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ORCIDJournal of Computing in Higher Education, Volume 30
Volume 30, Number 1, April 2018
- Abbie H. Brown, Jill E. Stefaniak:
Editor's welcome. 1-2 - Albert D. Ritzhaupt
, Florence Martin, Raymond Pastore, Youngju Kang:
Development and validation of the educational technologist competencies survey (ETCS): knowledge, skills, and abilities. 3-33 - Ahmed Lachheb, Elizabeth Boling:
Design tools in practice: instructional designers report which tools they use and why. 34-54 - Jill E. Stefaniak, John Baaki, Brent Hoard, Laura Stapleton:
The influence of perceived constraints during needs assessment on design conjecture. 55-71 - Victoria L. Lowell, Iryna V. Ashby:
Supporting the development of collaboration and feedback skills in instructional designers. 72-92 - James D. Klein, Anne Mendenhall:
Applying the First Principles of Instruction in a short-term, high volume, rapid production of online professional development modules. 93-110 - Michael T. Matthews, Stephen C. Yanchar:
Instructional designers' perspectives on learners' responsibility for learning. 111-124 - Patricia J. Slagter van Tryon, Jason McDonald, Atsusi Hirumi:
Preparing the next generation of instructional designers: a cross-institution faculty collaboration. 125-153 - Beth Oyarzun, Jill E. Stefaniak, Linda Bol, Gary R. Morrison:
Effects of learner-to-learner interactions on social presence, achievement and satisfaction. 154-175 - Abbie H. Brown, Timothy D. Green:
Beyond teaching instructional design models: exploring the design process to advance professional development and expertise. 176-186
Volume 30, Number 2, August 2018
- Katherine Kellen, Pavlo D. Antonenko:
The role of scaffold interactivity in supporting self-regulated learning in a community college online composition course. 187-210 - Jennifer Kreps Frisch, Paula C. Jackson, Meg Coffin Murray:
Transforming undergraduate biology learning with inquiry-based instruction. 211-236 - Pablo Schwarzenberg, Jaime Navon, Miguel Nussbaum, Mar Pérez-Sanagustín, Daniela Caballero:
Learning experience assessment of flipped courses. 237-258 - Hui-Fang Shang:
EFL medical students' metacognitive strategy use for hypertext reading comprehension. 259-278 - Chris Shelton:
An ecological model for university faculty members' thinking about technology. 279-297 - Kathy L. Schuh, Sam Van Horne, Jae-Eun Russell:
E-textbook as object and mediator: interactions between instructor and student activity systems. 298-325 - Eunbae Lee, R. Lainie Wilson Harris:
The effects of online glossary quizzes and student autonomy on domain vocabulary learning in business law. 326-343 - Curtis R. Henrie, Robert G. Bodily, Ross Larsen, Charles R. Graham:
Exploring the potential of LMS log data as a proxy measure of student engagement. 344-362 - Zohre Mohamadi:
Comparative effect of project-based learning and electronic project-based learning on the development and sustained development of english idiom knowledge. 363-385 - Salih Bardakci:
An application of corresponding fields model for understanding exclusion in online social networks. 386-405
Volume 30, Number 3, December 2018
- Tenzin Doleck, Paul Bazelais, David John Lemay:
The role of behavioral expectation in technology acceptance: a CEGEP case study. 407-425 - Gustavo García Botero, Frederik Questier, Sebastiano Cincinnato, Tao He, Chang Zhu:
Acceptance and usage of mobile assisted language learning by higher education students. 426-451 - Amber D. Dumford, Angie L. Miller:
Online learning in higher education: exploring advantages and disadvantages for engagement. 452-465 - Ahmed Ibrahim Alzahrani, Hosam Al-Samarraie, Atef Eldenfria, Nasser Alalwan:
A DEMATEL method in identifying design requirements for mobile environments: students' perspectives. 466-488 - Eunjung Grace Oh, Wen-Hao David Huang, Amir Hedayati Mehdiabadi, Boreum Ju:
Facilitating critical thinking in asynchronous online discussion: comparison between peer- and instructor-redirection. 489-509 - Fatemeh Nami, Shahin Vaezi:
How ready are our students for technology-enhanced learning? Students at a university of technology respond. 510-529 - Ramazan Yilmaz, Halil Yurdugül:
Cyberloafing in IT classrooms: exploring the role of the psycho-social environment in the classroom, attitude to computers and computing courses, motivation and learning strategies. 530-552 - Eileen Wood, Amna Mirza, Lindsay Shaw:
Using technology to promote classroom instruction: assessing incidences of on-task and off-task multitasking and learning. 553-571 - Robert G. Bodily, Tarah K. Ikahihifo, Benjamin Mackley, Charles R. Graham:
The design, development, and implementation of student-facing learning analytics dashboards. 572-598 - Clara Schumacher, Dirk Ifenthaler:
The importance of students' motivational dispositions for designing learning analytics. 599-619 - Stephen J. Pape, Sherri K. Prosser:
Barriers to technology implementation in community college mathematics classrooms. 620-636
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