
3 |
p. 192-198
|
artikel
|
| 60 |
How does self-regulated learning relate to active procrastination and other learning behaviors?
|
Yamada, Masanori
|
|
2016
|
|
3 |
p. 326-343
|
artikel
|
| 61 |
How ready are our students for technology-enhanced learning? Students at a university of technology respond
|
Nami, Fatemeh
|
|
2018
|
|
3 |
p. 510-529
|
artikel
|
| 62 |
Improve teaching with modalities and collaborative groups in an LMS: an analysis of monitoring using visualisation techniques
|
Sáiz-Manzanares, María Consuelo
|
|
|
|
3 |
p. 747-778
|
artikel
|
| 63 |
Improving prediction of students’ performance in intelligent tutoring systems using attribute selection and ensembles of different multimodal data sources
|
Chango, Wilson
|
|
|
|
3 |
p. 614-634
|
artikel
|
| 64 |
Inclusive game design facilitating shared gaming experience
|
Wilhelmsson, UIf
|
|
2017
|
|
3 |
p. 574-598
|
artikel
|
| 65 |
Instructional guidance in microblogging-supported learning: insights from a multiple case study
|
Luo, Tian
|
|
2015
|
|
3 |
p. 173-194
|
artikel
|
| 66 |
Instructors’ educational ICT use in higher education in developing countries: evidence from three Ethiopian Universities
|
Ferede, Bekalu
|
|
|
|
3 |
p. 658-678
|
artikel
|
| 67 |
Interactive distance education: a cognitive load perspective
|
Kalyuga, Slava
|
|
2012
|
|
3 |
p. 182-208
|
artikel
|
| 68 |
International students’ reading digital texts on tablets: experiences and strategies
|
Park, Ho-Ryong
|
|
|
|
3 |
p. 476-504
|
artikel
|
| 69 |
Introduction to the special section on e-service-learning
|
Maddrell, Jennifer
|
|
2014
|
|
3 |
p. 210-212
|
artikel
|
| 70 |
Introduction to this special issue: Faculty intellectual property in the digital age
|
Morrison, Gary R.
|
|
2010
|
|
3 |
p. 149-152
|
artikel
|
| 71 |
Investigating educational affordances of virtual reality for simulation-based teaching training with graduate teaching assistants
|
Ke, Fengfeng
|
|
|
|
3 |
p. 607-627
|
artikel
|
| 72 |
IoT text analytics in smart education and beyond
|
Mohammed, Abdul Hanan Khan
|
|
|
|
3 |
p. 779-806
|
artikel
|
| 73 |
Lessons learned from designing a curriculum analytics tool for improving student learning and program quality
|
Hilliger, Isabel
|
|
|
|
3 |
p. 633-657
|
artikel
|
| 74 |
Leveraging learning experience design: digital media approaches to influence motivational traits that support student learning behaviors in undergraduate online courses
|
Wong, Joseph T.
|
|
|
|
3 |
p. 595-632
|
artikel
|
| 75 |
Linking serious game narratives with pedagogical theories and pedagogical design strategies
|
De Troyer, Olga
|
|
2017
|
|
3 |
p. 549-573
|
artikel
|
| 76 |
Multilayered-quality education ecosystem (MQEE): an intelligent education modal for sustainable quality education
|
Verma, Anil
|
|
|
|
3 |
p. 551-579
|
artikel
|
| 77 |
Online higher education commodity
|
Chau, Paule
|
|
2010
|
|
3 |
p. 177-191
|
artikel
|
| 78 |
Online learning in higher education: exploring advantages and disadvantages for engagement
|
Dumford, Amber D.
|
|
2018
|
|
3 |
p. 452-465
|
artikel
|
| 79 |
Online learning in management education: an empirical study of the role of personality traits
|
Varela, Otmar E.
|
|
2012
|
|
3 |
p. 209-225
|
artikel
|
| 80 |
Open to all? Nationwide evaluation of high-priority web accessibility considerations among higher education websites
|
Kimmons, Royce
|
|
2017
|
|
3 |
p. 434-450
|
artikel
|
| 81 |
Peer assessment using soft computing techniques
|
Pinargote-Ortega, Maricela
|
|
|
|
3 |
p. 684-726
|
artikel
|
| 82 |
Personalized training model for organizing blended and lifelong distance learning courses and its effectiveness in Higher Education
|
Bekmanova, Gulmira
|
|
|
|
3 |
p. 668-683
|
artikel
|
| 83 |
Postgraduate students’ level of dependence on supervisors in coping with academic matters and using digital tools
|
Sidhu, Gurnam Kaur
|
|
2016
|
|
3 |
p. 370-388
|
artikel
|
| 84 |
Post-secondary online learning in the U.S.: an integrative review of the literature on undergraduate student characteristics
|
Hachey, Alyse C.
|
|
|
|
3 |
p. 708-768
|
artikel
|
| 85 |
Preparing today’s educational software developers: voices from the field
|
Exter, Marisa E.
|
|
2018
|
|
3 |
p. 472-494
|
artikel
|
| 86 |
Project Sanitarium: playing tuberculosis to its end game
|
Donald, Iain
|
|
2017
|
|
3 |
p. 599-617
|
artikel
|
| 87 |
Public/private partnerships: a Trojan horse for higher education?
|
Baines, Lawrence
|
|
2010
|
|
3 |
p. 153-161
|
artikel
|
| 88 |
Re-envisioning instructional technology research in higher education environments: a content analysis of a grant program
|
Paulus, Trena M.
|
|
2012
|
|
3 |
p. 164-181
|
artikel
|
| 89 |
Reflection: the importance of making meaning in e-service-learning courses
|
Guthrie, Kathy L.
|
|
2014
|
|
3 |
p. 238-252
|
artikel
|
| 90 |
Role of conjecture mapping in applying a game-based strategy towards a case library: a view from educational design research
|
Tawfik, Andrew A.
|
|
|
|
3 |
p. 655-681
|
artikel
|
| 91 |
Scaffolding preservice teachers’ WebQuest design: a qualitative study
|
Wang, Feng
|
|
2009
|
|
3 |
p. 218-234
|
artikel
|
| 92 |
Service-learning instructional design considerations
|
Maddrell, Jennifer
|
|
2014
|
|
3 |
p. 213-226
|
artikel
|
| 93 |
Student profiles and attitudes towards case-based learning in an online graduate instructional design course
|
Watson, William R.
|
|
|
|
3 |
p. 550-572
|
artikel
|
| 94 |
Students’ conceptual understanding and attitudes towards technology and user experience before and after use of an ePortfolio
|
Slade, Christine
|
|
|
|
3 |
p. 529-552
|
artikel
|
| 95 |
Technological barriers and incentives to learning analytics adoption in higher education: insights from users
|
Klein, Carrie
|
|
2019
|
|
3 |
p. 604-625
|
artikel
|
| 96 |
The design, development, and implementation of student-facing learning analytics dashboards
|
Bodily, Robert
|
|
2018
|
|
3 |
p. 572-598
|
artikel
|
| 97 |
The importance of students’ motivational dispositions for designing learning analytics
|
Schumacher, Clara
|
|
2018
|
|
3 |
p. 599-619
|
artikel
|
| 98 |
The modality and redundancy principles revisited: do they apply in a controlled multimedia lesson?
|
Liu, Yinan
|
|
|
|
3 |
p. 466-486
|
artikel
|
| 99 |
The nature and level of learner–learner interaction in a chemistry massive open online course (MOOC)
|
Tawfik, Andrew A.
|
|
2017
|
|
3 |
p. 411-431
|
artikel
|
| 100 |
The role of behavioral expectation in technology acceptance: a CEGEP case study
|
Doleck, Tenzin
|
|
2017
|
|
3 |
p. 407-425
|
artikel
|
| 101 |
The role of graduate programs in fostering IDT identities: reflections on an emerging profession
|
Wilson, Brent G.
|
|
2019
|
|
3 |
p. 557-572
|
artikel
|
| 102 |
The role of service quality in fostering different types of perceived value for student blended learning satisfaction
|
Seo, Young-Jin
|
|
|
|
3 |
p. 521-549
|
artikel
|
| 103 |
The use and application of learning theory in learning analytics: a scoping review
|
Khalil, Mohammad
|
|
|
|
3 |
p. 573-594
|
artikel
|
| 104 |
University supervisor perspectives of the remote observation of graduate interns
|
Heafner, Tina L.
|
|
2012
|
|
3 |
p. 143-163
|
artikel
|
| 105 |
Using learning analytics to explore the multifaceted engagement in collaborative learning
|
Xing, Wanli
|
|
|
|
3 |
p. 633-662
|
artikel
|
| 106 |
Using technology to promote classroom instruction: assessing incidences of on-task and off-task multitasking and learning
|
Wood, Eileen
|
|
2018
|
|
3 |
p. 553-571
|
artikel
|
| 107 |
Using texts generated by STR and CAT to facilitate student comprehension of lecture content in a foreign language
|
Shadiev, Rustam
|
|
|
|
3 |
p. 561-581
|
artikel
|
| 108 |
Vertical versus shared e-leadership approach in online project-based learning: a comparison of self-regulated learning skills, motivation and group collaboration processes
|
Yilmaz, Ramazan
|
|
|
|
3 |
p. 628-654
|
artikel
|
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