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ORCIDJournal of Computing in Higher Education, Volume 32
Volume 32, Number 1, April 2020
- Juan Alfonso Lara
, Shadi A. Aljawarneh, Sonia Pamplona:
Special issue on the current trends in E-learning Assessment. 1-8 - David Monllaó Olivé, Du Q. Huynh, Mark Reynolds, Martin Dougiamas, Damyon Wiese:
A supervised learning framework: using assessment to identify students at risk of dropping out of a MOOC. 9-26 - Poonsri Vate-U-Lan:
Psychological impact of e-learning on social network sites: online students' attitudes and their satisfaction with life. 27-40 - Sung J. Shim, Minsuk K. Shim:
Effects of user perceptions of SAP ERP system on user learning and skills. 41-56 - Shadi A. Aljawarneh:
Reviewing and exploring innovative ubiquitous learning tools in higher education. 57-73 - Rebeca Cerezo, Alejandro Bogarín, María Esteban, Cristóbal Romero:
Process mining for self-regulated learning assessment in e-learning. 74-88 - Ling Qiu, Linkai Qi:
E-learning assessment for tourism education LISREL assisted intercultural tourism perception and data integrated satisfaction perspectives. 89-108 - David Lizcano, Juan Alfonso Lara, Bebo White, Shadi A. Aljawarneh:
Blockchain-based approach to create a model of trust in open and ubiquitous higher education. 109-134 - F. David de la Peña Esteban, Juan Alfonso Lara Torralbo, David Lizcano, María Concepción Burgos García:
Web gamification with problem simulators for teaching engineering. 135-161 - Saman Zehra Rizvi, Bart Rienties, Jekaterina Rogaten, René F. Kizilcec:
Investigating variation in learning processes in a FutureLearn MOOC. 162-181 - Vanessa Fernández-Chamorro, Sonia Pamplona, María José Pérez-Fructuoso:
Assessing prior knowledge of statistics in students attending an online university. 182-202
Volume 32, Number 2, August 2020
- Francisco Rejón-Guardia, Ana Isabel Polo Peña, Guillermo Maraver-Tarifa:
The acceptance of a personal learning environment based on Google apps: the role of subjective norms and social image. 203-233 - Jieun Lim, Timothy J. Newby:
Preservice teachers' Web 2.0 experiences and perceptions on Web 2.0 as a personal learning environment. 234-260 - Douglas A. Parry, Daniel B. le Roux, Laurenz A. Cornelissen:
Managing in-lecture media use: the feasibility and value of a split-class policy. 261-281 - Pablo Schwarzenberg, Jaime Navon, Mar Pérez-Sanagustín:
Models to provide guidance in flipped classes using online activity. 282-306 - Min Liu, Wenting Zou, Yi Shi, Zilong Pan, Chenglu Li:
What do participants think of today's MOOCs: an updated look at the benefits and challenges of MOOCs designed for working professionals. 307-329 - Orly Lahav, Vadim Talis, Rachel Gali Cinamon, Albert A. Rizzo:
Virtual interactive consulting agent to support freshman students in transition to higher education. 330-364 - Lucy Charity Sakala, Wallace Chigona:
How lecturers neutralize resistance to the implementation of learning management systems in higher education. 365-388 - Tanya Y. Tan, Misha Jain, Teeba Obaid, John C. Nesbit:
What can completion time of quizzes tell us about students' motivations and learning strategies? 389-405 - Zui Cheng, Jennifer C. Richardson, Timothy J. Newby:
Using digital badges as goal-setting facilitators: a multiple case study. 406-428 - Hanan Aldowah, Hosam Al-Samarraie, Ahmed Ibrahim Alzahrani, Nasser Alalwan:
Factors affecting student dropout in MOOCs: a cause and effect decision-making model. 429-454
Volume 32, Number 3, December 2020
- Eunjung Grace Oh, Yunjeong Chang, Seung Won Park:
Design review of MOOCs: application of e-learning design principles. 455-475 - Ho-Ryong Park, Deoksoon Kim, Oksana Vorobel:
International students' reading digital texts on tablets: experiences and strategies. 476-504 - Ninger Zhou, Christian Fischer, Fernando Rodriguez, Mark Warschauer, Susan King:
Exploring how enrolling in an online organic chemistry preparation course relates to students' self-efficacy. 505-528 - Christine Slade, Terri Downer:
Students' conceptual understanding and attitudes towards technology and user experience before and after use of an ePortfolio. 529-552 - Christine Slade, Terri Downer:
Correction to: Students' conceptual understanding and attitudes towards technology and user experience before and after use of an ePortfolio. 553-560 - Rustam Shadiev, Ai Sun:
Using texts generated by STR and CAT to facilitate student comprehension of lecture content in a foreign language. 561-581 - Min Kyu Kim, So Mi Kim:
Dynamic learner engagement in a wiki-enhanced writing course. 582-606 - Fengfeng Ke, Mariya Pachman, Zhaihuan Dai:
Investigating educational affordances of virtual reality for simulation-based teaching training with graduate teaching assistants. 607-627 - Ramazan Yilmaz, Fatma Gizem Karaoglan Yilmaz, Hafize Keser:
Vertical versus shared e-leadership approach in online project-based learning: a comparison of self-regulated learning skills, motivation and group collaboration processes. 628-654 - Andrew A. Tawfik, Matthew Schmidt, Chelsy P. Hooper:
Role of conjecture mapping in applying a game-based strategy towards a case library: a view from educational design research. 655-681
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