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ORCIDComputers & Education, Volume 173
Volume 173, November 2021
- Huichen Lin
, Gwo-Jen Hwang, Shao-Chen Chang, Yaw-Don Hsu:
Facilitating critical thinking in decision making-based professional training: An online interactive peer-review approach in a flipped learning context. 104266 - Matti Nelimarkka, Teemu Leinonen, Eva Durall, Philip Dean:
Facebook is not a silver bullet for teachers' professional development: Anatomy of an eight-year-old social-media community. 104269 - Napoliana Silva de Souza, Gabriela Trindade Perry:
Women's participation in MOOCs in the IT area. 104270 - Lasse X. Jensen, Margaret Bearman, David Boud:
Understanding feedback in online learning - A critical review and metaphor analysis. 104271 - Anna-Maria Velentza, Nikolaos Fachantidis, Ioannis Lefkos:
Learn with surprize from a robot professor. 104272 - Fu-Yun Yu, Chiao-Yi Chen:
Student- versus teacher-generated explanations for answers to online multiple-choice questions: What are the differences? 104273 - Patrick Sullivan, Juliann Sergi McBrayer, Suzanne Miller, Katherine Fallon:
An Examination of the use of computer-based formative assessments. 104274 - Aisha M. Alfoudari, Christopher M. Durugbo, Fairouz M. Aldhmour:
Understanding socio-technological challenges of smart classrooms using a systematic review. 104282 - Samuel P. León, Inmaculada García-Martínez:
Impact of the provision of PowerPoint slides on learning. 104283 - Eli Tucker-Raymond, Michael P. Cassidy, Gillian Puttick:
Science teachers can teach computational thinking through distributed expertise. 104284 - Christothea Herodotou, Claire Maguire, Nicola McDowell, Martin Hlosta, Avinash Boroowa:
The engagement of university teachers with predictive learning analytics. 104285 - Aneta Przepiórka, Agata Blachnio, Andrzej Cudo, Pawel Kot:
Social anxiety and social skills via problematic smartphone use for predicting somatic symptoms and academic performance at primary school. 104286 - Chin-Feng Lai, Hua-Xu Zhong, Po-Sheng Chiu:
Investigating the impact of a flipped programming course using the DT-CDIO approach. 104287 - Natercia Valle, Pavlo D. Antonenko, Denis Valle, Kara M. Dawson, Anne Corinne Huggins-Manley, Benjamin Baiser:
The influence of task-value scaffolding in a predictive learning analytics dashboard on learners' statistics anxiety, motivation, and performance. 104288 - Jonatan Castaño-Muñoz, Margarida Rodrigues:
Open to MOOCs? Evidence of their impact on labour market outcomes. 104289 - Hui-Min Lai:
Understanding what determines university students' behavioral engagement in a group-based flipped learning context. 104290 - Xiaojun Sun, Changying Duan, Liangshuang Yao, Yamei Zhang, Tinashe Chinyani, Gengfeng Niu:
Socioeconomic status and social networking site addiction among children and adolescents: Examining the roles of parents' active mediation and ICT attitudes. 104292 - Fengying Li, Gwo-Jen Hwang, Pei-Ying Chen, Yu-Jung Lin:
Effects of a concept mapping-based two-tier test strategy on students' digital game-based learning performances and behavioral patterns. 104293 - Bing Wu, Cancan Wu:
Research on the mechanism of knowledge diffusion in the MOOC learning forum using ERGMs. 104295 - Sofia Schöbel, Mohammed Saqr, Andreas Janson:
Two decades of game concepts in digital learning environments - A bibliometric study and research agenda. 104296 - Shurui Bai, Khe Foon Hew, Michael Sailer, Chengyuan Jia:
From top to bottom: How positions on different types of leaderboard may affect fully online student learning performance, intrinsic motivation, and course engagement. 104297
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