| Blended learning: the new normal and emerging technologies |
33 |
| The hidden architecture of higher education: building a big data infrastructure for the 'smarter university' |
22 |
| Systematic review of research on artificial intelligence applications in higher education - where are the educators? |
20 |
| Higher education dominance and siloed knowledge: a systematic review of flipped classroom research |
16 |
| A critical review of mobile learning integration in formal educational contexts |
13 |
| Digital transformation in German higher education: student and teacher perceptions and usage of digital media |
13 |
| Are first year students ready for a flipped classroom? A case for a flipped learning continuum |
13 |
| Investigating self-directed learning and technology readiness in blending learning environment |
12 |
| Online learning readiness and attitudes towards gaming in gamified online learning - a mixed methods case study |
11 |
| Efficient, helpful, or distracting? A literature review of media multitasking in relation to academic performance |
11 |
| Integrating MOOCs in traditionally taught courses: achieving learning outcomes with blended learning |
10 |
| Investigating temporal access in a flipped classroom: procrastination persists |
10 |
| Online teaching in response to student protests and campus shutdowns: academics' perspectives |
10 |
| Prediction of Student's performance by modelling small dataset size |
9 |
| The roles of academic engagement and digital readiness in students' achievements in university e-learning environments |
9 |
| The complicity of digital technologies in the marketisation of UK higher education: exploring the implications of a critical discourse analysis of thirteen national digital teaching and learning strategies |
7 |
| An empirical investigation of the antecedents of learner-centered outcome measures in MOOCs |
7 |
| Understanding the faculty perspectives influencing their innovative practices in MOOCs/SPOCs: a case study |
7 |
| Seeking the best blend for deep learning in a flipped classroom - viewing student perceptions through the Community of Inquiry lens |
7 |
| Does e-learning service quality influence e-learning student satisfaction and loyalty? Evidence from Vietnam |
7 |
| MOOC-based flipped learning in higher education: students' participation, experience and learning performance |
7 |
| What foresees college students' tendency to use facebook for diverse educational purposes? |
6 |
| Learning analytics and higher education: a proposed model for establishing informed consent mechanisms to promote student privacy and autonomy |
6 |
| Integration of good practices of active methodologies with the reuse of student-generated content |
6 |
| Use of Twitter across educational settings: a review of the literature |
6 |
| Magnetic and multistable: reinterpreting the affordances of educational technology |
6 |
| A call for promoting ownership, equity, and agency in faculty development via connected learning |
5 |
| Structural equation modeling and confirmatory factor analysis of social media use and education |
5 |
| Supporting decision-making processes on blended learning in higher education: literature and good practices review |
5 |
| The 2017 national survey of online learning in Canadian post-secondary education: methodology and results |
5 |
| Blended learning motivation model for instructors in higher education institutions |
5 |
| The utilisation of e-learning facilities in the educational delivery system of Nigeria: a study of M-University |
5 |
| Profiling the digital readiness of higher education students for transformative online learning in the post-soviet nations of Georgia and Ukraine |
5 |
| Comparison of video demonstrations and bedside tutorials for teaching paediatric clinical skills to large groups of medical students in resource-constrained settings |
4 |
| Understanding openness through (in)visible platform boundaries: a topological study on MOOCs as multiplexes of spaces and times |
4 |
| Feelings of satisfaction in mature students of financial accounting in a virtual learning environment: an experience of measurement in higher education |
4 |
| When do information seekers trust scientific information? Insights from recipients' evaluations of online video lectures |
4 |
| Big course small talk: twitter and MOOCs - a systematic review of research designs 2011-2017 |
4 |
| Jumping from one resource to another: how do students navigate learning networks? |
4 |
| Personalisation in educational technology: the absence of underlying pedagogies |
4 |
| Using learning analytics to develop early-warning system for at-risk students! |
4 |
| Learners' beliefs about language-learning abilities in face-to-face & online settings |
3 |
| Pedagogical tweeting in higher education: boon or bane? |
3 |
| A scaffolding toolkit to foster argumentation and proofs in mathematics: some case studies |
3 |
| The effectiveness of gamification technique for higher education students engagement in polytechnic Muadzam Shah Pahang, Malaysia |
3 |
| Three paradoxes in the approach to educational technology in the education studies of the Spanish universities |
2 |
| Staff and student views of lecture capture: a qualitative study |
2 |
| Students' perceptions of a food safety and quality e-learning course: a CASE study for a MSC in food consumption |
2 |
| Digital technologies in resource constrained higher institutions of learning: a study on students' acceptance and usability |
2 |
| Scalable authentic assessment of collaborative work assignments in wikis |
2 |
