Fully Featured vs. Lean-and-Mean?

por Jon Baggaley
Publicado 2002

Exploring students’ intention to use LINE for academic purposes based on technology acceptance model

por Willard Van De Bogart, Saovapa Wichadee
Publicado 2015

"Chaos rules" revisited

por David Murphy
Publicado 2011

Opportunities and Threats of the MOOC Movement for Higher Education: The European Perspective

por Robert Schuwer, Ines Gil Jaurena, Cengiz Hakan Aydin, Eamon Costello, Christian Dalsgaard, Mark Brown, Darco Jansen, Antonio Teixeira
Publicado 2015

Learning needs analysis of collaborative e-classes in semi-formal settings: The REVIT example

por Anna Mavroudi, Thanasis Hadzilacos
Publicado 2013

Effect of Instructor-Personalized Multimedia in the Online Classroom

por B. Jean Mandernach
Publicado 2009

Why Study on a MOOC? The Motives of Students and Professionals

por Colin Milligan, Allison Littlejohn
Publicado 2017

The Technological Dimension of a Massive Open Online Course: The Case of the CCK08 Course Tools

por Antonio Fini
Publicado 2009

The role of volition in distance education: An exploration of its capacities

por Markus Deimann, Theo Bastiaens
Publicado 2010

A multimedia approach to ODL for agricultural training in Cambodia

por Helena Grunfeld, Maria Lee Hoon Ng
Publicado 2013

Book review - Economics of distance and online learning: Theory, practice and research

por Wolfram Laaser
Publicado 2011

An exploratory study of effective online learning: Assessing satisfaction levels of graduate students of mathematics education associated with human and design factors of an online...

por Joohi Lee
Publicado 2014

Analyzing admissions metrics as predictors of graduate GPA and whether graduate GPA mediates Ph.D. completion

por Mike Verostek, Casey W. Miller, Benjamin Zwickl
Publicado 2021

Perceived irrelevance and achievement goals: Two mindset variables within attitudinal experiences of life science majors in introductory physics

por Andrew J. Mason
Publicado 2021

Knowledge integration in student learning of Newton’s third law: Addressing the action-reaction language and the implied causality

por Lei Bao, Joseph C. Fritchman
Publicado 2021

Teaching and learning special relativity theory in secondary and lower undergraduate education: A literature review

por Paul Alstein, Kim Krijtenburg-Lewerissa, Wouter R. van Joolingen
Publicado 2021

Physics Inventory of Quantitative Literacy: A tool for assessing mathematical reasoning in introductory physics

por Suzanne White Brahmia, Alexis Olsho, Trevor I. Smith, Andrew Boudreaux, Philip Eaton, Charlotte Zimmerman
Publicado 2021

Correction to: Development and validation of a framework for the assessment of school curricula on the presence of evolutionary concepts (FACE)

por Xana Sá-Pinto, Giulia Realdon, Gregor Torkar, Bruno Sousa, Martha Georgiou, Alex Jefries, Konstantinos Korfatis, Silvia Paolucci, Patrícia Pessoa, Joana Rocha, Panagiotis K. Stasinakis, Bento Cavadas, Angelica Crottini, Tanja Gnidovec, Teresa Nogueira, Penelope Papadopoulou, Costanza Piccoli, Johan Barstad, Heloise D. Dufour, Milena Pejchinovska, Alma Pobric, Dragana Cvetković, Evangelia Mavrikaki
Publicado 2021

Kommunikation und Zusammenarbeit zwischen Elternhaus und Schule mit digitalen Medien

por Jasmin Bastian, Doreen Prasse
Publicado 2021

Lab instruction during the COVID-19 pandemic: Effects on student views about experimental physics in comparison with previous years

por Michael F. J. Fox, Jessica R. Hoehn, Alexandra Werth, H. J. Lewandowski
Publicado 2021