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ORCIDJournal of Computing in Higher Education, Volume 29
Volume 29, Number 1, April 2017
- Marco Kalz, Mohammad Khalil
, Martin Ebner:
Editorial for the special issue on advancing research on open education. 1-5 - Renée S. Jansen, Anouschka van Leeuwen, Jeroen Janssen, Liesbeth Kester, Marco Kalz:
Validation of the self-regulated online learning questionnaire. 6-27 - Jonatan Castaño-Muñoz, Karel Kreijns, Marco Kalz, Yves Punie:
Does digital competence and occupational setting influence MOOC participation? Evidence from a cross-course survey. 28-46 - Mar Pérez-Sanagustín, Isabel Hilliger, Carlos Alario-Hoyos, Carlos Delgado Kloos, Saif Rayyan:
H-MOOC framework: reusing MOOCs for hybrid education. 47-64 - George Veletsianos:
Toward a generalizable understanding of Twitter and social media use across MOOCs: who participates on MOOC hashtags and in what ways? 65-80 - Laura Czerniewicz, Andrew Deacon, Michael Glover, Sukaina Walji:
MOOC - making and open educational practices. 81-97 - Christina Hendricks:
Instructor and student experiences with open textbooks, from the California open online library for education (Cool4Ed). 98-113 - Mohammad Khalil, Martin Ebner:
Clustering patterns of engagement in Massive Open Online Courses (MOOCs): the use of learning analytics to reveal student categories. 114-132 - Thommy Eriksson, Tom Adawi, Christian Stöhr:
"Time is the bottleneck": a qualitative study exploring why learners drop out of MOOCs. 133-146 - Matthew Leach, Syed Munib Hadi:
Supporting, categorising and visualising diverse learner behaviour on MOOCs with modular design and micro-learning. 147-159 - Ilias O. Pappas, Michail N. Giannakos, Patrick Mikalef:
Investigating students' use and adoption of with-video assignments: lessons learnt for video-based open educational resources. 160-177
Volume 29, Number 2, August 2017
- Taotao Long, John Cummins, Michael Waugh:
Use of the flipped classroom instructional model in higher education: instructors' perspectives. 179-200 - Rob Nyland, Randall S. Davies, John Chapman, Gove Allen:
Transaction-level learning analytics in online authentic assessments. 201-217 - Laura A. Pasquini, Nicholas E. Evangelopoulos:
Sociotechnical stewardship in higher education: a field study of social media policy documents. 218-239 - Rory McGloin, Kara T. McGillicuddy, John L. Christensen:
The impact of goal achievement orientation on student technology usage in the classroom. 240-266 - Andrew A. Tawfik:
Do cases teach themselves? A comparison of case library prompts in supporting problem-solving during argumentation. 267-285 - Jennifer Owens, Flavius Lilly:
The influence of academic discipline, race, and gender on web-use skills among graduate-level students. 286-308 - Ünal Çakiroglu, Merve Yildiz, Ebru Mazlum, Ebru Turan Güntepe, Senay Aydin:
Exploring collaboration in learning by design via weblogs. 309-330 - Patricia McGee, Deborah Windes, Maria Torres:
Experienced online instructors: beliefs and preferred supports regarding online teaching. 331-352 - Patient Rambe:
Spaces for interactive engagement or technology for differential academic participation? Google Groups for collaborative learning at a South African University. 353-387 - Dorit Alt:
Students' social media engagement and fear of missing out (FoMO) in a diverse classroom. 388-410
Volume 29, Number 3, December 2017
- Andrew A. Tawfik, Todd D. Reeves, Amy E. Stich, Anila Gill, Chenda Hong, Joseph McDade, Venkata Sai Pillutla, Xiaoshu Zhou, Philippe J. Giabbanelli:
The nature and level of learner-learner interaction in a chemistry massive open online course (MOOC). 411-431 - Andrew A. Tawfik, Todd D. Reeves, Amy E. Stich, Anila Gill, Chenda Hong, Joseph McDade, Venkata Sai Pillutla, Xiaoshu Zhou, Philippe J. Giabbanelli:
Erratum to: The nature and level of learner-learner interaction in a chemistry massive open online course (MOOC). 432-433 - Royce Kimmons:
Open to all? Nationwide evaluation of high-priority web accessibility considerations among higher education websites. 434-450 - Anna S. Grigoryan:
Feedback 2.0 in online writing instruction: Combining audio-visual and text-based commentary to enhance student revision and writing competency. 451-476 - Sam Van Horne, Marisa Henze, Kathy L. Schuh, Carolyn Colvin, Jae-Eun Russell:
Facilitating adoption of an interactive e-textbook among university students in a large, introductory biology course. 477-495 - Hui-Fang Shang:
An exploration of asynchronous and synchronous feedback modes in EFL writing. 496-513 - Fotis Liarokapis, Kurt Debattista:
Editorial for special issue on serious games and education. 514-515 - Alberto Mora, Daniel Riera, Carina S. González-González, Joan Arnedo-Moreno:
Gamification: a systematic review of design frameworks. 516-548 - Olga De Troyer, Frederik Van Broeckhoven, Joachim Vlieghe:
Linking serious game narratives with pedagogical theories and pedagogical design strategies. 549-573 - Ulf Wilhelmsson, Henrik Engström, Jenny Brusk, Per Anders Östblad:
Inclusive game design facilitating shared gaming experience. 574-598 - Iain Donald, Karen A. Meyer, John Brengman, Stephen Gillespie, Ruth Bowness:
Project Sanitarium: playing tuberculosis to its end game. 599-617 - Iain Donald, Karen A. Meyer, John Brengman, Stephen Gillespie, Ruth Bowness:
Erratum to: Project Sanitarium: playing tuberculosis to its end game. 618-619
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