International Journal of Educational Technology in Higher Education, Vol. 17, 2020
1. Bringing technology to the mature classroom: age differences in use and attitudes. --Rachel V. Staddon.
2. LMS-enabled blended learning utilization in distance tertiary education: establishing the relationships among facilitating conditions, voluntariness of use and use behaviour. --Brandford Bervell and Valentina Arkorful.
3. University teachers' perception of barriers to the use of digital technologies: the importance of the academic discipline. --Cristina Mercader and Joaquín Gairín.
4. Simulation-based education involving online and on-campus models in different European universities. --Neila Campos, Maria Nogal, Cristina Caliz and Angel A. Juan.
5. Features fostering academic and social integration in blended synchronous courses in graduate programs. --Sawsen Lakhal, Joséphine Mukamurera, Marie-Eve Bédard, Géraldine Heilporn and Mélodie Chauret.
6. Redeveloping a global MOOC to be more locally relevant: design-based research. --Ken-Zen Chen and Barbara Oakley.
7. Examining learning engagement in MOOCs: a self-determination theoretical perspective using mixed method. --Min Lan and Khe Foon Hew.
8. Predicting academic success in higher education: literature review and best practices. --Eyman Alyahyan and Dilek Düştegör.
9. Mapping research in student engagement and educational technology in higher education: a systematic evidence map. --Melissa Bond, Katja Buntins, Svenja Bedenlier, Olaf Zawacki-Richter and Michael Kerres.
10. An academic Arabic corpus for plagiarism detection: design, construction and experimentation. --Eman Al-Thwaib, Bassam H. Hammo and Sane Yagi.
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2. LMS-enabled blended learning utilization in distance tertiary education: establishing the relationships among facilitating conditions, voluntariness of use and use behaviour. --Brandford Bervell and Valentina Arkorful.
3. University teachers' perception of barriers to the use of digital technologies: the importance of the academic discipline. --Cristina Mercader and Joaquín Gairín.
4. Simulation-based education involving online and on-campus models in different European universities. --Neila Campos, Maria Nogal, Cristina Caliz and Angel A. Juan.
5. Features fostering academic and social integration in blended synchronous courses in graduate programs. --Sawsen Lakhal, Joséphine Mukamurera, Marie-Eve Bédard, Géraldine Heilporn and Mélodie Chauret.
6. Redeveloping a global MOOC to be more locally relevant: design-based research. --Ken-Zen Chen and Barbara Oakley.
7. Examining learning engagement in MOOCs: a self-determination theoretical perspective using mixed method. --Min Lan and Khe Foon Hew.
8. Predicting academic success in higher education: literature review and best practices. --Eyman Alyahyan and Dilek Düştegör.
9. Mapping research in student engagement and educational technology in higher education: a systematic evidence map. --Melissa Bond, Katja Buntins, Svenja Bedenlier, Olaf Zawacki-Richter and Michael Kerres.
10. An academic Arabic corpus for plagiarism detection: design, construction and experimentation. --Eman Al-Thwaib, Bassam H. Hammo and Sane Yagi.
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Staddon, Rachel V. - Personal Name
Bervell, Brandford - Personal Name
Mercader, Cristina - Personal Name
Campos, Neila - Personal Name
Lakhal, Sawsen - Personal Name
Chen, Ken-Zen - Personal Name
Alyahyan, Eyman - Personal Name
Al-Thwaib, Eman - Personal Name
Bervell, Brandford - Personal Name
Mercader, Cristina - Personal Name
Campos, Neila - Personal Name
Lakhal, Sawsen - Personal Name
Chen, Ken-Zen - Personal Name
Alyahyan, Eyman - Personal Name
Al-Thwaib, Eman - Personal Name
Vol. 17, 2020
2365-9440
e-Journal TI
Inggris
Springer Nature
2020
United Kingdom
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