International Journal of Educational Technology in Higher Education

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  Año 2017, Número 14

  • Digital informal learning among Chinese university students: the effects of digital competence and personal factors

    Tao He, Chang Zhu

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  • Democratizing education at the margins: faculty and practitioner perspectives on delivering online tertiary education for refugees

    Thomas M. Crea, Neil Sparnon

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  • Computational thinking development through creative programming in higher education

    Margarida Romero Velasco, Alexandre Lepage, Benjamin Lille

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  • Student use and perception of technology enhanced learning in a mass lecture knowledge-rich domain first year undergraduate module

    Daniel J. Peart, Penny Rumbold, Karen M. Keane, Linda Allin

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  • Technologically-mediated communication: student expectations and experiences in a FOMO society

    Angela T. Ragusa

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  • University students’ self-regulated learning using digital technologies

    Carmen Yot Domínguez, Carlos Marcelo García

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  • A proficient and versatile online student-teacher collaboration platform for large classroom lectures

    ABM Tariqul Islam, Jonas Flint, Philipp Jaecks, Clemens H. Cap

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  • Differences in basic digital competences between male and female university students of Social Sciences in Spain

    Esteban Vázquez Cano, Eloy López Meneses, Eduardo García Garzón

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  • The perceptions of the meaning and value of analytics in New Zealand higher education institutions

    Hamidreza Mahroeian, Ben Daniel, Russell Butson

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  • The acceptance and use of a virtual learning environment in higher education: an empirical study in Turkey, and the UK

    Özlem Efiloğlu Kurt, Özhan Tingöy

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  • A review of the benefits and drawbacks to virtual field guides in today’s Geoscience higher education environment

    Anthony David Cliffe

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  • Games and simulation in higher education

    Ángel Alejandro Juan Pérez, Birgit Loch, Thanasis Daradoumis, Sebastián Ventura Soto

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  • Learning design for teacher professional development

    Muriel Garreta Domingo, Peter B. Sloep, Davinia Hernández-Leo, Yishay Mor

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  • Computer-based technology and student engagement: a critical review of the literature

    Laura A. Schindler, Gary J. Burkholder, Osama A. Morad, Craig Marsh

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  • Learning design as a vehicle for developing TPACK in blended teacher training on technology enhanced learning

    Kyparisia Papanikolaou, Katerina Makri, Petros Roussos

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  • Focusing in on employability: using content analysis to explore the employability discourse in UK and USA universities

    Deesha Chadha, James Toner

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  • Evaluating the intention to use ICT collaborative tools in a social constructivist environment

    David Kwok, Silin Yang

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  • “From Making to Learning”: introducing Dev Camps as an educational paradigm for Re-inventing Project-based Learning

    Irene-Angelica Chounta, Sven Manske, Ulrich Hoppe

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  • Teacher professional development in the contexts of teaching English pronunciation

    Frans Hermans, Peter B. Sloep, Karel Kreijns

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  • Factual open cloze question generation for assessment of learner’s knowledge

    Bidyut Das, Mukta Majumder

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  • Using a gamified mobile app to increase student engagement, retention and academic achievement

    Ekaterina Pechenkina, Daniel Laurence, Grainne Oates, Daniel S. Eldridge, Dan Hunter

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  • Exploring the (missed) connections between digital scholarship and faculty development: a conceptual analysis

    Juliana Elisa Raffaghelli

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  • Developing eLearning champions: a design thinking approach

    Daniela Gachago, Jolanda Morkel, Liza Hitge, Izak van Zyl, Eunice Ivala

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  • The effect of games and simulations on higher education: a systematic literature review

    Dimitrios Vlachopoulos, Agoritsa Makri

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  • Situated learning through intergenerational play between older adults and undergraduates

    Fan Zhang, David Kaufman, Robyn Schell, Glaucia Salgado, Tiong Wee Seah, Julija Jeremic

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  • Content in context: analyzing interactions in a graduate-level academic Facebook group

    Deborah Moore-Russo, Michael Radosta, Kristi Martin, Sara Hamilton

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  • Students’ feedback beliefs and anxiety in online foreign language oral tasks

    Sidney Martin, Ibis Marlene Álvarez Valdivia

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  • Representational model on Moodle’s activity: learning styles and navigation strategies

    Sandra Meza Fernández, Agustín Sepúlveda Sariego

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  • Scenarios in virtual learning environments for one-to-one communication skills training

    Raja Lala, Johan Jeuring, Jordy van Dortmont, Marcell van Geest

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  • Undergraduate students’ conceptual interpretation and perceptions of hapticenabled learning experiences

    Uzma A. S. Shaikh, Alejandra J. Magana, Luis Neri, David Escobar Castillejos, Julieta Noguez, Bedrich Benes

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