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Computers & Education

June 2019 Volume 134, Number 1

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Table of Contents

Number of articles: 13

  1. Impact of pedagogic agent-mediated metacognitive support towards increasing task and group awareness in CSCL

    Fatma Gizem Karaoglan Yilmaz & Ramazan Yilmaz

    Today, there is an increasing interest in computer supported collaborative learning (CSCL) in teaching and learning practices considering the knowledge and skills that 21st-century learners should ... More

    pp. 1-14

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  2. Investigating the process of learning with desktop virtual reality: A structural equation modeling approach

    Guido Makransky & Gustav Bøg Petersen

    Virtual reality (VR) is gaining attention for having the potential to enrich students’ educational experiences. However, few studies have investigated the process of learning with VR. With the use ... More

    pp. 15-30

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  3. A comparative study of Spanish adult students’ attitudes to ICT in classroom, blended and distance language learning modes

    Marcelino Arrosagaray, Departamento de Filología, Spain; Margarita González-Peiteado, Departamento de Didáctica, Spain; Margarita Pino-Juste, Departamento de Educación, Spain; Beatriz Rodríguez-López, Departamento de Filologías Extranjeras y sus Lingüísticas, Spain

    Fully online and hybrid or blended courses that integrate Information and Communication Technologies (ICT) and complement traditional classroom practice are on the rise nowadays in the field of... More

    pp. 31-40

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  4. The Internet and Facebook Usage on Academic Distraction of College Students

    Shihui Feng, Yip Kan Wong, Lai Yin Wong & Liaquat Hossain

    This study explored the effects of the Internet and Facebook usage on students' academic distraction. Facebook has become the critical vehicle for young adults to maintain their social presence and... More

    pp. 41-49

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  5. Decision-making determinants of students participating in MOOCs: Merging the theory of planned behavior and self-regulated learning model

    Niu Lung-Guang

    The purpose of this study was to investigate the relationship between self-regulated learning and planned behavior of students participating in massive open online courses (MOOCs) at universities... More

    pp. 50-62

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  6. Teachers' ICT-related self-efficacy, job resources, and positive emotions: Their structural relations with autonomous motivation and work engagement

    Eva Moreira-Fontán, Mar García-Señorán, Ángeles Conde-Rodríguez & Antonio González

    Different variables related to information and communication technologies (ICT), such as digital self-efficacy for teaching, perceived institutional support for innovation, ICT positive emotions,... More

    pp. 63-77

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  7. Fostering oral presentation competence through a virtual reality-based task for delivering feedback

    Stan van Ginkel, VR Lab of the Archimedes Institute; Judith Gulikers, Harm Biemans & Omid Noroozi, Department of Education and Learning Sciences; Mila Roozen, Groningen Institute for Evolutionary Life Sciences; Tom Bos, NCOI Education Management; Richard van Tilborg & Melanie van Halteren, CoVince; Martin Mulder, Department of Education and Learning Sciences

    While previous studies have stressed the importance of feedback delivered by experts, it is unclear whether students' oral presentation competence can be fostered through innovative technology for ... More

    pp. 78-97

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  8. 246 reasons to cheat: An analysis of students’ reasons for seeking to outsource academic work

    Alexander Amigud, Center for the Study of Social Processes, Canada; Thomas Lancaster, Department of Computing, United Kingdom

    This study examines the reasons students give for seeking unacceptable levels of help with completion of their academic work. It aims to fill the gap in the literature by presenting a comprehensive... More

    pp. 98-107

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  9. Is the outcome of remote group work using text based CMC suboptimal? A psychobiological perspective

    Kathy Robinson, The Open University, United Kingdom; Tim Wehner & Helen Millward, The National Hospital for Neurology and Neurosurgery, United Kingdom

    A methodology for a trans-disciplinary approach between Education and a social, cognitive, affective neuroscience (SCAN) is presented that has the potential to enhance out understanding of the... More

    pp. 108-118

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  10. New literacy practice in a facebook group: The case of a residential learning community

    Su-Yen Chen, Hsin-Yu Kuo & T.C. Hsieh

    To explore how an online platform provides opportunities for new literacy practices to members of a learning community to connect and collaborate with one another within a participatory culture in ... More

    pp. 119-131

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  11. What motivates university students to like or dislike an educational online video? A sentimental framework

    Abdulhadi Shoufan

    Viewers' rating of educational online videos provides a clue about content quality and is frequently used as filter in video search and recommendation systems. However, it is unclear what motivates... More

    pp. 132-144

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  12. Investigating the relationships among teachers’ motivational beliefs, motivational regulation, and their learning engagement in online professional learning communities

    Si Zhang, School of Information Science and Engineering; Qingtang Liu, School of Educational Information Technology

    This study investigated the relationships among teachers' motivational beliefs, motivational regulation, and their learning engagement in online professional learning communities. More importantly,... More

    pp. 145-155

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  13. Predictive power of regularity of pre-class activities in a flipped classroom

    Jelena Jovanovic, Faculty of Organizational Sciences; Negin Mirriahi, Teaching Innovation Unit, Australia; Dragan Gašević, Faculty of Education, Australia; Shane Dawson, Teaching Innovation Unit, Australia; Abelardo Pardo, School of Electrical and Information Engineering, Australia

    Flipped classroom (FC) is an active learning design requiring students to complete assigned pre-class learning activities in preparation for face-to-face sessions. Students' timely, regular, and... More

    pp. 156-168

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