| Online learning in higher education: exploring advantages and disadvantages for engagement |
12 |
| Acceptance and usage of mobile assisted language learning by higher education students |
8 |
| The design, development, and implementation of student-facing learning analytics dashboards |
7 |
| Facilitating critical thinking in asynchronous online discussion: comparison between peer- and instructor-redirection |
7 |
| The importance of students' motivational dispositions for designing learning analytics |
6 |
| How ready are our students for technology-enhanced learning? Students at a university of technology respond |
5 |
| 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 |
5 |
| Examining the acceptance and use of online social networks by preservice teachers within the context of unified theory of acceptance and use of technology model |
5 |
| Personalized word learning for university students: a profile-based method for e-learning systems |
5 |
| Preparing the next generation of instructional designers: a cross-institution faculty collaboration |
4 |
| Learning experience assessment of flipped courses |
4 |
| Exploring the potential of LMS log data as a proxy measure of student engagement |
4 |
| A comparison of lecture-based, active, and flipped classroom teaching approaches in higher education |
4 |
| Technological barriers and incentives to learning analytics adoption in higher education: insights from users |
4 |
| Comparative effect of project-based learning and electronic project-based learning on the development and sustained development of english idiom knowledge |
3 |
| Student-to-student connectedness in higher education: a systematic literature review |
3 |
| 3D learning spaces and activities fostering users' learning, acceptance, and creativity |
3 |
| Understanding the continued use of flipped classroom instruction: a personal beliefs model in Chinese higher education |
3 |
| Using Twitter as a pedagogical tool in two classrooms: a comparative case study between an education and a communication class |
3 |
| Beyond teaching instructional design models: exploring the design process to advance professional development and expertise |
3 |
| The influence of perceived constraints during needs assessment on design conjecture |
2 |
| Development and validation of the educational technologist competencies survey (ETCS): knowledge, skills, and abilities |
2 |
| Supporting the development of collaboration and feedback skills in instructional designers |
2 |
| Instructional designers' perspectives on learners' responsibility for learning |
2 |
| Effects of learner-to-learner interactions on social presence, achievement and satisfaction |
2 |
| An analysis of the orthographic errors found in university students' asynchronous digital writing |
2 |
| Professional development for online faculty: instructors' perspectives on cultivating technical, pedagogical and content knowledge in a distance program |
2 |
| To flip or not to flip: social science faculty members' concerns about flipping the classroom |
2 |
| Exploring the difficulty on students' preparation and the effective instruction in the flipped classroom: A case study in a physiology class |
2 |
| Learning engagement via promoting situational interest in a blended learning environment |
2 |
| E-textbook as object and mediator: interactions between instructor and student activity systems |
2 |
| Coordinating collaborative writing in an online environment |
2 |
| Comparing badges and learning goals in low- and high-stakes learning contexts |
2 |
| Exploring the relationship between African American adult learners' computer, Internet, and academic self-efficacy, and attitude variables in technology-supported environments |
2 |
| The role of behavioral expectation in technology acceptance: a CEGEP case study |
2 |
| A DEMATEL method in identifying design requirements for mobile environments: students' perspectives |
2 |
| Using technology to promote classroom instruction: assessing incidences of on-task and off-task multitasking and learning |
2 |
| Comprehension across mediums: the case of text and video |
1 |
| Design tools in practice: instructional designers report which tools they use and why |
1 |
| An investigation of plagiarism software use and awareness training on English as a foreign language (EFL) students |
1 |
| An online course design checklist: development and users' perceptions |
1 |
| Evaluation of mobile learning for the clinical practicum in nursing education: application of the FRAME model |
1 |
| EFL medical students' metacognitive strategy use for hypertext reading comprehension |
1 |
| An ecological model for university faculty members' thinking about technology |
1 |
| An application of corresponding fields model for understanding exclusion in online social networks |
0 |
| The effects of online glossary quizzes and student autonomy on domain vocabulary learning in business law |
0 |
| Transforming undergraduate biology learning with inquiry-based instruction |
0 |
| The role of scaffold interactivity in supporting self-regulated learning in a community college online composition course |
0 |
| Interactive student response system with iBeacon and web-socket for flipped classroom learning |
0 |
| The use of an extended flipped classroom model in improving students' learning in an undergraduate course |
0 |
