| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Addressing students’ emotional needs during the COVID-19 pandemic: a perspective on text versus video feedback in online environments
|
Kaplan-Rakowski, Regina
|
|
|
69 |
1 |
p. 133-136
|
artikel
|
| 2 |
“A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it” by Lee and Hannafin (2016): an international perspective
|
Wong, Kevin M.
|
|
|
69 |
1 |
p. 93-96
|
artikel
|
| 3 |
Advancing automatic guidance in virtual science inquiry: from ease of use to personalization
|
Zhai, Xiaoming
|
|
|
69 |
1 |
p. 255-258
|
artikel
|
| 4 |
Against empathy: moving beyond colonizing practices in educational technology
|
Mehta, Rohit
|
|
|
69 |
1 |
p. 87-90
|
artikel
|
| 5 |
A holistic empathic design through cognitive load theory: response to Tracey and Hutchinson
|
Huh, Yeol
|
|
|
69 |
1 |
p. 77-80
|
artikel
|
| 6 |
An international perspective for ‘Improving teacher professional development for online and blended learning: a systematic meta-aggregative review’
|
Portillo, Javier
|
|
|
69 |
1 |
p. 25-28
|
artikel
|
| 7 |
Applying MOOCocracy learning culture themes to improve digital course design and online learner engagement
|
Akinkuolie, Babatunde
|
|
|
69 |
1 |
p. 369-372
|
artikel
|
| 8 |
Applying the Own it, Learn it, Share it framework to the flexible Pink Time assignment to scaffold student autonomy online and in person
|
Baird, Timothy D.
|
|
|
69 |
1 |
p. 105-108
|
artikel
|
| 9 |
A primer for transitioning to online science labs: “Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science”
|
Chatterjee, Suparna
|
|
|
69 |
1 |
p. 249-253
|
artikel
|
| 10 |
A research perspective on the concept of learning culture: MOOCs and other online contexts
|
Paek, Seungoh
|
|
|
69 |
1 |
p. 365-368
|
artikel
|
| 11 |
A response to an article entitled “Improving teacher professional development for online and blended learning: a systematic meta-aggregative review”
|
An, Yunjo
|
|
|
69 |
1 |
p. 39-42
|
artikel
|
| 12 |
A useful framework for teacher professional development for online and blended learning to use as guidance in times of crisis
|
Natividad Beltrán del Río, Gloria
|
|
|
69 |
1 |
p. 7-9
|
artikel
|
| 13 |
Balancing’ privacy and open science in the context of COVID-19: a response to Ifenthaler & Schumacher (2016)
|
Rosenberg, Joshua M.
|
|
|
69 |
1 |
p. 347-351
|
artikel
|
| 14 |
Build, buy, or rent? A systems view of faculty design work in the digital learning era
|
Lohman, Laura
|
|
|
69 |
1 |
p. 277-280
|
artikel
|
| 15 |
Buried treasure or Ill-gotten spoils: the ethics of data mining and learning analytics in online instruction
|
Heath, Marie K.
|
|
|
69 |
1 |
p. 331-334
|
artikel
|
| 16 |
Chaos: exploring an engaging online model for rapid application during the pandemic
|
Tabor, Joshua W.
|
|
|
69 |
1 |
p. 97-100
|
artikel
|
| 17 |
Comment on Zacharia et al., A review of data about effectiveness of guidance in computer supported, inquiry based learning laboratories and simulations
|
Stegman, Melanie A.
|
|
|
69 |
1 |
p. 259-262
|
artikel
|
| 18 |
Considering the emotional needs of students in a computer-based learning environment
|
Moore, Karol Ann
|
|
|
69 |
1 |
p. 63-66
|
artikel
|
| 19 |
Context and agency: complementarity and interactivity
|
Elen, Jan
|
|
|
69 |
1 |
p. 195-197
|
artikel
|
| 20 |
Creation in shifting to digital
|
Young, Patricia A.
|
|
|
69 |
1 |
p. 313-314
|
artikel
|
| 21 |
Critical pedagogy and teacher professional development for online and blended learning: the equity imperative in the shift to digital
|
Sullivan, Florence R.
|
|
|
69 |
1 |
p. 21-24
|
artikel
|
| 22 |
Design considerations in emergency remote teaching during the COVID-19 pandemic: a human-centered approach
|
Karakaya, Kadir
|
|
|
69 |
1 |
p. 295-299
|
artikel
|
| 23 |
Design for now, but with the future in mind: a “cognitive flexibility theory” perspective on online learning through the lens of MOOCs
|
Hu, Ying
|
|
|
69 |
1 |
p. 373-378
|
artikel
|
| 24 |
Designing and integrating purposeful learning in gameplay: What will it take to ensure sustainable learning and effectiveness outcomes?
|
Barach, Paul
|
|
|
69 |
1 |
p. 161-166
|
artikel
|
| 25 |
Designing and using digital platforms for 21st century learning
|
Meier, Ellen B.
|
|
|
69 |
1 |
p. 217-220
|
artikel
|
| 26 |
Designing for emergency remote blended and online education: a response to Bennett et al. (2017)
|
Connolly, Cornelia
|
|
|
69 |
1 |
p. 281-284
|
artikel
|
| 27 |
Designing purposeful digital learning
|
Gibson, David
|
|
|
69 |
1 |
p. 153-156
|
artikel
|
| 28 |
Designing teacher professional development programs to support a rapid shift to digital
|
Heap, Tania
|
|
|
69 |
1 |
p. 35-38
|
artikel
|
| 29 |
Designing video feedback to support the socioemotional aspects of online learning
|
Ryan, Tracii
|
|
|
69 |
1 |
p. 137-140
|
artikel
|
| 30 |
Educators enacting online learning support roles in remote educational experiences
|
Wardrip, Peter Samuelson
|
|
|
69 |
1 |
p. 213-216
|
artikel
|
| 31 |
Emotion matters for academic success
|
Ge, Xun
|
|
|
69 |
1 |
p. 67-70
|
artikel
|
| 32 |
Empathy in the shift to digital
|
Morel, Gwendolyn M.
|
|
|
69 |
1 |
p. 71-72
|
artikel
|
| 33 |
Empowering digital learning with open textbooks
|
Ma, Hongliang
|
|
|
69 |
1 |
p. 393-396
|
artikel
|
| 34 |
Ethics and educational technologies
|
Parsons, Thomas D.
|
|
|
69 |
1 |
p. 335-338
|
artikel
|
| 35 |
Expanding interaction in online courses: integrating critical humanizing pedagogy for learner success
|
Gleason, Benjamin
|
|
|
69 |
1 |
p. 51-54
|
artikel
|
| 36 |
Exploring the ethical topic of learning analytics
|
Weng, Wenting
|
|
|
69 |
1 |
p. 339-341
|
artikel
|
| 37 |
Fostering inclusion for all students in online social learning networks
|
Dhingra, Koshi
|
|
|
69 |
1 |
p. 227-230
|
artikel
|
| 38 |
“How Did I Do?”: Giving learners effective and affective feedback
|
Howard, Nicol R.
|
|
|
69 |
1 |
p. 123-126
|
artikel
|
| 39 |
How should theory guide a ‘shift to digital’ in mobile game-based learning?
|
Honebein, Peter C.
|
|
|
69 |
1 |
p. 181-184
|
artikel
|
| 40 |
Ideas for supporting student-centered stem learning through remote labs: a response
|
West, Richard E.
|
|
|
69 |
1 |
p. 263-268
|
artikel
|
| 41 |
I have to go online next week?! Practical suggestions based on Ke (2016)
|
Nagurney, Alexander
|
|
|
69 |
1 |
p. 149-151
|
artikel
|
| 42 |
Implementing open educational resources in digital education
|
Tang, Hengtao
|
|
|
69 |
1 |
p. 389-392
|
artikel
|
| 43 |
Influence of emotions on digital learning
|
Wijekumar, Kausalai (Kay)
|
|
|
69 |
1 |
p. 55-57
|
artikel
|
| 44 |
Influencing the design outcome
|
Dickson-Deane, Camille
|
|
|
69 |
1 |
p. 269-271
|
artikel
|
| 45 |
Informing designs for learning when shifting to digital
|
Hrastinski, Stefan
|
|
|
69 |
1 |
p. 285-288
|
artikel
|
| 46 |
Insights on identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science
|
Gamor, Keysha I.
|
|
|
69 |
1 |
p. 239-242
|
artikel
|
| 47 |
Instructional interface’s blueprint for guiding instructional-technological interactions’ research: the Big Bang shift in K-12
|
Assaf, Nayiv
|
|
|
69 |
1 |
p. 207-211
|
artikel
|
| 48 |
International perspectives on using OER for online learning
|
Lee, Dabae
|
|
|
69 |
1 |
p. 383-387
|
artikel
|
| 49 |
Intrinsic integration in learning games and virtual instruction
|
Walkington, Candace
|
|
|
69 |
1 |
p. 157-160
|
artikel
|
| 50 |
Issues of context and design in OER (open educational resources)
|
Kılıçkaya, Ferit
|
|
|
69 |
1 |
p. 401-405
|
artikel
|
| 51 |
Language learning in an era of datafication and personalized learning
|
Fulton, Lori
|
|
|
69 |
1 |
p. 315-318
|
artikel
|
| 52 |
Learning games shifting to digital
|
Ioannou, Andri
|
|
|
69 |
1 |
p. 141-143
|
artikel
|
| 53 |
Let’s cut to commercial: where research, evaluation, and design of learning games should go next
|
Lee, Victor R.
|
|
|
69 |
1 |
p. 145-148
|
artikel
|
| 54 |
Leveraging theories in instructional design: a reflective response to OLSit framework
|
Cheng, Zui
|
|
|
69 |
1 |
p. 109-112
|
artikel
|
| 55 |
Mobile game-based learning in the era of “shifting to digital”
|
Ioannou, Andri
|
|
|
69 |
1 |
p. 173-175
|
artikel
|
| 56 |
Moving practical learning online
|
Dickson-Deane, Camille
|
|
|
69 |
1 |
p. 235-237
|
artikel
|
| 57 |
Online learning under COVID-19: re-examining the prominence of video-based and text-based feedback
|
Istenič, Andreja
|
|
|
69 |
1 |
p. 117-121
|
artikel
|
| 58 |
Open educational resources: expanding equity or reflecting and furthering inequities?
|
Veletsianos, George
|
|
|
69 |
1 |
p. 407-410
|
artikel
|
| 59 |
Open educational resources: undertheorized research and untapped potential
|
Wiley, David A.
|
|
|
69 |
1 |
p. 411-414
|
artikel
|
| 60 |
Pandemic induced remote learning increases need for mobile game-based learning to engage learners
|
Eutsler, Lauren
|
|
|
69 |
1 |
p. 185-188
|
artikel
|
| 61 |
Policies to guide the adoption of educational games into classrooms
|
Dubé, Adam Kenneth
|
|
|
69 |
1 |
p. 167-171
|
artikel
|
| 62 |
Policy and contextual considerations for enabling learning support roles in digital environments
|
Stefaniak, Jill
|
|
|
69 |
1 |
p. 221-225
|
artikel
|
| 63 |
Prioritizing teacher emotions: shifting teacher training to a digital environment
|
Owens, Julie K.
|
|
|
69 |
1 |
p. 59-62
|
artikel
|
| 64 |
Projecting learner engagement in remote contexts using empathic design
|
Xie, Kui
|
|
|
69 |
1 |
p. 81-85
|
artikel
|
| 65 |
Providing guidance in computer-supported inquiry environments: a research perspective
|
Hoffman, Daniel L.
|
|
|
69 |
1 |
p. 243-247
|
artikel
|
| 66 |
Reflections on empathic design: a K-16 perspective
|
Keahey, Heather Lynn
|
|
|
69 |
1 |
p. 73-76
|
artikel
|
| 67 |
Reflective comments on shifting to digital
|
Spector, J. Michael
|
|
|
69 |
1 |
p. 415-416
|
artikel
|
| 68 |
Response to “A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it”: a design perspective
|
Gu, Xiaoqing
|
|
|
69 |
1 |
p. 101-104
|
artikel
|
| 69 |
Revisiting Kuo and Belland’s exploratory study of undergraduate students’ perceptions of online learning: minority students in continuing education
|
Beschorner, Beth
|
|
|
69 |
1 |
p. 47-50
|
artikel
|
| 70 |
Safeguarding student privacy in an age of analytics
|
Kimmons, Royce
|
|
|
69 |
1 |
p. 343-345
|
artikel
|
| 71 |
Shifting digital, shifting context: (re)considering teacher professional development for online and blended learning in the COVID-19 era
|
Lockee, Barbara B.
|
|
|
69 |
1 |
p. 17-20
|
artikel
|
| 72 |
Shifting to digital: adoption and diffusion
|
Gogus, Aytac
|
|
|
69 |
1 |
p. 11-16
|
artikel
|
| 73 |
Shifting to digital: a policy perspective on ‘Student perceptions of privacy principles for learning analytics’ (Ifenthaler & Schumacher 2016)
|
Corrin, Linda
|
|
|
69 |
1 |
p. 353-356
|
artikel
|
| 74 |
Shifting to digital during COVID-19: are teachers empowered to give voice to students?
|
Istenič, Andreja
|
|
|
69 |
1 |
p. 43-46
|
artikel
|
| 75 |
Shifting to digital: informing the rapid development, deployment, and future of teaching and learning
|
Lin, Lin
|
|
|
69 |
1 |
p. 1-5
|
artikel
|
| 76 |
Shifting to digital with 21st century skills
|
Ilgaz, Hale
|
|
|
69 |
1 |
p. 199-200
|
artikel
|
| 77 |
Shifting to open education in our digital learning
|
Kimmons, Royce
|
|
|
69 |
1 |
p. 379-381
|
artikel
|
| 78 |
Shift to digital perspectives on Hilton (2016) from the perspective of practice
|
Hodges, Charles B.
|
|
|
69 |
1 |
p. 397-400
|
artikel
|
| 79 |
Student-centered learning: context needed
|
Morel, Gwendolyn M.
|
|
|
69 |
1 |
p. 91-92
|
artikel
|
| 80 |
Student perceptions and mobile technology adoption: implications for lower-income students shifting to digital
|
Antee, Audrey
|
|
|
69 |
1 |
p. 191-194
|
artikel
|
| 81 |
Supporting school teachers’ rapid engagement with online education
|
Abaci, Serdar
|
|
|
69 |
1 |
p. 29-34
|
artikel
|
| 82 |
Supporting teachers designing in liminality: Embracing a new and flexible way forward
|
Galyen, Krista
|
|
|
69 |
1 |
p. 307-311
|
artikel
|
| 83 |
Supporting the shift to digital with student-centered learning analytics
|
Ochoa, Xavier
|
|
|
69 |
1 |
p. 357-361
|
artikel
|
| 84 |
Synthesizing a Japanese-language functional expression learning system with Chinese-speaking learners’ cultural interests and backgrounds
|
Shortt, Mitchell
|
|
|
69 |
1 |
p. 319-322
|
artikel
|
| 85 |
Taking critical thinking, creativity and grit online
|
Nussbaum, Miguel
|
|
|
69 |
1 |
p. 201-206
|
artikel
|
| 86 |
The ever evolving MOOC
|
Young, Patricia A.
|
|
|
69 |
1 |
p. 363-364
|
artikel
|
| 87 |
The importance of always bearing in mind students’ privacy, consent, vulnerability, and agency issues
|
Natividad Beltrán del Río, Gloria
|
|
|
69 |
1 |
p. 323-325
|
artikel
|
| 88 |
The process of designing for [online] learning: response to Bennett et al.
|
Lee, Dabae
|
|
|
69 |
1 |
p. 289-293
|
artikel
|
| 89 |
The role of mobile technologies in shifting to digital
|
Ilgaz, Hale
|
|
|
69 |
1 |
p. 189-190
|
artikel
|
| 90 |
The shift to digital: designing for learning from a culturally relevant interactive media perspective
|
Engerman, Jason A.
|
|
|
69 |
1 |
p. 301-305
|
artikel
|
| 91 |
The use of learning analytics and the potential risk of harm for K-12 students participating in digital learning environments
|
Beerwinkle, Andrea L.
|
|
|
69 |
1 |
p. 327-330
|
artikel
|
| 92 |
Transforming student engagement in COVID-19 remote instruction: a research perspective
|
Edyburn, Dave
|
|
|
69 |
1 |
p. 113-116
|
artikel
|
| 93 |
University teachers’ design work: implications for an urgent shift to digital
|
Kanjanapongpaisal, Piti Golf
|
|
|
69 |
1 |
p. 273-276
|
artikel
|
| 94 |
Utilising mobile game based learning methods effectively to support education
|
Nisiotis, Louis
|
|
|
69 |
1 |
p. 177-180
|
artikel
|
| 95 |
Video feedback: is it worth the effort? A response to Borup et al.
|
Lowenthal, Patrick R.
|
|
|
69 |
1 |
p. 127-131
|
artikel
|
| 96 |
Widening international perspectives and practices through online learning for developing critical friendship and skills
|
Altinay, Fahriye
|
|
|
69 |
1 |
p. 231-234
|
artikel
|
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