Tags

• «
• 1
• 2
• 3
• »

• Effects of Objectives, Practice, and Review in Multimedia Instruction

  Martin, F. & Klein, J. (2008). Effects of Objectives, Practice, and Review in Multimedia Instruction. Journal of Educational Multimedia and Hypermedia, 17(2), 171-189. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Experiences in Collaborative Learning

  Maresca, P., Guercio, A., Stanganelli, L. & Arndt, T. (2014). Experiences in Collaborative Learning. Journal of e-Learning and Knowledge Society, 10(3),. Italian e-Learning Association.

• Impact of using agile practice for student software projects in computer science education

  Perera, I. (2009). Impact of using agile practice for student software projects in computer science education. International Journal of Education and Development using ICT, 5(3), 85-100. Open Campus, The University of the West Indies, West Indies.

• A Framework for Collaborative Networked Learning in Higher Education: Design & Analysis

  Issa, G., El Ghalayini, H., Shubita, A. & Abu-Arqoub, M. (2014). A Framework for Collaborative Networked Learning in Higher Education: Design & Analysis. International Journal of Emerging Technologies in Learning (iJET), 9(8), 32-37. Kassel, Germany: International Journal of Emerging Technology in Learning.

• Sage without a Stage: Expanding the Object of Teaching in a Web-Based, High-School Classroom

  Murphy, E. & Rodriguez-Manzanares, M. (2009). Sage without a Stage: Expanding the Object of Teaching in a Web-Based, High-School Classroom. The International Review of Research in Open and Distributed Learning, 10(3),. Athabasca University Press.

• Open Praxis, volumen 7 issue 2

  Gil-Jaurena, V. .

• MOOCs: A multi-faceted phenomenon

  Kerr, R. & Eradze, M. (2016). MOOCs: A multi-faceted phenomenon. Italian Journal of Educational Technology, 24(2), 126. Ortona, Italy: Edizioni Menabò - Menabò srl.

• Are Accessible Distance Learning Systems Useful for All Students?: Our Experience with IMES, an Accessible Web-Based Learning System

  Iglesias, A., Moreno, L., Cuadra, D. & Castro, E. (2013). Are Accessible Distance Learning Systems Useful for All Students?: Our Experience with IMES, an Accessible Web-Based Learning System. International Journal of Web-Based Learning and Teaching Technologies, 8(2), 1-18. IGI Global.

• Middle School Hypermedia Composition: A Qualitative Case Study

  Garthwait, A. (2007). Middle School Hypermedia Composition: A Qualitative Case Study. Journal of Educational Multimedia and Hypermedia, 16(4), 357-375. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Characteristics of an Equitable Instructional Methodology for Courses in Interactive Media

  Kurzel, F. (2011). Characteristics of an Equitable Instructional Methodology for Courses in Interactive Media. Interdisciplinary Journal of E-Learning and Learning Objects, 7(1), 143-156. Informing Science Institute.

• The metamorphosis of eLearning

  McKay, E. (2003). The metamorphosis of eLearning. Journal of Open, Flexible, and Distance Learning, 7(1), 40-51. Distance Education Association of New Zealand.

• Conducting a Multivocal Thematic Synthesis on an Extensive Body of Literature

  Befus, M. (2016). Conducting a Multivocal Thematic Synthesis on an Extensive Body of Literature. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 42(2),. Canadian Network for Innovation in Education.

• The Role of Awareness for Complex Planning Task Performance: A Microgaming Study

  Lukosch, H., Groen, D., Kurapati, S., Klemke, R. & Verbraeck, A. (2016). The Role of Awareness for Complex Planning Task Performance: A Microgaming Study. International Journal of Game-Based Learning, 6(2), 15-28. IGI Global.

• Where is research on massive open online courses headed? A data analysis of the MOOC Research Initiative

  Gasevic, D., Kovanovic, V., Joksimovic, S. & Siemens, G. .

• Itinerarios de aprendizaje flexibles basados en mapas conceptuales

  Agudelo, O. & Salinas Ibez, J. (2015). Itinerarios de aprendizaje flexibles basados en mapas conceptuales. Journal of New Approaches in Educational Research (NAER Journal), 4(2), 70-76. University of Alicante.

• Where Is Research on Massive Open Online Courses Headed? A Data Analysis of the MOOC Research Initiative

  Gaševic, D., Kovanovic, V., Joksimovic, S. & Siemens, G. (2014). Where Is Research on Massive Open Online Courses Headed? A Data Analysis of the MOOC Research Initiative. The International Review of Research in Open and Distributed Learning, 15(5), 134-176. Athabasca University Press.

• Customer-Driven Development for Rapid Production of Assessment Learning Objects

  Adams, A. & Williams, S. Customer-Driven Development for Rapid Production of Assessment Learning Objects. Electronic Journal of e-Learning, 4(1), 1-6.

• Model for Measuring the Implementation of Online Programs in Higher Education

  Cardona-Román, D., Sánchez-Torres, J. & Duart, J. (2018). Model for Measuring the Implementation of Online Programs in Higher Education. Journal of e-Learning and Knowledge Society, 14(2),. Italian e-Learning Association.

• Design issues for technology-enhanced formal professional development

  Class, B. & Schneider, D.K. (2014). Design issues for technology-enhanced formal professional development. Journal of Interactive Learning Research, 25(2), 161-186. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).

• Technology review for mobile multimedia learning environments

  Styliaras, G. (2015). Technology review for mobile multimedia learning environments. Journal of Educational Multimedia and Hypermedia, 24(4), 403-429. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).