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International Journal of Online Pedagogy and Course Design

January 2015 Volume 5, Number 1

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Table of Contents

Number of articles: 5

  1. Use of the Wiki for Cross-Institutional Collaborations

    Carolin Fuchs, Teachers College, Columbia University, New York, NY, United States

    This article discusses how groups of student teachers use the wiki to collaborate cross-institutionally in order to design tasks for English language learners. Participants in this case study... More

    pp. 1-19

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  2. E-Tutor Perceptions towards the Star Rural Area E-Learning Project

    Chiung-Wei Huang & Eric Liu, National Central University, Zhongli, Taiwan

    The authors examine e-tutor perceptions of the star rural area e-learning project, service learning. The study employed 125 volunteer e-tutors twice per week for one semester. A survey found that e... More

    pp. 20-29

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  3. Exploring Students' Motivations in Using Blogs at the Primary School Level

    Gina Ong, Ai Tong School, Singapore; Wing Cheung, National Institute of Education, Nanyang Technological University, Singapore

    Blogs have been widely used in education for the numerous benefits the tool offers. Previous research has examined the use of blogs in various educational settings, but very few studies have been... More

    pp. 30-44

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  4. Motivators of Student Contribution in Peer-Facilitated Online Discussion Environments: Additional Findings from Three Case Studies

    Hew Foon, University of Hong Kong, Hong Kong, China

    Online discussion forums are increasingly being utilized to provide a means for student-to-student interaction in e-learning environments. There is comparatively little research that examines peer-... More

    pp. 45-57

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  5. Blind Students' Challenges in Social Media Communication: An Early Investigation of Facebook Usability for Informal Learning

    Rakesh Babu, University of Wisconsin, Milwaukee, Wisconsin, United States

    Social Networking Sites (SNS) are increasingly used in academia to facilitate informal learning, knowledge co-creation, and collaborative problem-solving. Deriving these pedagogic benefits requires... More

    pp. 58-73

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