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ORCIDInteractive Learning Environments, Volume 27
Volume 27, Number 1, 2019
- Sue Greener:
Editorial: travels out of context. 1-2 - Yun Dai
, Stephen Lu, Ang Liu:
Student pathways to understanding the global virtual teams: an ethnographic study. 3-14
- Jose Luis Brita-Paja, Carlos Gregorio-Rodríguez, Luis Llana, Cristóbal Pareja, Adrián Riesco:
Introducing MOOC-like methodologies in a face-to-face undergraduate course: a detailed case study. 15-32 - Carmen Marta-Lazo, Divina Frau-Meigs, Sara Osuna Acedo:
Collaborative lifelong learning and professional transfer. Case study: ECO European Project. 33-45
- Shu-Chiao Tsai:
Implementing interactive courseware into EFL business writing: computational assessment and learning satisfaction. 46-61 - Glyn Thomas, Stephen J. Thorpe:
Enhancing the facilitation of online groups in higher education: a review of the literature on face-to-face and online group-facilitation. 62-71 - Anida Zahirovic Suhonjic, Marijana Despotovic-Zrakic, Aleksandra Labus, Zorica Bogdanovic, Dusan Barac:
Fostering students' participation in creating educational content through crowdsourcing. 72-85 - Yong-Teng Lin, Chih-Ming Chen:
Improving effectiveness of learners' review of video lectures by using an attention-based video lecture review mechanism based on brainwave signals. 86-102 - Cheng-Ta Lin, Shuang-Shii Chuang:
Using team projects for making short films to cultivate students' interdisciplinary competencies. 103-117 - Nuan Luo, Yan Zhang, Mingli Zhang:
Retaining learners by establishing harmonious relationships in e-learning environment. 118-131 - Correction. 132-134
Volume 27, Number 2, 2019
- Sue Greener:
Supervision or surveillance: the tension of learning analytics. 135-136
- Yushun Li, Shuxia Zhao, Qingyan Ma, Chunlan Qian, Qun Lin:
A feature analysis of regional classroom teaching in the trend of interactive instruction. 137-162 - Yushun Li, Qun Lin, Chunlan Qian, Shuxia Zhao:
Research on evaluation model for interactive classroom enabled with mobile terminals. 163-180 - Tammy Sue-Wynne Liu, Yeu-Ting Liu, Chun-Yin Doris Chen:
Meaningfulness is in the eye of the reader: eye-tracking insights of L2 learners reading e-books and their pedagogical implications. 181-199 - Amaël Arguel, Lori Lockyer, Gregor E. Kennedy, Jason M. Lodge, Mariya Pachman:
Seeking optimal confusion: a review on epistemic emotion management in interactive digital learning environments. 200-210 - Eleni A. Kyza, Yiannis Georgiou:
Scaffolding augmented reality inquiry learning: the design and investigation of the TraceReaders location-based, augmented reality platform. 211-225 - Fu-Yun Yu:
The learning potential of online student-constructed tests with citing peer-generated questions. 226-241 - Mangala Vadivu Vivakaran, Neelamalar Maraimalai:
Networked Learning and Learning Analytics: A Study on the Employment of Facebook in a Virtual Training Program. 242-255 - Mi Song Kim:
Learning-by-Designing literacy-based concept-oriented play (LBCOP) activities: emergent curriculum for/with young CLD children and their teacher. 256-271 - Ting-Chia Hsu:
Using a concept mapping strategy to improve the motivation of EFL students in Google Hangouts Peer-Tutoring Sessions with native speakers. 272-285
Volume 27, Number 3, 2019
- Sue Greener:
Digital familiarity: a vital part of education. 287
- Jie Shen:
Using movie clips to lighten the learning experience of Ebola virus infection process. 288-292 - Angel Martínez-Tenor, Ana Cruz-Martín, Juan-Antonio Fernández-Madrigal:
Teaching machine learning in robotics interactively: the case of reinforcement learning with Lego® Mindstorms. 293-306 - Josep Grau-Valldosera, Julià Minguillón, Anabel Blasco-Moreno:
Returning after taking a break in online distance higher education: from intention to effective re-enrollment. 307-323 - Alexandra Okada, Raquel Pasternak Glitz Kowalski, Claudio Kirner, Patrícia Lupion Torres:
Factors influencing teachers' adoption of AR inquiry games to foster skills for Responsible Research and Innovation. 324-335 - Marie Cahillane, Piers MacLean, Victoria Smy:
Novel application of a predictive skill retention model to technical VLE content production skills among Higher Education teachers: a case study. 336-348 - Yanhong Li, Harrison Hao Yang, Jason MacLeod:
Preferences toward the constructivist smart classroom learning environment: examining pre-service teachers' connectedness. 349-362 - Gbolahan Olasina:
Human and social factors affecting the decision of students to accept e-learning. 363-376 - Burak Sisman, Devrim Gunay, Sevda Kucuk:
Development and validation of an educational robot attitude scale (ERAS) for secondary school students. 377-388 - Han-Yu Sung, Gwo-Jen Hwang, Shan-Feng Chen:
Effects of embedding a problem-posing-based learning guiding strategy into interactive e-books on students' learning performance and higher order thinking tendency. 389-401 - Renee Kaufmann, Marjorie M. Buckner:
Revisiting "power in the classroom": exploring online learning and motivation to study course content. 402-409 - Li-Chen Cheng, Hui-Chun Chu:
An innovative consensus map-embedded collaborative learning system for ER diagram learning: sequential analysis of students' learning achievements. 410-425
- Call for Papers. 426-427
Volume 27, Number 4, 2019
- Pericles 'Asher' Rospigliosi:
The role of social media as a learning environment in the fully functioning university: preparing for Generation Z. 429-431
- Meltem Eryilmaz, Ceyhan Cigdemoglu:
Individual flipped learning and cooperative flipped learning: their effects on students' performance, social, and computer anxiety. 432-442 - Ghulam Mustafa, Muhammad Azeem Abbas, Yaser Hafeez, Sharifullah Khan, Gwo-Jen Hwang:
Effectiveness of ontology-based learning content generation for preschool cognitive skills learning. 443-457 - Yu-Yin Wang, Yi-Shun Wang, Hsin-Hui Lin, Tung-Han Tsai:
Developing and validating a model for assessing paid mobile learning app success. 458-477 - Ying Xie, Shu-Yuan Lin:
Using word clouds to support students' knowledge integration from online inquiry: an investigation of the process and outcome. 478-496 - Joelene Goh, Barbara Truman, Daniel Barber:
Exploring individual differences as factors to maximize interactive learning environments for future learning. 497-507 - Alberto A. P. Cattaneo, Hans van der Meij, Carmela Aprea, Florinda Sauli, Carmen G. Zahn:
A model for designing hypervideo-based instructional scenarios. 508-529 - Timothy Teo, Guoyuan Sang, Bing Mei, Cathy Ka Weng Hoi:
Investigating pre-service teachers' acceptance of Web 2.0 technologies in their future teaching: a Chinese perspective. 530-546 - Ünal Çakiroglu, Turgay Erdemir:
Online project based learning via cloud computing: exploring roles of instructor and students. 547-566
- Gwo-Jen Hwang, Qing-Ke Fu:
Trends in the research design and application of mobile language learning: a review of 2007-2016 publications in selected SSCI journals. 567-581
Volume 27, Numbers 5-6, 2019
Editorial
- Joseph Psotka, Nian-Shing Chen:
The new potentials for Intelligent Tutoring with learning analytics approaches. 583-584
- Luc Paquette, Ryan S. Baker:
Comparing machine learning to knowledge engineering for student behavior modeling: a case study in gaming the system. 585-597 - Zhi Liu, Chongyang Yang, Sylvio Rüdian, Sannyuya Liu, Liang Zhao, Tai Wang:
Temporal emotion-aspect modeling for discovering what students are concerned about in online course forums. 598-627 - Arnon Hershkovitz, Raquel Sitman, Rotem Israel-Fishelson, Andoni Eguíluz, Pablo Garaizar, Mariluz Guenaga:
Creativity in the acquisition of computational thinking. 628-644 - Jijian Lu, Xiaojie Zhang, Max Stephens:
Visualizing the commognitive processes in computer-supported one-to-one tutoring. 645-654 - Robert L. Moore, Kevin M. Oliver, Chuang Wang:
Setting the pace: examining cognitive processing in MOOC discussion forums with automatic text analysis. 655-669 - Axi Wang, Shengquan Yu, Minhong Wang, Ling Chen:
Effects of a visualization-based group awareness tool on in-service teachers' interaction behaviors and performance in a lesson study. 670-684 - Erkan Er, Eduardo Gómez-Sánchez, Yannis A. Dimitriadis, Miguel L. Bote-Lorenzo, Juan I. Asensio-Pérez, Susana Álvarez-Álvarez:
Aligning learning design and learning analytics through instructor involvement: a MOOC case study. 685-698 - David Codish, Eyal Rabin, Gilad Ravid:
User behavior pattern detection in unstructured processes - a learning management system case study. 699-725 - Longwei Zheng, David C. Gibson, Xiaoqing Gu:
Understanding the process of teachers' technology adoption with a dynamic analytical model. 726-739 - Gwo-Haur Hwang, Beyin Chen, Ru-Shan Chen, Ting-Ting Wu, Yu-Ling Lai:
Differences between students' learning behaviors and performances of adopting a competitive game-based item bank practice approach for learning procedural and declarative knowledge. 740-753 - Ivica Boticki, Gökhan Akçapinar, Hiroaki Ogata:
E-book user modelling through learning analytics: the case of learner engagement and reading styles. 754-765 - Di Sun, Gang Cheng, Pengfei Xu, Qinhua Zheng, Li Chen:
Using HMM to compare interaction activity patterns of student groups with different achievements in MPOCs. 766-781
- Ya-Wen Cheng, Yuping Wang, I-Ling Cheng, Nian-Shing Chen:
An in-depth analysis of the interaction transitions in a collaborative Augmented Reality-based mathematic game. 782-796 - Ania Zubala, Kacper Lyszkiewicz, Elaine Lee, Laura L. Underwood, Mary J. Renfrew, Nicola M. Gray:
Large-scale online education programmes and their potential to effect change in behaviour and practice of health and social care professionals: a rapid systematic review. 797-812 - Timothy Teo, Fang Huang:
Investigating the influence of individually espoused cultural values on teachers' intentions to use educational technologies in Chinese universities. 813-829 - Kaushal Kumar Bhagat, Wei-Kai Liou, J. Michael Spector, Chun-Yen Chang:
To use augmented reality or not in formative assessment: a comparative study. 830-840 - Yu-Hsin Liu, Fu-Yun Yu:
Supporting active learning and formative evaluation via teaching-by-questioning in classrooms: design, development, and preliminary evaluation of an online learning system. 841-855 - Orly Lahav, Nuha Hagab, Sharona T. Levy, Vadim Talis:
Computer-model-based audio and its influence on science learning by people who are blind. 856-868
Volume 27, Number 7, 2019
- S. L. Greener:
How shall we speak and learn together? 869-870
- Duygu Mutlu Bayraktar:
Evaluation of change blindness in multimedia learning environment with cognitive process. 871-894 - Eric Cesar E. Vidal Jr., Jayzon F. Ty, Nicko R. Caluya, Ma. Mercedes T. Rodrigo:
MAGIS: mobile augmented-reality games for instructional support. 895-907 - Hagit Meishar-Tal, Miri Shonfeld:
Students' writing and reading preferences in a paperless classroom. 908-918 - Antonella Carbonaro:
Good practices to influence engagement and learning outcomes on a traditional introductory programming course. 919-926 - Kai-Yi Chin, Ching-Sheng Wang, Yen-Lin Chen:
Effects of an augmented reality-based mobile system on students' learning achievements and motivation for a liberal arts course. 927-941 - Chung-Yuan Hsu, Guo-Li Chiou, Meng-Jung Tsai:
Visual behavior and self-efficacy of game playing: an eye movement analysis. 942-952 - Charlotte Larmuseau, Piet Desmet, Fien Depaepe:
Perceptions of instructional quality: impact on acceptance and use of an online learning environment. 953-964 - Qi Wang, Guozhu Ding, Shengquan Yu:
Crowdsourcing mode-based learning activity flow approach to promote subject ontology generation and evolution in learning. 965-983
- Xianghu Liu, Jingwen Pei:
Teacher development in technology-enhanced language teaching. 984-986 - Xianghu Liu, Liang Liu:
Blending Technologies in Second Language Classrooms. 987-990
Volume 27, Number 8, 2019
Editorial
- Gwo-Jen Hwang, Chengjiu Yin, Hui-Chun Chu:
The era of flipped learning: promoting active learning and higher order thinking with innovative flipped learning strategies and supporting systems. 991-994
- Yen-Nan Lin, Lu-Ho Hsia, Meng-Yuan Sung, Gwo-Haur Hwang:
Effects of integrating mobile technology-assisted peer assessment into flipped learning on students' dance skills and self-efficacy. 995-1010 - Huichen Lin, Gwo-Jen Hwang:
Research trends of flipped classroom studies for medical courses: a review of journal publications from 2008 to 2017 based on the technology-enhanced learning model. 1011-1027 - Cheng-Yu Hung, Jerry Chih-Yuan Sun, Jia-Yin Liu:
Effects of flipped classrooms integrated with MOOCs and game-based learning on the learning motivation and outcomes of students from different backgrounds. 1028-1046 - Gwo-Haur Hwang, Beyin Chen, Chia-Wen Sung:
Impacts of flipped classrooms with peer assessment on students' effectiveness of playing musical instruments - taking amateur erhu learners as an example. 1047-1061 - Bieng-Yi Chang, Ching-Yi Chang, Gwo-Haur Hwang, Fan-Ray Kuo:
A situation-based flipped classroom to improving nursing staff performance in advanced cardiac life support training course. 1062-1074 - Xindong Ye, Yi-Hsin Chang, Chiu-Lin Lai:
An interactive problem-posing guiding approach to bridging and facilitating pre- and in-class learning for flipped classrooms. 1075-1092 - Tosti Hsu-Cheng Chiang, Stephen J. H. Yang, Chengjiu Yin:
Effect of gender differences on 3-on-3 basketball games taught in a mobile flipped classroom. 1093-1105 - Biyun Huang, Khe Foon Hew, Chung Kwan Lo:
Investigating the effects of gamification-enhanced flipped learning on undergraduate students' behavioral and cognitive engagement. 1106-1126 - Di Zou, Haoran Xie:
Flipping an English writing class with technology-enhanced just-in-time teaching and peer instruction. 1127-1142 - Caroline Fell Kurban:
Designing effective, contemporary assessment on a flipped educational sciences course. 1143-1159 - Chia-Chang Hsiao, Jeff C. H. Huang, Anna Y. Q. Huang, Owen H. T. Lu, Chengjiu Yin, Stephen J. H. Yang:
Exploring the effects of online learning behaviors on short-term and long-term learning outcomes in flipped classrooms. 1160-1177 - Chenchen Liu, Sarah Sands-Meyer, Jacques Audran:
The effectiveness of the student response system (SRS) in English grammar learning in a flipped English as a foreign language (EFL) class. 1178-1191 - Meilun Shih, Jyh-Chong Liang, Chin-Chung Tsai:
Exploring the role of university students' online self-regulated learning in the flipped classroom: a structural equation model. 1192-1206 - Yi Zhang, Bei-Lei Chen, Jun Ge, Cheng-Yu Hung, Lin Mei:
When is the best time to use rubrics in flipped learning? A study on students' learning achievement, metacognitive awareness, and cognitive load. 1207-1221 - Morris Siu-yung Jong, Gaowei Chen, Vincent W. L. Tam, Ching Sing Chai:
Adoption of flipped learning in social humanities education: the FIBER experience in secondary schools. 1222-1238
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