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International Journal of Online Pedagogy and Course Design

July 2011 Volume 1, Number 3

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Table of Contents

Number of articles: 5

  1. A Comparison of Student and Instructor Preferences for Design and Pedagogy Features in Postsecondary Online Courses

    Xiaolin Hu, Johns Hopkins University, United States; Edward Meyen, University of Kansas, United States

    This study investigates the preferences of instructors and students for design and pedagogy features of online instruction at the post-secondary level. Participants included 60 instructors and 200 ... More

    pp. 1-17

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  2. Videogame Performance (Not Always) Requires Intelligence

    M. Quiroga, Francisco Román, Ana Catalán, Herman Rodríguez, Javier Ruiz, María Herranz & Marta Gómez-Abad, Universidad Complutense de Madrid, Spain; Roberto Colom, Universidad Autónoma de Madrid, Spain

    This study was designed to test whether videogame performance requires intelligence even when practice periods are much longer than previously reported (Quiroga, Herranz, Gómez-Abad, Kebir, Ruiz, &... More

    pp. 18-32

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  3. A Study of the Relationship between Gender and Online Social Presence

    Chih-Hsiung Tu, Northern Arizona University, United States; Cherng-Jyh Yen, Old Dominion University, United States; Michael Blocher, Northern Arizona University, United States

    CMC has been considered a “democratizing” technology; however, research indicates that CMC does not automatically result in social equality, and points to the importance of social and cultural... More

    pp. 33-49

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  4. Technology Capacity Building for Preservice Teachers through Methods Courses: Taking Science as an Example

    George Zhou & Judy Xu, University of Windsor, Canada

    Technology proficiency has widely been considered a necessary quality of school teachers, yet how to help teachers develop this quality remains an unanswered question. While teacher education... More

    pp. 50-62

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  5. The Relationship between Student Learning Styles and Motivation during Educational Video Game Play

    Michael Findley, Gwinnett County Public Schools, United States

    Educational video games allow for a level of intrinsic motivation and engagement that is not found in other forms of learning. This study determines if students found educational video game play to... More

    pp. 63-73

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