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Journal of Interactive Learning Research

2018 Volume 29, Number 2


Gary H. Marks

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Table of Contents

Number of articles: 6

  1. Factors Influencing Response Rates in Online Student Evaluation Systems: A Systematic Review Approach

    Samuel Asare & Ben Kei Daniel, University of Otago, New Zealand

    Students’ feedback on teaching activities significantly contributes to the enhancement of the quality of teaching and learning. Conventionally students evaluate teaching activities through paper... More

    pp. 133-144

  2. Becoming an Online Teacher: An Analysis of Prospective Online Instructors’ Reflections

    Yu-Hui Ching, Yu-Chang Hsu & Sally Baldwin, Boise State University, United States

    Effective online teaching requires instructors to develop knowledge and new skills conducive to creating meaningful and successful learning experiences for online students This exploratory case... More

    pp. 145-168

  3. Role-playing and Experiential Learning in a Professional Counseling Distance Course

    Mikhail Fominykh, Molde University College, Norway; Volga State University of Technology, Russia, Norway; Peter Leong, College of Education, University of Hawaii-Manoa, United States; Brenda Cartwright, Winston-Salem State University, United States

    In this paper, we explore role-playing and experiential learning approaches applied in an immersive virtual environment for a professional counseling distance course. Training professional... More

    pp. 169-190

  4. Learner Perception of Personal Spaces of Information (PSIs)- A Mental Model Analysis

    Sharon Hardof-Jaffe, Tel-Aviv University, School of Education, Israel; Ruthi Aladjem, Tel Aviv University, Israel

    A personal space of information (PSI) refers to the collection of digital information items, created, saved and organized, on digital devices PSIs play a central and significant role in learning... More

    pp. 189-208

  5. Supporting peer interactions in a MOOC: Utilizing social networking tools to personalize learning

    Nathaniel Ostashewski & Jon Dron, Athabasca University, Canada; Jennifer Howell, Curtin University, Australia

    This paper reports on the utilization of an online community networking platform designed to deliver a MOOC. A customized Elgg social software platform, implemented as the Curtin Learning Commons, ... More

    pp. 209-230

  6. Augmented Affordances Support Learning: Comparing the Instructional Effects of the Augmented Reality Sandbox and Conventional Maps to Teach Topographic Map Skills

    Rick Richardson & Dotty Sammons, Idaho State University, Department of Organizational Learning and Performance, College of Education, United States; Donna Delparte, Idaho State University, Geosciences Department, College of Science and Engineering, United States

    This study compared learning performance during and following AR and non-AR topographic map instruction and practice Two-way ANOVA testing indicated no significant differences on a posttest... More

    pp. 231-248