Tags

• «
• 1
• 2
• 3
• 4
• 5
• 6
• 7
• 8
• 9
• 10
• 11
• 12
• »

• Using Social Learning Networks (SLNs) in Higher Education: Edmodo Through the Lenses of Academics

  Durak, G. (2017). Using Social Learning Networks (SLNs) in Higher Education: Edmodo Through the Lenses of Academics. The International Review of Research in Open and Distributed Learning, 18(1),. Athabasca University Press.

• A Simulated Classroom: A Multi-University Study Evaluating simSchool’s Effectiveness on the Educational Needs of Diverse Learners

  Collum, D., Johnston, V., Blanks, B. & Delicath, T. (2018). A Simulated Classroom: A Multi-University Study Evaluating simSchool’s Effectiveness on the Educational Needs of Diverse Learners. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1403-1412). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE).

• The Impact of Teachers’ Beliefs on Their Different Uses of Technology

  Haixia, L., Koehler, M. & Wang, L. (2018). The Impact of Teachers’ Beliefs on Their Different Uses of Technology. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1468-1477). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE).

• Compatibility, Skills, and Good Ideas: School Librarian Use of Social Media

  Smith, D. (2018). Compatibility, Skills, and Good Ideas: School Librarian Use of Social Media. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2315-2323). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE).

• Analysis of Discussion Board Interaction in an Online Peer-Mentoring Site

  Ruane, R. & Lee, V. (2016). Analysis of Discussion Board Interaction in an Online Peer-Mentoring Site. Online Learning Journal, 20(4),.

• A Critical Review of the Use of Wenger's Community of Practice (CoP) Theoretical Framework in Online and Blended Learning Research, 2000-2014

  Smith, S., Hayes, S. & Shea, P. (2017). A Critical Review of the Use of Wenger's Community of Practice (CoP) Theoretical Framework in Online and Blended Learning Research, 2000-2014. Online Learning Journal, 21(1),.

• Effects of questioning advance organizers on learning outcomes in a web-based learning object on research and academic skills

  Brunn, C., Weidlich, J. & Bastiaens, T. (2018). Effects of questioning advance organizers on learning outcomes in a web-based learning object on research and academic skills. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 1951-1960). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE).

• Authentic Assessments: A Critical thinking and Engagement Tool for Online Courses

  Juele, L. (2018). Authentic Assessments: A Critical thinking and Engagement Tool for Online Courses. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 1967-1981). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE).

• Academic Dishonesty: Does Social Media Allow for Increased and More Sophisticated Levels of Student Cheating?

  Best, L. & Shelley, D. (2018). Academic Dishonesty: Does Social Media Allow for Increased and More Sophisticated Levels of Student Cheating?. International Journal of Information and Communication Technology Education, 14(3), 1-14. IGI Global.

• Perceived Factors Influencing Instructors' Use of E-Textbooks in Higher Education

  Wang, S. & Hartsell, T. (2017). Perceived Factors Influencing Instructors' Use of E-Textbooks in Higher Education. International Journal of Information and Communication Technology Education, 13(4), 87-97. IGI Global.

• Integrating Music into Math in a Virtual Reality Game: Learning Fractions

  Ke, F., Lim, T. & Lee, S. (2017). Integrating Music into Math in a Virtual Reality Game: Learning Fractions. International Journal of Game-Based Learning, 7(1), 57-73. IGI Global.

• French Immersion “So Why Would You do Something Like That to a Child?”: Issues of Advocacy, Accessibility, and Inclusion

  Bourgoin, R. (2016). French Immersion “So Why Would You do Something Like That to a Child?”: Issues of Advocacy, Accessibility, and Inclusion. International Journal of Bias, Identity and Diversities in Education, 1(1), 42-58. IGI Global.

• Ανάπτυξη του ιστορικού γραμματισμού μεταπτυχιακών φοιτητών στη διάρκεια της πρακτικής τους άσκησης. Ο ρόλος της κοινότητας μάθησης

  Mamoura, M. (2016). Ανάπτυξη του ιστορικού γραμματισμού μεταπτυχιακών φοιτητών στη διάρκεια της πρακτικής τους άσκησης. Ο ρόλος της κοινότητας μάθησης. Preschool and Primary Education, 4(1), 212-225. Laboratory of Pedagogical Research & Applications.

• Effect of Macro Environment on the Development of College English Teachers’ Information-based Teaching Ability

  Guo-rong, S. (2018). Effect of Macro Environment on the Development of College English Teachers’ Information-based Teaching Ability. International Journal of Emerging Technologies in Learning (iJET), 13(12), 201-210. Kassel, Germany: International Journal of Emerging Technology in Learning.

• An Embedded ePortfolio in a Master's Degree: Is It Working?

  Munday, J. (2017). An Embedded ePortfolio in a Master's Degree: Is It Working?. International Journal of ePortfolio, 7(2), 175-185.

• Preservice Science Teachers' Collaborative Knowledge Building through Argumentation on Healthy Eating in a Computer Supported Collaborative Learning Environment

  Namdar, B. (2017). Preservice Science Teachers' Collaborative Knowledge Building through Argumentation on Healthy Eating in a Computer Supported Collaborative Learning Environment. Turkish Online Journal of Educational Technology - TOJET, 16(3), 132-146.

• Gender Dimension in the Development of Effective Teaching Skills among University of Cape Coast (UCC) Distance Education Students

  Ahiatrogah, P.D. (2017). Gender Dimension in the Development of Effective Teaching Skills among University of Cape Coast (UCC) Distance Education Students. World Journal of Education, 7(4), 12-23.

• Use of Instructional Technologies by Teachers in the Educational Process: Metaphor Analysis Study

  Sarac, H. (2018). Use of Instructional Technologies by Teachers in the Educational Process: Metaphor Analysis Study. European Journal of Educational Research, 7(2), 189-202.

• How to Merge Courses via Skype™? Lessons from an International Blended Learning Project

  Akbaba, Y. & Baskan, F. (2017). How to Merge Courses via Skype™? Lessons from an International Blended Learning Project. Research in Learning Technology, 25(1),.

• Exploring Continuity and Change in Educators’ Professional Learning Networks

  Carpenter, J., Krutka, D. & Trust, T. (2019). Exploring Continuity and Change in Educators’ Professional Learning Networks. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2680-2685). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).