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ORCIDThe Internet and Higher Education, Volume 31
Volume 31, October 2016
- Michael Geoffrey Brown:
Blended instructional practice: A review of the empirical literature on instructors' adoption and use of online tools in face-to-face teaching. 1-10 - Kadir Kozan
:
The incremental predictive validity of teaching, cognitive and social presence on cognitive load. 11-19 - Omid Noroozi, Harm J. A. Biemans, Martin Mulder:
Relations between scripted online peer feedback processes and quality of written argumentative essay. 20-31 - Simon So:
Mobile instant messaging support for teaching and learning in higher education. 32-42 - Cate Watson, Anna Wilson, Valerie Drew, Terrie Lynn Thompson:
Criticality and the exercise of politeness in online spaces for professional learning. 43-51 - David Westerman, Emory S. Daniel, Nicholas David Bowman:
Learned risks and experienced rewards: Exploring the potential sources of students' attitudes toward social media and face-to-face communication. 52-57 - Manuela Aparicio, Fernando Bação, Tiago Oliveira:
Cultural impacts on e-learning systems' success. 58-70 - Lorna Richey Kearns:
The experience of teaching online and its impact on faculty innovation across delivery methods. 71-78 - Yalin Kiliç Türel:
Relationships between students' perceived team learning experiences, team performances, and social abilities in a blended course setting. 79-86 - Henrik Bellhäuser, Thomas Lösch, Charlotte Winter, Bernhard Schmitz:
Applying a web-based training to foster self-regulated learning - Effects of an intervention for large numbers of participants. 87-100 - Amanda J. Rockinson-Szapkiw, Lucinda S. Spaulding, Maria T. Spaulding:
Identifying significant integration and institutional factors that predict online doctoral persistence. 101-112 - Colin D. Milligan, Allison Littlejohn:
How health professionals regulate their learning in massive open online courses. 113-121 - Ramón Tirado Morueta, Pablo Maraver López, Ángel Hernando Gómez, Victor W. Harris:
Exploring social and cognitive presences in communities of inquiry to perform higher cognitive tasks. 122-131
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