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International Journal of Online Pedagogy and Course Design

January 2018 Volume 8, Number 1

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Table of Contents

Number of articles: 5

  1. A Peer Tutoring-Based Concept Mapping Approach to Improving Students' Learning Achievements and Attitudes for a Social Studies Course

    Gwo-Jen Hwang, Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan; Chien-Wen Chuang, Graduate Institute of Applied Science and Technology, National Taiwan University of Science and Technology, Taipei, Taiwan; Wen-Jen Tsai, Department of Information and Learning Technology, National University of Tainan, Taipei, Taiwan

    Concept maps are well recognized as being an effective tool for helping students organize and construct their knowledge. However, previous studies have also indicated the difficulty encountered by ... More

    pp. 1-12

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  2. Accessing Map Information Using NFC-Based User Interfaces for In-Situ Learning Environments

    Ricardo Tesoriero, University of Castilla-La Mancha, Ciudad Real, Spain; Habib Fardoun, King Abdulaziz University, Jeddah, Saudi Arabia; Hachem Awada, Lebanese University, Beirut, Lebanon; Mahesh Raisinghani, Texas Woman's University, Denton, Texas, United States

    Maps have been used by teachers for centuries to manipulate information related to geographical locations. This paper presents a novel way to interact with maps through the combination of mobile... More

    pp. 13-28

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  3. A Polling-at-Home Approach to Improving Students' Learning Performance

    Jerry Sun, Institute of Education, National Chiao Tung University, Hsinchu, Taiwan; Helena Seli, Rossier School of Education, University of Southern California, Los Angeles, Canada; Brandon Martinez, Los Alamitos High School, Los Alamitos, Canada; Yu-Yan Lin, Institute of Education, National Chiao Tung University, Hsinchu, Taiwan

    Plenty-of-Time Teaching (PoTT) is a teaching strategy adopted by teachers to better understand students' learning status through pre-class activities in order to facilitate adjustments to teaching ... More

    pp. 29-41

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  4. Adapting the TPACK Framework for Online Teaching Within Higher Education

    Fan Ouyang & Cassandra Scharber, Learning Technologies Media Lab (LTML), University of Minnesota, United States

    There are ongoing obstacles in accurately assessing and effectively applying TPACK within online higher education contexts. In this study, we adapt the original TPACK constructs for application... More

    pp. 42-59

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  5. A Pathway Towards Implementation of Blended Learning in a Medium Sized Canadian University

    Maurice Taylor, Shehzad Ghani, Sait Atas & Michael Fairbrother, University of Ottawa, Faculty of Education, Canada

    As blended learning increases in higher education, there still remains a dearth of empirical evidence that focuses on how institutions actually adopt such initiatives. The purpose of this... More

    pp. 60-76

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