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ORCIDComputers & Education, Volume 126
Volume 126, November 2018
- Anna Mavroudi, Dina Tsagari:
Profiling of English language teachers as trainees in an online course and ensuing implications. 1-12 - Tiphaine Colliot
, Éric Jamet:
Does self-generating a graphic organizer while reading improve students' learning? 13-22 - Erez Porat, Ina Blau, Azy Barak:
Measuring digital literacies: Junior high-school students' perceived competencies versus actual performance. 23-36 - Tzu-Chi Yang, Meng Chang Chen, Sherry Y. Chen:
The influences of self-regulated learning support and prior knowledge on improving learning performance. 37-52 - Selcan Kilis, Zahide Yildirim:
Investigation of community of inquiry framework in regard to self-regulation, metacognition and motivation. 53-64 - Eugenia M. W. Ng:
Integrating self-regulation principles with flipped classroom pedagogy for first year university students. 65-74 - Zamzami Zainuddin:
Students' learning performance and perceived motivation in gamified flipped-class instruction. 75-88 - Hsiu-Ting Hung, Jie-Chi Yang, Gwo-Jen Hwang, Hui-Chun Chu, Chun-Chieh Wang:
A scoping review of research on digital game-based language learning. 89-104 - Tessa Berg, Alexander Sharpe, Emma Aitkin:
Females in computing: Understanding stereotypes through collaborative picturing. 105-114 - Chih-Yueh Chou, K. Robert Lai, Po-Yao Chao, Shu-Fen Tseng, Ting-Yi Liao:
A negotiation-based adaptive learning system for regulating help-seeking behaviors. 115-128 - Chris A. Boulton, Carmel Kent, Hywel T. P. Williams:
Virtual learning environment engagement and learning outcomes at a 'bricks-and-mortar' university. 129-142 - Zi-Gang Ge:
The impact of a forfeit-or-prize gamified teaching on e-learners' learning performance. 143-152 - Chunlin Lei, Carol K. K. Chan:
Developing metadiscourse through reflective assessment in knowledge building environments. 153-169 - Noah L. Schroeder, Fan Yang, Tanvi Banerjee, William L. Romine, Scotty D. Craig:
The influence of learners' perceptions of virtual humans on learning transfer. 170-182 - Lauren R. Elliott-Dorans:
To ban or not to ban? The effect of permissive versus restrictive laptop policies on student outcomes and teaching evaluations. 183-200 - Maria Clara Viegas, Ana M. B. Pavani, Natércia Lima, Arcelina Marques, María Isabel Pozzo, Elsa Dobboletta, Vanessa Atencia, Daniel Barreto, Felipe Calliari, André V. Fidalgo, Delberis Araujo Lima, Guilherme P. Temporão, Gustavo Ribeiro Alves:
Impact of a remote lab on teaching practices and student learning. 201-216 - Chih-Ping Chen:
Understanding mobile English-learning gaming adopters in the self-learning market: The Uses and Gratification Expectancy Model. 217-230 - Elodie Gentina, Thomas Li-Ping Tang, Pierre-François Dancoine:
Does Gen Z's emotional intelligence promote iCheating (cheating with iPhone) yet curb iCheating through reduced nomophobia? 231-247 - Samuel Greiff, Gyöngyvér Molnár, Romain Martin, Johannes Zimmermann, Beno Csapó:
Students' exploration strategies in computer-simulated complex problem environments: A latent class approach. 248-263 - Juan Ramón Rico-Juan, Antonio Javier Gallego, Jose J. Valero-Mas, Jorge Calvo-Zaragoza:
Statistical semi-supervised system for grading multiple peer-reviewed open-ended works. 264-282 - Oscar Luaces, Jorge Díez, Antonio Bahamonde:
A peer assessment method to provide feedback, consistent grading and reduce students' burden in massive teaching settings. 283-295 - Ting-Chia Hsu, Shao-Chen Chang, Yu-Ting Hung:
How to learn and how to teach computational thinking: Suggestions based on a review of the literature. 296-310 - Stuart McNaughton, Naomi Alexandra Rosedale, Rebecca Jesson, Rashina Hoda, Lin Sophie Teng:
How digital environments in schools might be used to boost social skills: Developing a conditional augmentation hypothesis. 311-323 - Dee Michell, Claudia Szabo, Katrina Falkner, Anna Szorenyi:
Towards a socio-ecological framework to address gender inequity in computer science. 324-333 - Gökçe Akçayir, Murat Akçayir:
The flipped classroom: A review of its advantages and challenges. 334-345 - Danielle Dahan Golan, Mirit Barzillai, Tami Katzir:
The effect of presentation mode on children's reading preferences, performance, and self-evaluations. 346-358 - Xuanxi Li, Samuel Kai-Wah Chu:
Using design-based research methodology to develop a pedagogy for teaching and learning of Chinese writing with wiki among Chinese upper primary school students. 359-375 - James P. Baker, Alan K. Goodboy, Nicholas David Bowman, Alyssa A. Wright:
Does teaching with PowerPoint increase students' learning? A meta-analysis. 376-387 - Wanli Xing, Fei Gao:
Exploring the relationship between online discourse and commitment in Twitter professional learning communities. 388-398 - Ya-Wen Cheng, Pei-Chen Sun, Nian-Shing Chen:
The essential applications of educational robot: Requirement analysis from the perspectives of experts, researchers and instructors. 399-416 - Jennifer Darling-Aduana, Carolyn J. Heinrich:
The role of teacher capacity and instructional practice in the integration of educational technology for emergent bilingual students. 417-432 - Kyle M. Williams, Rose E. Stafford, Stephanie B. Corliss, Erin D. Reilly:
Examining student characteristics, goals, and engagement in Massive Open Online Courses. 433-442 - Ngan Kuen Lai, Tan Fong Ang, Lip Yee Por, Chee Sun Liew:
Learning through intuitive interface: A case study on preschool learning. 443-458
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