Tags
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Conceptual Model of Learning to Improve Understanding of High School Chemistry
Suaalii, F. & Bhattacharya, M. (2007). Conceptual Model of Learning to Improve Understanding of High School Chemistry. Journal of Interactive Learning Research, 18(1), 101-110. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).
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The Use of Weblogs in Learning and Assessment in Chinese Higher Education: Possibilities and Potential Problems
Chen, W. & Bonk, C.J. (2008). The Use of Weblogs in Learning and Assessment in Chinese Higher Education: Possibilities and Potential Problems. International Journal on E-Learning, 7(1), 41-65. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
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Using Podcasts as Audio Learning Objects
Cebeci, Z. & Tekdal, M. (2006). Using Podcasts as Audio Learning Objects. Interdisciplinary Journal of E-Learning and Learning Objects, 2(1), 47-57. Informing Science Institute.
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Perceptions of Online Learning Spaces and their Incorporation in Mathematics Teacher Education
Moore-Russo, D., Wilsey, J., Grabowski, J. & Bampton, T.M. (2015). Perceptions of Online Learning Spaces and their Incorporation in Mathematics Teacher Education. Contemporary Issues in Technology and Teacher Education, 15(3), 283-317. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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Learners' Views Regarding the Use of Social Networking Sites in Distance Learning
Özmen, B. & Atici, B. (2014). Learners' Views Regarding the Use of Social Networking Sites in Distance Learning. The International Review of Research in Open and Distributed Learning, 15(4), 21-42. Athabasca University Press.
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Contextual Diversity and Rule-based Adaptive E-learning System Scheme
Madhu Sudhana, K. (2015). Contextual Diversity and Rule-based Adaptive E-learning System Scheme. International Journal of Emerging Technologies in Learning (iJET), 10(5), 72-76. Kassel, Germany: International Journal of Emerging Technology in Learning.
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Evaluating the Acceptability and Usability of EASEL: A Mobile Application that Supports Guided Reflection for Experiential Learning Activities
Schnepp, J. & Rogers, C. (2017). Evaluating the Acceptability and Usability of EASEL: A Mobile Application that Supports Guided Reflection for Experiential Learning Activities. Journal of Information Technology Education: Innovations in Practice, 16(1), 195-214. Informing Science Institute.
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Integrating Collaborative and Decentralized Models to Support Ubiquitous Learning
Barbosa, J., Barbosa, D., Rigo, S., Machado de Oliveira, J. & Rabello Jr., S. (2014). Integrating Collaborative and Decentralized Models to Support Ubiquitous Learning. International Journal of Information and Communication Technology Education, 10(3), 77-86. IGI Global.
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Can Khan Academy e-learning video tutorials improve mathematics achievements in Sri Lanka?
Weeraratne, b. & Chin, B. (2018). Can Khan Academy e-learning video tutorials improve mathematics achievements in Sri Lanka?. International Journal of Education and Development using ICT, 14(3),. Open Campus, The University of the West Indies, West Indies.
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Press Play for Learning: A Framework to Guide Serious Computer Game Use in the Classroom
Southgate, E., Budd, J. & Smith, S. (2017). Press Play for Learning: A Framework to Guide Serious Computer Game Use in the Classroom. Australian Journal of Teacher Education, 42(7),.
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State of the Art Student Support Services in an IEP Learning Center
Hanson, J., Maxwell, J. & Mulder, M. (2015). State of the Art Student Support Services in an IEP Learning Center. ORTESOL Journal, 32(1), 20-32.
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BUILDING ECOLOGICAL INTELLIGENCE THROUGH INDONESIAN LANGUAGE LEARNING BASED ON KETHEK OGLENG DANCE
Hendriyanto, A., Mustofa, A. & Sutopo, B. (2018). BUILDING ECOLOGICAL INTELLIGENCE THROUGH INDONESIAN LANGUAGE LEARNING BASED ON KETHEK OGLENG DANCE. International Journal of Education, 11(1), 50-58. UPI Press.
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A Virtual Hyperbooks Model to Support Collaborative Learning
Falquet, G. & Ziswiler, J.C. (2005). A Virtual Hyperbooks Model to Support Collaborative Learning. International Journal on E-Learning, 4(1), 39-56. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).
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The Nature of Groups: Implications for Learning Design
Ohl, T. & Cates, W. (2006). The Nature of Groups: Implications for Learning Design. Journal of Interactive Learning Research, 17(1), 71-89. Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
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Evaluating Multimedia-Learning Tools Based on Authentic Research Data that Teach Biology Concepts and Environmental Stewardship
McLaughlin, J. & Arbeider, D. (2008). Evaluating Multimedia-Learning Tools Based on Authentic Research Data that Teach Biology Concepts and Environmental Stewardship. Contemporary Issues in Technology and Teacher Education, 8(1), 45-64. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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Situated learning in virtual simulations: researching the authentic dimension in virtual worlds
Falconer, L. (2013). Situated learning in virtual simulations: researching the authentic dimension in virtual worlds. Journal of Interactive Learning Research, 24(3), 285-300. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).
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Creating appropriate online learning environments for female health professionals
Pinheiro, M., Campbell, K., Hirst, S., Krupa, E. & Krupa, E. (2006). Creating appropriate online learning environments for female health professionals. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 32(1),. Canadian Network for Innovation in Education.
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Semantic Web and evaluation of learning
Presti, C. & Nicolosi, M. (2012). Semantic Web and evaluation of learning. Journal of e-Learning and Knowledge Society, 8(2), 143-148. Italian e-Learning Association.
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Developing Learning Objects for Secondary School Students: A Multi-Component Model
Kay, R. & Knaack, L. (2005). Developing Learning Objects for Secondary School Students: A Multi-Component Model. Interdisciplinary Journal of E-Learning and Learning Objects, 1(1), 229-254. Informing Science Institute.
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An Assistive Computerized System with Tangible User Interfaces for Children with Moderate Intellectual and Learning Disabilities
Aljaam, J., Jaoua, A., AlHazbi, S., Hasnah, A., Karime, A. & A. Elsaddik, A. (2011). An Assistive Computerized System with Tangible User Interfaces for Children with Moderate Intellectual and Learning Disabilities. International Journal of Emerging Technologies in Learning (iJET), 6(2011),. Kassel, Germany: International Journal of Emerging Technology in Learning.