Flipped classrooms in higher education during the COVID-19 pandemic: findings and future research recommendations
Blaženka Divjak, Bart Rienties, Francisco Iniesto Carrasco, Petra Vondra, Mirza Žižak
Gamification suffers from the novelty effect but benefits from the familiarization effect: Findings from a longitudinal study
Rubens Luiz Rodrigues, Filipe D. Pereira, Armando Toda, Paula T. Palomino, Marcela Pessoa, Leandro Silva Galvão Carvalho, David Fernandes, Elaine H. T. Oliveira, Alexandra I. Cristea, Seiji Isotani
Learning analytics dashboard: a tool for providing actionable insights to learners
Teachers’ digital competencies in higher education: a systematic literature review
Verónica Basilotta Gómez-Pablos, María Matarranz, Luis Alberto Casado Aranda
Off-task social media multitasking during class: determining factors and mediating mechanism
Flipping the flipped class: using online collaboration to enhance EFL students’ oral learning skills
“Connecting concepts helps put main ideas together”: cognitive load and usability in learning biology with an AI-enriched textbook
Marta M. Koc Januchta, Konrad J. Schönborn, Casey Roehrig, Vinay K. Chaudhri, Lena Tibell, H. Craig Heller
Learning from success stories when using eLearning and bLearning modalities in higher education: a meta-analysis and lessons towards digital educational transformation
Micro-credentials in leveraging emergency remote teaching: the relationship between novice users’ insights and identity in Malaysia
Jeya Amantha Kumar, Rachel Jasmine Richard, Sharifah Osman, Kevin Lowrence
ePortfolio to promote networked learning: an experience in the Latin American context
Toward just and equitable micro‑credentials: an Australian perspective
Augmented reality in architecture and construction education: state of the feld and opportunities
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