| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Affective states in computer-supported collaborative learning: Studying the past to drive the future
|
Reis, Rachel Carlos Duque
|
|
2018
|
120 |
C |
p. 29-50
|
artikel
|
| 2 |
A framework for cooperative and interactive mobile learning to improve online information evaluation skills
|
Parsazadeh, Nadia
|
|
2018
|
120 |
C |
p. 75-89
|
artikel
|
| 3 |
An exploratory study of student engagement in gamified online discussions
|
Ding, Lu
|
|
2018
|
120 |
C |
p. 213-226
|
artikel
|
| 4 |
Context counts: The different implications of weekday and weekend video gaming for academic performance in mathematics, reading, and science
|
Hartanto, Andree
|
|
2018
|
120 |
C |
p. 51-63
|
artikel
|
| 5 |
Could the mobile and social perspectives of mobile social learning platforms motivate learners to learn continuously?
|
Ooi, Keng-Boon
|
|
2018
|
120 |
C |
p. 127-145
|
artikel
|
| 6 |
Editorial Board
|
|
|
2018
|
120 |
C |
p. ii
|
artikel
|
| 7 |
Effects of interactivity in E-textbooks on 7th graders science learning and cognitive load
|
Weng, Cathy
|
|
2018
|
120 |
C |
p. 172-184
|
artikel
|
| 8 |
Emotional text design in multimedia learning: A mixed-methods study using eye tracking
|
Stark, Lisa
|
|
2018
|
120 |
C |
p. 185-196
|
artikel
|
| 9 |
Evaluating the effectiveness of a game-based rational number training - In-game metrics as learning indicators
|
Kiili, Kristian
|
|
2018
|
120 |
C |
p. 13-28
|
artikel
|
| 10 |
Improving programming skills in engineering education through problem-based game projects with Scratch
|
Topalli, Damla
|
|
2018
|
120 |
C |
p. 64-74
|
artikel
|
| 11 |
Off-task multitasking, note-taking and lower- and higher-order classroom learning
|
Waite, Bradley M.
|
|
2018
|
120 |
C |
p. 98-111
|
artikel
|
| 12 |
School level characteristics and students’ CIL in Europe – A latent class analysis approach
|
Gerick, Julia
|
|
2018
|
120 |
C |
p. 160-171
|
artikel
|
| 13 |
Staying motivated to e-learn: Person- and variable-centred perspectives on the longitudinal risks and support
|
Fryer, Luke K.
|
|
2018
|
120 |
C |
p. 227-240
|
artikel
|
| 14 |
Student continuance of learning management system use: A longitudinal exploration
|
Cheng, Miaoting
|
|
2018
|
120 |
C |
p. 241-253
|
artikel
|
| 15 |
The design of blended learning in response to student diversity in higher education: Instructors’ views and use of differentiated instruction in blended learning
|
Boelens, Ruth
|
|
2018
|
120 |
C |
p. 197-212
|
artikel
|
| 16 |
The positive effect of in-class clicker questions on later exams depends on initial student performance level but not question format
|
Hubbard, Joanna K.
|
|
2018
|
120 |
C |
p. 1-12
|
artikel
|
| 17 |
Using transparent whiteboards to boost learning from online STEM lectures
|
Stull, Andrew T.
|
|
2018
|
120 |
C |
p. 146-159
|
artikel
|
| 18 |
When first-order barriers are high: A comparison of second- and third-order barriers to classroom computing integration
|
Makki, Taj W.
|
|
2018
|
120 |
C |
p. 90-97
|
artikel
|
| 19 |
Word processors as monarchs: Computer-generated feedback can exercise power over and influence EAL learners' identity representations
|
Zaini, Amin
|
|
2018
|
120 |
C |
p. 112-126
|
artikel
|
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