| no |
title |
author |
magazine |
year |
volume |
issue |
page(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
|
article
|
| 2 |
Experienced online instructors: beliefs and preferred supports regarding online teaching
|
McGee, Patricia
|
|
2017
|
29 |
2 |
p. 331-352
|
article
|
| 3 |
Exploring collaboration in learning by design via weblogs
|
Çakiroğlu, Ünal
|
|
2017
|
29 |
2 |
p. 309-330
|
article
|
| 4 |
Sociotechnical stewardship in higher education: a field study of social media policy documents
|
Pasquini, Laura A.
|
|
2016
|
29 |
2 |
p. 218-239
|
article
|
| 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
|
article
|
| 6 |
Students’ social media engagement and fear of missing out (FoMO) in a diverse classroom
|
Alt, Dorit
|
|
2017
|
29 |
2 |
p. 388-410
|
article
|
| 7 |
The impact of goal achievement orientation on student technology usage in the classroom
|
McGloin, Rory
|
|
2017
|
29 |
2 |
p. 240-266
|
article
|
| 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
|
article
|
| 9 |
Transaction-level learning analytics in online authentic assessments
|
Nyland, Rob
|
|
2016
|
29 |
2 |
p. 201-217
|
article
|
| 10 |
Use of the flipped classroom instructional model in higher education: instructors’ perspectives
|
Long, Taotao
|
|
2016
|
29 |
2 |
p. 179-200
|
article
|
Journal description