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ORCIDJournal of Computing in Higher Education, Volume 31
Volume 31, Number 1, April 2019
- Esteban Vázquez-Cano
, Ana-Isabel Holgueras-González, José-Manuel Sáez-López:
An analysis of the orthographic errors found in university students' asynchronous digital writing. 1-20 - Charu Saini, Jessy Abraham:
Modeling educational usage of social media in pre-service teacher education. 21-55 - Shu-Yuan Lin, Ying Xie:
College students' use of self-generated tagclouds for knowledge integration: evidence from reflections. 56-80 - Tian Luo, Quan Xie:
Using Twitter as a pedagogical tool in two classrooms: a comparative case study between an education and a communication class. 81-104 - Hui-Fang Shang:
An investigation of plagiarism software use and awareness training on English as a foreign language (EFL) students. 105-120 - Sharla Berry:
Professional development for online faculty: instructors' perspectives on cultivating technical, pedagogical and content knowledge in a distance program. 121-136 - Jin Cai, Harrison Hao Yang, Di Gong, Jason MacLeod, Sha Zhu:
Understanding the continued use of flipped classroom instruction: a personal beliefs model in Chinese higher education. 137-155 - Sally J. Baldwin, Yu-Hui Ching:
An online course design checklist: development and users' perceptions. 156-172 - Hatice Yildiz Durak:
Examining the acceptance and use of online social networks by preservice teachers within the context of unified theory of acceptance and use of technology model. 173-209 - Dong-Hee Shin, Seyoung Park:
3D learning spaces and activities fostering users' learning, acceptance, and creativity. 210-228
Volume 31, Number 2, August 2019
- Simon K. S. Cheung, Fu Lee Wang:
Blended learning in practice: guest editorial. 229-232 - Yoko Hirata, Yoshihiro Hirata:
Applying 'Sketch Engine for Language Learning' in the Japanese English classroom. 233-248 - Ivana Simonova:
Blended approach to learning and practising English grammar with technical and foreign language university students: comparative study. 249-272 - Haoran Xie, Di Zou, Ruofei Zhang, Minhong Wang, Reggie Kwan:
Personalized word learning for university students: a profile-based method for e-learning systems. 273-289 - Kam Cheong Li, Linda Yin-King Lee, Suet-Lai Wong, Ivy Sui-Yu Yau, Billy Tak-Ming Wong:
Evaluation of mobile learning for the clinical practicum in nursing education: application of the FRAME model. 290-310 - Sachika Shibukawa, Mana Taguchi:
Exploring the difficulty on students' preparation and the effective instruction in the flipped classroom - A case study in a physiology class. 311-339 - Hung-Hsu Tsai, Chih-Tsan Chang, Xin-Yu Hou, You-Ming Yong, Kuo-Ching Chiou, Pao-Ta Yu:
Interactive student response system with iBeacon and web-socket for flipped classroom learning. 340-361 - Jianpeng Guo:
The use of an extended flipped classroom model in improving students' learning in an undergraduate course. 362-390 - Morris Siu-Yung Jong:
To flip or not to flip: social science faculty members' concerns about flipping the classroom. 391-407 - Yan Keung Hui, Chen Li, Sheng Qian, Lam For Kwok:
Learning engagement via promoting situational interest in a blended learning environment. 408-425 - Jason MacLeod, Harrison Hao Yang, Yinghui Shi:
Student-to-student connectedness in higher education: a systematic literature review. 426-448
Volume 31, Number 3, December 2019
- Robin H. Kay, Thom MacDonald, Maurice DiGiuseppe:
A comparison of lecture-based, active, and flipped classroom teaching approaches in higher education. 449-471 - Marisa E. Exter, Iryna V. Ashby:
Preparing today's educational software developers: voices from the field. 472-494 - Süleyman Eren Yürük, Rabia Meryem Yilmaz, Sinan Bilici:
An examination of postgraduate students' use of infographic design, metacognitive strategies and academic achievement. 495-513 - Alexandra List, Eric E. Ballenger:
Comprehension across mediums: the case of text and video. 514-535 - Minna Nykopp, Miika Marttunen, Gijsbert Erkens:
Coordinating collaborative writing in an online environment. 536-556 - Brent G. Wilson, Aysenur Ozyer:
The role of graduate programs in fostering IDT identities: reflections on an emerging profession. 557-572 - Bradley J. Morris, Colleen Dragovich, Rachael Todaro, Sebiha Balci, Eve Dalton:
Comparing badges and learning goals in low- and high-stakes learning contexts. 573-603 - Carrie Klein, Jaime Lester, Huzefa Rangwala, Aditya Johri:
Technological barriers and incentives to learning analytics adoption in higher education: insights from users. 604-625 - Yu-Chun Kuo, Brian R. Belland:
Exploring the relationship between African American adult learners' computer, Internet, and academic self-efficacy, and attitude variables in technology-supported environments. 626-642
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