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ORCIDJournal of Computing in Higher Education, Volume 36
Volume 36, Number 1, April 2024
- Siew Lee Chang
, Muhammad Kamarul Kabilan:
Using social media as e-Portfolios to support learning in higher education: a literature analysis. 1-28 - Xu Du, Lizhao Zhang, Jui-Long Hung, Hao Li, Hengtao Tang, Miao Dai:
Analyzing the effects of instructional strategies on students' on-task status from aspects of their learning behaviors and cognitive factors. 29-56 - Daniel F. O. Onah, Elaine L. L. Pang, Jane E. Sinclair:
An investigation of self-regulated learning in a novel MOOC platform. 57-90 - Daniel F. O. Onah, Elaine L. L. Pang, Jane E. Sinclair:
Correction to: An investigation of self-regulated learning in a novel MOOC platform. 91-92 - Moon-Heum Cho, Tianxiao Yang, Zhijuan Niu, Jae Kum Kim:
Investigating what learners value in marketing MOOCs: a content analysis. 93-115 - José Dutra de Oliveira Neto, Victor Law, Sung (Pil) Kang:
Adoption of open educational resources in the global south. 116-140 - Robert L. Moore:
Introduction to special section: learning analytics as part of the higher education ecosystem. 141-144 - Benjamin A. Motz, Anastasia S. Morrone:
Wild brooms and learning analytics. 145-153 - Paul Prinsloo, Mohammad Khalil, Sharon Slade:
Learning analytics as data ecology: a tentative proposal. 154-182 - Stephanie J. Blackmon, Robert L. Moore:
Using networked learning to improve learning analytics implementation. 183-201 - Mohammad Khalil, Sharon Slade, Paul Prinsloo:
Learning analytics in support of inclusiveness and disabled students: a systematic review. 202-219 - Ünal Çakiroglu, Mehmet Kokoç, Melek Atabay:
Online learners' self-regulated learning skills regarding LMS interactions: a profiling study. 220-241 - Yuqin Yang, Yewen Chen, Xueqi Feng, Daner Sun, Shiyan Pang:
Investigating the mechanisms of analytics-supported reflective assessment for fostering collective knowledge. 242-273
Volume 36, Number 2, August 2024
- Zhaokun Meng, Rui Li:
Understanding Chinese teachers' informal online learning continuance in a mobile learning community: an intrinsic-extrinsic motivation perspective. 275-297 - Karen Sutherland, Ginna Brock, Margarietha. J. de Villiers Scheepers, Prudence M. Millear, Sherelle Norman, Tim Strohfeldt, Terri Downer, Nicole Masters, Alison L. Black:
Non-traditional students' preferences for learning technologies and impacts on academic self-efficacy. 298-319 - Fan Xu, Ana-Paula Correia:
Adopting distributed pair programming as an effective team learning activity: a systematic review. 320-349 - Cecilia Latorre-Cosculluela, Verónica Sierra-Sánchez, Pilar Rivera-Torres, Marta Liesa-Orús:
ICT efficacy and response to different needs in university classrooms: effects on attitudes and active behaviour towards technology. 350-367 - Adele H. T. Kam, Irfan Naufal Umar:
Fostering autonomous motivation: a deeper evaluation of gamified learning. 368-388 - Anne Fensie, Teri St. Pierre, Jennifer Jain, Asli Sezen-Barrie:
Engaged learning during distraction: a case study of successful working moms in distance education. 389-434 - Helen Donelan, Karen Kear:
Online group projects in higher education: persistent challenges and implications for practice. 435-468 - Tarosh Jacob, Stephanie Centofanti:
Effectiveness of H5P in improving student learning outcomes in an online tertiary education setting. 469-485 - Mustafa Kocaarslan, Ahmet Yamaç:
An examination of preservice classroom teachers' perceived importance, self-efficacy beliefs, practices, and conceptions related to new literacies: a mixed design study. 486-522 - Bojan Tomic, Jelena Jovanovic, Nikola Milikic, Vladan Devedzic:
Open badges and achievement goal orientation: a study with high-performing student programmers. 523-545 - Claudio Alvarez, Maíra Marques Samary, Alyssa Friend Wise:
Modularization for mastery learning in CS1: a 4-year action research study. 546-589
Volume 36, Number 3, December 2024
- Ünal Çakiroglu, Mücahit Öztürk:
Microanalytic evaluation of students' self-regulated learning in flipped EFL instruction. 591-618 - Nathan J. Mentzer, Tonya M. Isabell, Lakshmy Mohandas:
The impact of interactive synchronous HyFlex model on student academic performance in a large active learning introductory college design course. 619-646 - Carme Grimalt-Álvaro, Mireia Usart:
Sentiment analysis for formative assessment in higher education: a systematic literature review. 647-682 - Kerstin Huber, Maria Bannert:
Investigating learning processes through analysis of navigation behavior using log files. 683-701 - Kristian J. Spring, Charles R. Graham, Courtney N. Hanny, Sara Tuiloma, Kamal Badar:
Academic Communities of Engagement: exploring the impact of online and in-person support communities on the academic engagement of online learners. 702-726 - Yuru Lin, Yi Zhang, Yuqin Yang, Yijie Lu, Pinghong Zhou, Yichi Wang:
"Free selection and invitation" online peer assessment of undergraduates' research competencies, flow, motivation and interaction in a research methods course. 727-772 - Nagash Clarke, Joi-Lynn Mondisa, Becky Wai-Ling Packard, Carin Queener Schemanske, Anu Tuladhar, Kinnis Gosha:
Examining the role of computing identity in the computing experiences of women and racially minoritized undergraduates: a literature review. 773-812 - Xue Zhou, Christopher James MacBride Smith, Hosam Al-Samarraie:
Digital technology adaptation and initiatives: a systematic review of teaching and learning during COVID-19. 813-834 - Maite Alguacil, Noemí Herranz-Zarzoso, José C. Pernías, Gerardo Sabater-Grande:
Academic dishonesty and monitoring in online exams: a randomized field experiment. 835-851 - Derek McClellan, Raymond J. Chastain, Marci S. DeCaro:
Enhancing learning from online video lectures: the impact of embedded learning prompts in an undergraduate physics lesson. 852-874 - José I. Castillo-Manzano, Mercedes Castro-Nuño, Lourdes López-Valpuesta, María Teresa Sanz-Díaz, Rocío Yñiguez-Ovando:
Evaluating the design of digital tools for the transition to an e-continuous assessment in higher education. 875-893 - Bekalu Ferede, Jan Elen, Wim Van Petegem, Adula Bekele Hunde, Katie Goeman:
Correction: Instructors' educational ICT use in higher education in developing countries: evidence from three Ethiopian Universities. 894
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