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ORCIDInternational Journal of Distance Education Technologies, Volume 19
Volume 19, Number 1, 2021
- Zexuan Chen, Jianli Jiao, Kexin Hu:
Formative Assessment as an Online Instruction Intervention: Student Engagement, Outcomes, and Perceptions. 1-16 - Sangeeta Sharma
, Arpan Bumb:
The Challenges Faced in Technology-Driven Classes During COVID-19. 17-39 - Michael W. Marek, Chiou Sheng Chew, Wen-Chi Vivian Wu:
Teacher Experiences in Converting Classes to Distance Learning in the COVID-19 Pandemic. 40-60 - Kseniya Veryaeva, Olga Solovyeva:
The Influence of Gamification and Platform Affordances on User Engagement in Online Learning. 1-17 - Flavio Manganello, Francesca Pozzi, Marcello Passarelli, Donatella Persico, Francesca Maria Dagnino:
A Dashboard to Monitor Self-Regulated Learning Behaviours in Online Professional Development. 18-34 - Changsheng Chen, Xiangzeng Meng:
Exploring the Relationship Between Student Behavioral Patterns and Learning Outcomes in a SPOC. 35-49
Volume 19, Number 2, 2021
- Xuemei Bai, Xiaoqing Gu:
Group Differences of Teaching Presence, Social Presence, and Cognitive Presence in a xMOOC-Based Blended Course. 1-14 - Benazir Quadir, Menghui Zhou:
Students Perceptions, System Characteristics and Online Learning During the COVID-19 Epidemic School Disruption. 15-33 - David Brito Ramos, Ilmara Monteverde Martins Ramos, Isabela Gasparini, Elaine Harada Teixeira de Oliveira:
A New Learning Path Model for E-Learning Systems. 34-54 - Simone Arnò, Alessandra Galassi, Marco Tommasi, Aristide Saggino, Pierpaolo Vittorini:
State-of-the-Art of Commercial Proctoring Systems and Their Use in Academic Online Exams. 55-76 - Lixin Zhao, Wu-Yuin Hwang, Timothy K. Shih:
Investigation of the Physical Learning Environment of Distance Learning Under COVID-19 and Its Influence on Students' Health and Learning Satisfaction. 77-98
Volume 19, Number 3, 2021
- Sang Joon Lee, Jeremiah N. Nuatomue:
Students' Perceived Difficulty and Satisfaction in Face-to-Face vs. Online Sections of a Technology-Intensive Course. 1-13 - Zeina Hojeij, Sandra Baroudi:
Engaging Pre-Service Teachers in Virtual Field Experience During COVID-19: Designing a Framework to Inform the Practice. 14-32 - Zhonggen Yu, Liheng Yu:
A Meta-Analysis of Online Learning Outcomes and Their Gender Differences. 33-50 - Wong Seng Yue, Simin Ghavifekr:
Exploring the Relationship Between MOOC Resource Management and Students' Perceived Benefits and Satisfaction via SEM. 51-69 - Warley Almeida Silva, Luiz Carlos Carchedi, Jorão Gomes Jr., João Victor de Souza, Eduardo Barrére, Jairo Francisco de Souza:
A Framework for Large-Scale Automatic Fluency Assessment. 70-88
Volume 19, Number 4, 2021
- Fan Ouyang, Xu Li, Pengcheng Jiao, Xian Peng, Wenzhi Chen:
The Three-Iterative Design and Implementation of a Student-Facing Social Learning Analytics Tool. 1-22 - Sávio Resende Guadelupe, Danilo P. Freitas, Paulo Victor Rodrigues de Carvalho, Alessandro Jatobá:
Monitoring Student Performance Through an Agile Project-Based Assessment Strategy for Distance Higher Education. 23-36 - Hui Zheng, Hongbo Jiang, Jin-Long Wang, Shih-Hao Liu:
The Determinants of Student Attitude Toward E-Learning Academic Achievement During the COVID-19 Pandemic. 37-53 - Tao Pei, Jitpanat Suwanthep:
Development of L2 Listening Metacognitive Awareness via Online Metacognitive Listening Practice. 54-71 - Saleh Alwahaishi:
Student Use of E-Learning During the Coronavirus Pandemic: An Extension of UTAUT to Trust and Perceived Risk. 72-90
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