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ORCIDInternational Journal of Social Media and Interactive Learning Environments, Volume 2
Volume 2, Number 1, 2014
- Michael A. Evans, Samantha G. L. Won, Tiffany Drape:
Interest-driven STEM learning among youth through a social networking site. 3-20 - Robert L. Moore:
Information architecture for social media: a case study on building an event backchannel with Twitter. 21-36 - Hongtao Sun, Li Chen:
A framework for analysing the social affordance of Web 2.0 tools. 37-59 - Kevin Hull
:
Using Facebook in the classroom. 60-69 - Keely Blanch, Karen Nairn, Susan Sandretto:
Facebook in the classroom: blended audiences and multiple front-stages. 70-84 - Vasileios Paliktzoglou, Jarkko Suhonen:
Facebook as an assisted learning tool in problem-based learning: the Bahrain case. 85-100
Volume 2, Number 2, 2014
- Jeffrey P. Carpenter:
Twitter's capacity to support collaborative learning. 103-118 - Matthew Barr:
Learning through collaboration: video game wikis. 119-133 - Tina Ganster, Nicole Sträfling, Sophia Grundnig, Nicole C. Krämer:
Collaborative learning via Web 2.0 tools in adult education: predicting learner satisfaction by off-task interaction and social feedback. 134-152 - Samantha Tackett, Kelly Moore Torres:
A comparison of engagement and interaction among university distance learning students. 153-169 - Sharmin Attaran, Stefanie L. Boyer, Christine M. Mitchell:
If you cannot beat them, join them: using social media as an active learning tool. 170-181 - Maria Bortoluzzi, Ivana Marenzi:
YELLing for collaborative learning in teacher education: users' voices in the social platform LearnWeb2.0. 182-198
Volume 2, Number 3, 2014
- Carla van de Sande:
Cognitive load theory meets the real world: worked examples on a popular homework help forum. 201-215 - Julie Delello, Rochell McWhorter:
Creating virtual communities of practice with the visual social media platform Pinterest. 216-236 - Pilar Lacasa, Rut Martínez Borda, Sara Cortés:
Notebooks, blogs and commercial video games as evocative objects in classrooms. 237-257 - Haijun Kang:
Establishing wiki design principles to advance wiki-based learning: an eye tracking study. 258-270 - Yan-Rong Tong:
Research of the blog platform-assisted collaborative learning model in the teaching of 'micro-controller principles and applications'. 271-284 - Ruo Hui Chan, Choon Lang Quek:
Benefits, challenges and strategies of implementing blended learning in tertiary institutes. 285-300
Volume 2, Number 4, 2014
- Kimberly Kappler Hewitt, Wayne Journell, Revital Zilonka:
What the flip: impact of flipped instruction on self-regulated learning. 303-325 - Christopher M. Seitz, Muhsin Michael Orsini:
College students' perception of the flipped classroom: a phenomenographical study. 326-340 - Nadira Saab, Shirley Stengs:
Teachers who use flipping the classroom: professional development, feelings of autonomy and TPACK. 341-360 - Kimberly S. Hurley:
A case study of learner and instructor perceptions of flipped course design and interactive learning environment. 361-377 - Lenie George, Theodore J. Kopcha:
Flipping a high school classroom as a response-to-learner intervention. 378-392 - Kevin Yee, Christina M. Partin:
'That's a wrap': overcoming obstacles for successful video design in flipped classes. 393-404
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