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Computers & Education

March 2018 Volume 118, Number 1

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Table of Contents

Number of articles: 13

  1. Needle in a haystack: Identifying learner posts that require urgent response in MOOC discussion forums

    Omaima Almatrafi, Aditya Johri & Huzefa Rangwala

    Although massive open online courses or MOOCs have been successful in attracting a large number of learners, they have not been equally successful in retaining the learners to the point of course... More

    pp. 1-9

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  2. The role of textbook learning resources in e-learning: A taxonomic study

    Kwok Hung Lau, School of Business IT and Logistics, Australia; Tri Lam, Centre of Commerce and Management, Vietnam; Booi Hon Kam, School of Business IT and Logistics, Australia; Mathews Nkhoma, Department of Management, BITL and Law, Vietnam; Joan Richardson, School of Business IT and Logistics, Australia; Susan Thomas, Department of Management, BITL and Law, Vietnam

    While textbooks are crucial to learning in the traditional classroom-based setting, their role in e-learning environment might be different. Through a categorical analysis, this study investigates ... More

    pp. 10-24

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  3. To gamify or not to gamify? An experimental field study of the influence of badges on motivation, activity, and performance in an online learning course

    Elias Kyewski & Nicole C. Krämer

    Over the last few years, the implementation of game elements like badges in non-game environments has become increasingly popular (Butler, 2014). In this study, we tested whether badges, which... More

    pp. 25-37

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  4. A review of the types of mobile activities in mobile inquiry-based learning

    Ángel Suárez & Marcus Specht, Welten Institute; Fleur Prinsen, Rotterdam University of Applied Sciences; Marco Kalz & Stefaan Ternier, Welten Institute

    Inquiry-based Learning is increasingly suggested as an efficient approach for fostering learners' curiosity and motivation. It helps learners to develop their ability to work in complex and... More

    pp. 38-55

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  5. Modeling a learning organization using a molecular network framework

    Matej Janežič & Vlado Dimovski, University of Ljubljana, Slovenia; Milan Hodošček, National Institute of Chemistry, Slovenia

    In this paper we present a new approach for modeling a learning organization using molecular network framework. For the purpose of this study, we have developed a new FUTURE-O-DYN model for... More

    pp. 56-69

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  6. The role of value on teachers' internalization of external barriers and externalization of personal beliefs for classroom technology integration

    Vanessa W. Vongkulluksn, Kui Xie & Margaret A. Bowman, The Ohio State University, United States

    Recent research has shown that access alone does not automatically equate to greater or higher quality of technology integration. Teacher beliefs are also important factors of how teachers... More

    pp. 70-81

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  7. The influence of internationalised versus local content on online intercultural collaboration in groups: A randomised control trial study in a statistics course

    Jenna Mittelmeier & Bart Rienties, Open University, United Kingdom; Dirk Tempelaar, Maastricht University; Garron Hillaire & Denise Whitelock, Open University, United Kingdom

    Computer-supported collaborative learning (CSCL) has been highlighted as a beneficial learning experience for students in blended and online settings. In highly diverse and international contexts, ... More

    pp. 82-95

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  8. A mixed research-based model for pre-service science teachers' digital literacy: Responses to “which beliefs” and “how and why they interact” questions

    Erhan Güneş, Ahi Evran University, Turkey; Eralp Bahçivan, Abant İzzet Baysal University, Turkey

    This study constructs a science teaching belief system to examine pre-service science teachers' scientific epistemological beliefs (SEBs) and conceptions of teaching and learning (COTL). The aim of... More

    pp. 96-106

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  9. Students’ ICT self-efficacy and computer and information literacy: Determinants and relationships

    Ove Edvard Hatlevik, Faculty of Education and International Studies, Norway; Inger Throndsen, Department of Teacher Education and School Research, Norway; Massimo Loi, Norwegian Centre for ICT in Education, Norway; Greta B. Gudmundsdottir, Department of Teacher Education and School Research, Norway

    Self-efficacy is an important concept for understanding learning and achievement. The concept covers students' self-confidence and their expectations for future performance. Students' learning... More

    pp. 107-119

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  10. Effects of success v failure cases on learner-learner interaction

    Andrew A. Tawfik, Instructional Design & Technology, United States; Philippe J. Giabbanelli, Maureen Hogan, Fortunata Msilu, Anila Gill & Cindy S. York, Northern Illinois University, United States

    Studies have found that students struggle to challenge their peers and engage in co-construction of knowledge when in asynchronous problem-based learning (PBL) contexts. In other settings, case... More

    pp. 120-132

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  11. Guidelines for designing and using collaborative-competitive serious games

    Diego Buchinger & Marcelo da Silva Hounsell

    There are already evidences of Serious Games (SG) effectiveness in teaching-learning processes for some areas of knowledge. Some studies analyzed the influence of different interaction modes, with ... More

    pp. 133-149

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  12. Applying “First Principles of Instruction” as a design theory of the flipped classroom: Findings from a collective study of four secondary school subjects

    Chung Kwan Lo, Chi Wai Lie & Khe Foon Hew

    The flipped classroom approach is a type of technology-enhanced pedagogy that has grown popular in education settings. An increasing number of empirical studies have evaluated this approach, but... More

    pp. 150-165

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  13. Social tagging strategy for enhancing e-learning experience

    Aleksandra Klašnja-Milićević, Faculty of Sciences; Boban Vesin, Norwegian University of Science and Technology, Norway; Mirjana Ivanović, Faculty of Sciences

    Success of e-learning systems depends on their capability to automatically retrieve and recommend relevant learning content according to the preferences of a specific learner. Learning experience... More

    pp. 166-181

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