| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Autoethnography as a research method for educational technology: a reflective discourse
|
Mao, Jin
|
|
|
72 |
5 |
p. 2725-2741
|
artikel
|
| 2 |
Causal reasoning with causal graphs in educational technology research
|
Weidlich, Joshua
|
|
|
72 |
5 |
p. 2499-2517
|
artikel
|
| 3 |
Detector-driven classroom interviewing: focusing qualitative researcher time by selecting cases in situ
|
Baker, Ryan S.
|
|
|
72 |
5 |
p. 2841-2863
|
artikel
|
| 4 |
Educational design research: grappling with methodological fit
|
Jacobsen, Michele
|
|
|
72 |
5 |
p. 2743-2762
|
artikel
|
| 5 |
Experience sampling methodology and technology: an approach for examining situational, longitudinal, and multi-dimensional characteristics of engagement
|
Xie, Kui
|
|
|
72 |
5 |
p. 2585-2615
|
artikel
|
| 6 |
Forum posts, communication patterns, and relational structures: A multi-level view of discussions in online courses
|
Poquet, Oleksandra
|
|
|
72 |
5 |
p. 2655-2678
|
artikel
|
| 7 |
Missed opportunities in mixed methods EdTech research? Visual joint display development as an analytical strategy for achieving integration in mixed methods studies
|
Peters, Mitchell
|
|
|
72 |
5 |
p. 2477-2497
|
artikel
|
| 8 |
More than knowing: toward collective, critical, and ecological approaches in educational technology research
|
Heath, Marie K.
|
|
|
72 |
5 |
p. 2519-2541
|
artikel
|
| 9 |
Multimodal analysis of interaction data from embodied education technologies
|
Walkington, Candace
|
|
|
72 |
5 |
p. 2565-2584
|
artikel
|
| 10 |
Participatory action research: building understanding, dialogue, and positive actions in a changing digital environment
|
Cockerham, Deborah
|
|
|
72 |
5 |
p. 2763-2791
|
artikel
|
| 11 |
Relational topologies in the learning activity spaces: operationalising a sociomaterial approach
|
Castañeda, Linda
|
|
|
72 |
5 |
p. 2793-2815
|
artikel
|
| 12 |
Research methods for design knowledge: clarifying definitions, characteristics, and areas of confusion
|
Moore, Stephanie L.
|
|
|
72 |
5 |
p. 2679-2703
|
artikel
|
| 13 |
Should We account for classrooms? Analyzing online experimental data with student-level randomization
|
Closser, Avery H.
|
|
|
72 |
5 |
p. 2865-2894
|
artikel
|
| 14 |
‘SSEEN’: a networked approach to uncover connections between sentiment, social, and epistemic elements of student online forum discourse
|
Scianna, Jennifer
|
|
|
72 |
5 |
p. 2817-2839
|
artikel
|
| 15 |
Stealth assessment: a theoretically grounded and psychometrically sound method to assess, support, and investigate learning in technology-rich environments
|
Rahimi, Seyedahmad
|
|
|
72 |
5 |
p. 2417-2441
|
artikel
|
| 16 |
Understanding student interaction and cognitive engagement in online discussions using social network and discourse analyses
|
Sharma, Priya
|
|
|
72 |
5 |
p. 2631-2654
|
artikel
|
| 17 |
Using narrative inquiry research methodology in online educational environments
|
Rice, Mary F.
|
|
|
72 |
5 |
p. 2617-2629
|
artikel
|
| 18 |
Visualizing qualitative data: unpacking the complexities and nuances of technology-supported learning processes
|
Jiang, Shiyan
|
|
|
72 |
5 |
p. 2705-2723
|
artikel
|
| 19 |
What type of paper are you writing? A taxonomy of review and theory scholarship distinguished by their summary and advocacy arguments
|
West, Richard E.
|
|
|
72 |
5 |
p. 2443-2476
|
artikel
|
| 20 |
Will instructional methods and media ever live in unconfounded harmony? Generating useful media research via the instructional theory framework
|
Reigeluth, Charles M.
|
|
|
72 |
5 |
p. 2543-2563
|
artikel
|
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