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ORCIDThe Internet and Higher Education, Volume 15
Volume 15, Number 1, January 2012
- Stefan Hrastinski
, Vanessa Paz Dennen:
Social media in higher education: Introduction to the special issue. 1-2 - Nada Dabbagh, Anastasia Kitsantas:
Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. 3-8 - Katrin Wodzicki, Eva Schwämmlein, Johannes Moskaliuk:
"Actually, I Wanted to Learn": Study-related knowledge exchange on social networking sites. 9-14 - David C. DeAndrea, Nicole B. Ellison, Robert LaRose, Charles Steinfield, Andrew T. Fiore:
Serious social media: On the use of social media for improving students' adjustment to college. 15-23 - Ercan Top:
Blogging as a social medium in undergraduate courses: Sense of community best predictor of perceived learning. 24-28 - Jari Laru, Piia Näykki, Sanna Järvelä:
Supporting small-group learning using multiple Web 2.0 tools: A case study in the higher education context. 29-38 - Elena Novak, Rim Razzouk, Tristan E. Johnson:
The educational use of social annotation tools in higher education: A literature review. 39-49 - Susan A. Brown:
Seeing Web 2.0 in context: A study of academic perceptions. 50-57 - Alona Forkosh-Baruch, Arnon Hershkovitz:
A case study of Israeli higher-education institutes sharing scholarly information with the community via social networks. 58-68 - Nicki Dabner:
'Breaking Ground' in the use of social media: A case study of a university earthquake response to inform educational design with Facebook. 69-78
Volume 15, Number 2, March 2012
- Steven R. Terrell:
Introduction to the special issue of the American Educational Research Association's online teaching and learning special interest group (SIG-OTL). 79-80 - Karen Swan, Daniel B. Matthews, Leonard Bogle, Emily Boles, Scott Day:
Linking online course design and implementation to learning outcomes: A design experiment. 81-88 - Peter Shea, Suzanne Hayes, Sedef Uzuner-Smith, Jason Vickers, Temi Bidjerano, Alexandra Pickett, Mary Gozza-Cohen, Jane Wilde, Shoubang Jian:
Learning presence: Additional research on a new conceptual element within the Community of Inquiry (CoI) framework. 89-95 - Lynne Schrum, Mary English, Lyndsie M. Galizio:
Project DAVES: An exploratory study of social presence, e-mentoring, and vocational counseling support in community college courses. 96-101 - Emily Hixon, Janet Buckenmeyer, Casimir Barczyk, Lori Feldman, Heather Zamojski:
Beyond the early adopters of online instruction: Motivating the reluctant majority. 102-107 - Alyssa Friend Wise, Nishan Perera, Ying-Ting Hsiao, Jennifer Speer, Farshid Marbouti:
Microanalytic case studies of individual participation patterns in an asynchronous online discussion in an undergraduate blended course. 108-117 - Erica C. Boling, Mary Hough, Hindi Krinsky, Hafiz Saleem, Maggie Stevens:
Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. 118-126 - Anthony G. Picciano, Jeff Seaman, Peter Shea, Karen Swan:
Examining the extent and nature of online learning in American K-12 Education: The research initiatives of the Alfred P. Sloan Foundation. 127-135
Volume 15, Number 3, June 2012
- Anthony R. Artino:
Emotions in online learning environments: Introduction to the special issue. 137-140 - Carol Sansone, Jessi L. Smith, Dustin B. Thoman, Atara MacNamara:
Regulating interest when learning online: Potential motivation and performance trade-offs. 141-149 - Gwen C. Marchand, Antonio P. Gutierrez:
The role of emotion in the learning process: Comparisons between online and face-to-face learning settings. 150-160 - Dirk T. Tempelaar, Alexandra Niculescu, Bart Rienties, Wim Gijselaers, Bas Giesbers:
How achievement emotions impact students' decisions for online learning, and what precedes those emotions. 161-169 - Anthony R. Artino, Kenneth D. Jones II:
Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning. 170-175 - Gwen Noteborn, Katerina Bohle Carbonell, Amber Dailey-Hebert, Wim Gijselaers:
The role of emotions and task significance in Virtual Education. 176-183 - Blair Lehman, Sidney D'Mello, Art Graesser:
Confusion and complex learning during interactions with computer learning environments. 184-194 - Jered Borup, Richard Edward West, Charles R. Graham:
Improving online social presence through asynchronous video. 195-203 - Kelley Regan, Anna Evmenova, Pam Baker, Marci Kinas Jerome, Vicky Spencer, Holly Lawson, Terry Werner:
Experiences of instructors in online learning environments: Identifying and regulating emotions. 204-212 - Angélica Rísquez, Marife Sanchez-Garcia:
The jury is still out: Psychoemotional support in peer e-mentoring for transition to university. 213-221 - Lia M. Daniels, Robert H. Stupnisky:
Not that different in theory: Discussing the control-value theory of emotions in online learning environments. 222-226
Volume 15, Number 4, October 2012
Editorial
- Teresa Cerratto Pargman, Sanna Järvelä, Marcelo Milrad:
Designing Nordic technology-enhanced learning. 227-230
- Päivi Häkkinen, Raija Hämäläinen:
Shared and personal learning spaces: Challenges for pedagogical design. 231-236 - Ola Knutsson, Mona Blåsjö, Stina Hållsten, Petter Karlström:
Identifying different registers of digital literacy in virtual learning environments. 237-246 - Agnes Kukulska-Hulme:
How should the higher education workforce adapt to advancements in technology for teaching and learning? 247-254 - Barbara Wasson, Vibeke Vold:
Leveraging new media skills in a peer feedback tool. 255-264 - Gunther Kress, Staffan Selander:
Multimodal design, learning and cultures of recognition. 265-268
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