nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
1 |
Do cases teach themselves? A comparison of case library prompts in supporting problem-solving during argumentation
|
Tawfik, Andrew A. |
|
2017 |
29 |
2 |
p. 267-285 |
artikel |
2 |
Experienced online instructors: beliefs and preferred supports regarding online teaching
|
McGee, Patricia |
|
2017 |
29 |
2 |
p. 331-352 |
artikel |
3 |
Exploring collaboration in learning by design via weblogs
|
Çakiroğlu, Ünal |
|
2017 |
29 |
2 |
p. 309-330 |
artikel |
4 |
Sociotechnical stewardship in higher education: a field study of social media policy documents
|
Pasquini, Laura A. |
|
2016 |
29 |
2 |
p. 218-239 |
artikel |
5 |
Spaces for interactive engagement or technology for differential academic participation? Google Groups for collaborative learning at a South African University
|
Rambe, Patient |
|
2017 |
29 |
2 |
p. 353-387 |
artikel |
6 |
Students’ social media engagement and fear of missing out (FoMO) in a diverse classroom
|
Alt, Dorit |
|
2017 |
29 |
2 |
p. 388-410 |
artikel |
7 |
The impact of goal achievement orientation on student technology usage in the classroom
|
McGloin, Rory |
|
2017 |
29 |
2 |
p. 240-266 |
artikel |
8 |
The influence of academic discipline, race, and gender on web-use skills among graduate-level students
|
Owens, Jennifer |
|
2017 |
29 |
2 |
p. 286-308 |
artikel |
9 |
Transaction-level learning analytics in online authentic assessments
|
Nyland, Rob |
|
2016 |
29 |
2 |
p. 201-217 |
artikel |
10 |
Use of the flipped classroom instructional model in higher education: instructors’ perspectives
|
Long, Taotao |
|
2016 |
29 |
2 |
p. 179-200 |
artikel |