| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Bichronous online learning: Award-winning online instructor practices of blending asynchronous and synchronous online modalities
|
Martin, Florence
|
|
|
56 |
C |
p.
|
artikel
|
| 2 |
Credit hours is not enough: Explaining undergraduate perceptions of course workload using LMS records
|
Pardos, Zachary A.
|
|
|
56 |
C |
p.
|
artikel
|
| 3 |
Do learners share the same perceived learning outcomes in MOOCs? Identifying the role of motivation, perceived learning support, learning engagement, and self-regulated learning strategies
|
Wei, Xiaomei
|
|
|
56 |
C |
p.
|
artikel
|
| 4 |
Editorial Board
|
|
|
|
56 |
C |
p.
|
artikel
|
| 5 |
Identifying university students’ online academic help-seeking patterns and their role in Internet self-efficacy
|
Fan, Yang-Hsin
|
|
|
56 |
C |
p.
|
artikel
|
| 6 |
Measuring social presence in online-based learning: An exploratory path analysis using log data and social network analysis
|
Norz, Lisa-Maria
|
|
|
56 |
C |
p.
|
artikel
|
| 7 |
Progression of students' SRL processes in subsequent programming problem-solving tasks and its association with tasks outcomes
|
Hatala, Marek
|
|
|
56 |
C |
p.
|
artikel
|
| 8 |
Techno-capital, cultural capital, and the cultivation of academic social capital: The case of adult online college students
|
Hamilton, William
|
|
|
56 |
C |
p.
|
artikel
|
| 9 |
The impact of role assignment on social presence in online discussions: A mixed-method study
|
Şeyh, Fatma
|
|
|
56 |
C |
p.
|
artikel
|
| 10 |
Towards a fully online flipped classroom model to support student learning outcomes and engagement: A 2-year design-based study
|
Jia, Chengyuan
|
|
|
56 |
C |
p.
|
artikel
|
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