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ORCIDInternational Journal of Learning Technology, Volume 14
Volume 14, Number 1, 2019
- Chang Zhu:
Self-efficacy and self-esteem in online learning environments of adult learners. 4-17 - Haya Ajjan, Yingxia Cao, Richard Hartshorne:
How compulsive social media use influences college students' performance: a structural equation analysis with gender comparison. 18-41 - Anat Wilson, Orly Fuhrman, Kristina Turner:
"Digital tools will never take the place of a good teacher": understanding teachers' resistance to using technology through Glasser's Choice Theory. 42-58 - Yasir Javed, Khalid Samara:
Impact of tablet PCs on learning outcomes in a classroom environment. 59-77 - Budour Almisad:
Perceptions of the 'flipped classroom': a case study from a developing country. 78-98
Volume 14, Number 2, 2019
- Haruni Machumu
, Chang Zhu:
Teachers' perceived roles and their constructivist engagement practices in blended learning environment courses in Tanzanian universities. 102-124 - Ines Saric-Grgic, Ani Grubisic, Slavomir Stankov, Maja Stula:
An agent-based intelligent tutoring systems review. 125-140 - Christopher Wegemer:
Brain-computer interfaces and education: the state of technology and imperatives for the future. 141-161 - Aikaterini Alexiou, Fotini Paraskeva:
Examining self-regulated learning through a social networking ePortfolio in higher education. 162-192
Volume 14, Number 3, 2019
- Luis Manuel Vaz, Nuno David:
E-learning design issues for high-order learning - an application and empirical study in the knowledge domain of digital marketing. 195-213 - Ebenezer Anohah, Jarkko Suhonen:
Perceived effectiveness of students programming indigenous symbols in Ghanaian context. 214-235 - Wardatul Hayat Adnan, Nurhidayah Bahar:
The use of using social networking sites in teaching and learning among educators and learners. 236-250 - Stephen J. Thorpe, Hassan M. Alsuwayed:
Saudi academic perceptions of e-learning systems. 251-268
Volume 14, Number 4, 2019
- Andreas Giannakoulopoulos, Alexandros Kouretsis, Laida Limniati:
Tracking the public's opinion of online education: a quantitative analysis of tweets on e-learning. 271-287 - Jeremiah Sullins, Katie Console, Rebecca Denton, Clayton Henrichson, Steven Barber:
Not all confusion is productive: an investigation into confusion induction methods and their impact on learning. 288-303 - Nikoletta Agonács, João Filipe Matos, Daniela Bartalesi-Graf, David N. O'Steen:
On the path to self-determined learning: a mixed methods study of learners' attributes and strategies to learn in language MOOCs. 304-330 - Joseph Friday Agbo, Solomon Sunday Oyelere, Jarkko Suhonen, Markku Tukiainen:
Identifying potential design features of a smart learning environment for programming education in Nigeria. 331-354
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