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ORCIDJournal of Computing in Higher Education, Volume 34
Volume 34, Number 1, April 2022
- Javier López-Zambrano, Juan Alfonso Lara
, Cristóbal Romero:
Improving the portability of predicting students' performance models by using ontologies. 1-19 - Javier López-Zambrano, Juan Alfonso Lara, Cristóbal Romero:
Correction to: Improving the portability of predicting students' performance models by using ontologies. 20 - Abdelsalam M. Maatuk, Ebitisam K. Elberkawi, Shadi A. Aljawarneh, Hasan Rashaideh, Hadeel Alharbi:
The COVID-19 pandemic and E-learning: challenges and opportunities from the perspective of students and instructors. 21-38 - Ding-Chau Wang, Yu-Lin Jeng, Chih-Ming Chiang, Yong-Ming Huang:
Exploring the cohesion of classroom community from the perspectives of social presence and social capital. 39-59 - Monika Thapliyal, Neelu Jyothi Ahuja, Achyut Shankar, Xiaochun Cheng, Manoj Kumar:
A differentiated learning environment in domain model for learning disabled learners. 60-82 - Pritika Reddy, Bibhya Sharma, Kaylash Chaudhary:
Digital literacy: a review in the South Pacific. 83-108 - Petrea Redmond, Stephanie M. Foote, Alice Brown, Deborah Mixson-Brookshire, Lindy-Anne Abawi, Robyn Henderson:
Adopting a framework to support the process of critical reflection and understanding of online engagement. 109-131 - Hyojung Jung, Seung Won Park, Hyun Song Kim, Jongchan Park:
The effects of the regulated learning-supported flipped classroom on student performance. 132-153 - Maimoona H. Al Abri, Brenda Bannan, Nada Dabbagh:
The design and development of an open educational resources intervention in a college course that manifests in open educational practices: a design-based research study. 154-188 - Lisa C. Yamagata-Lynch, Erin R. Garty, Stephanie Teague Hostetter, Makhosazana L. Lunga:
Grappling with professional ethics in instructional technology by participating in an online service-learning course. 189-210 - Lorena Bowen-Mendoza, Maricela Pinargote-Ortega, Jaime Meza, Sebastián Ventura:
Design of peer assessment rubrics for ICT topics. 211-241 - Jennifer C. Richardson, Secil Caskurlu, Daniela Castellanos-Reyes, Suzhen Duan, Mohammad Shams Ud Duha, Holly Fiock, Yishi Long:
Instructors' conceptualization and implementation of scaffolding in online higher education courses. 242-279
Volume 34, Number 2, August 2022
- Keith Heggart, Camille Dickson-Deane:
What should learning designers learn? 281-296 - Florence Martin, Yan Chen, Beth Oyarzun, Mark Lee:
Learning and development roles and competency domains in higher education: a content analysis of job announcements. 297-320 - Meina Zhu, Min Young Doo:
The relationship among motivation, self-monitoring, self-management, and learning strategies of MOOC learners. 321-342 - Evrim Ustunluoglu, Filiz Kuskaya Mumcu, Nilüfer Atman Uslu, Petek Askar:
A case study on the usage of lecture capture: perceptions of students, faculty members and administrators. 343-370 - Fatih Ari, Ismahan Arslan-Ari, Serdar Abaci, Fethi A. Inan:
Online simulation for information technology skills training in higher education. 371-395 - Fatma Gizem Karaoglan Yilmaz:
The effect of learning analytics assisted recommendations and guidance feedback on students' metacognitive awareness and academic achievements. 396-415 - Chang Lu, Rob MacDonald, Bryce Odell, Vasyl Kokhan, Carrie Demmans Epp, Maria Cutumisu:
A scoping review of computational thinking assessments in higher education. 416-461 - Marta S. Tabares, Paola Vallejo-Correa, Alex Montoya, Daniel Correa:
A feedback model applied in a ubiquitous microlearning environment using SECA rules. 462-488 - Lanqin Zheng, Yuanyi Zhen, Jiayu Niu, Lu Zhong:
An exploratory study on fade-in versus fade-out scaffolding for novice programmers in online collaborative programming settings. 489-516 - Shuai Wang, Rebecca Griffiths, Claire Christensen, Cynthia M. D'Angelo, Kerry Condon:
An evaluation of a first-of-its-kind hybrid law degree program. 517-544 - Ademola Amida, Michael J. Herbert, Makinde Omojiba, Robert H. Stupnisky:
Testing and exploring the predictors of faculty motivation to use learning analytics to enhance teaching effectiveness. 545-576
Volume 34, Number 3, December 2022
- Thanasis Daradoumis, Joan Manuel Marquès Puig, Marta Arguedas, Laura Calvet Liñan:
Enhancing students' beliefs regarding programming self-efficacy and intrinsic value of an online distributed Programming Environment. 577-607 - Francisco-José Castillo-Hernández, María-Rut Jiménez-Liso, Digna Couso:
Can we do real inquiry online? Influence of real-time data collection on students' views of inquiry in an online, multi-site masters' degree on environmental education. 608-632 - Isabel Hilliger, Camila Aguirre, Constanza Miranda, Sergio Celis, Mar Pérez-Sanagustín:
Lessons learned from designing a curriculum analytics tool for improving student learning and program quality. 633-657 - Bekalu Ferede, Jan Elen, Wim Van Petegem, Adula Bekele Hunde, Katie Goeman:
Instructors' educational ICT use in higher education in developing countries: evidence from three Ethiopian Universities. 658-678 - Pauline Salim Muljana, K. Bret Staudt Willet, Tian Luo:
Adjusting sails for changing winds: exploring Reddit use for professional purposes in higher education. 679-707 - Alyse C. Hachey, Katherine M. Conway, Claire Wladis, Shirsti Karim:
Post-secondary online learning in the U.S.: an integrative review of the literature on undergraduate student characteristics. 708-768 - Kyle M. L. Jones, Amy VanScoy, Kawanna Bright, Alison Harding, Sanika Vedak:
A measurement of faculty views on the meaning and value of student privacy. 769-789 - Xu Li, Fan Ouyang, Wenzhi Chen:
Examining the effect of a genetic algorithm-enabled grouping method on collaborative performances, processes, and perceptions. 790-819 - Shandell Houlden, George Veletsianos:
A synthesis of surveys examining the impacts of COVID-19 and emergency remote learning on students in Canada. 820-843 - Jyoti Chahal, Neha Rani:
Exploring the acceptance for e-learning among higher education students in India: combining technology acceptance model with external variables. 844-867
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