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International Journal of Web-Based Learning and Teaching Technologies

January 2015 Volume 10, Number 1

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Table of Contents

Number of articles: 4

  1. Non-Cognitive Factor Relationships to Hybrid Doctoral Student Self-Efficacy

    Jessica Egbert, Frank Gomez & Wenling Li, Trident University International, Cypress, CA, United States; Sandra Pennington, Rocky Mountain University of Health Professions, Provo, UT, United States

    Statistical analysis of data gathered from 139 healthcare doctoral students revealed three key findings regarding non-cognitive factor relationships to hybrid doctoral student self-efficacy between... More

    pp. 1-13

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  2. Letting Go and Letting the Angels Grow: Using Etienne Wenger's Community of Practice Theory to Facilitate Teacher Education

    Paul Breen, INTO University of East Anglia, Norfolk, United Kingdom

    This paper describes a small-scale qualitative research study conducted within a community of English Language teachers, and explores how teacher development workshops can be used to foster or... More

    pp. 14-26

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  3. Students' Perceptions of Teaching and Social Presence: A Comparative Analysis of Face-to-Face and Online Learning Environments

    James Bowers, Department of Criminal Justice, Saginaw Valley State University, University Center, MI, United States; Poonam Kumar, Saginaw Valley State University, University Center, MI, United States

    Online learning has grown dramatically over the past few years and has become an integral part of most of the higher education institutions' overall strategy. While this explosive growth has... More

    pp. 27-44

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  4. The Effects of Using Dynabook to Prepare Special Education Teachers to Teach Proportional Reasoning

    Susan Courey & Pamela LePage, San Francisco State University, San Francisco, CA, United States; Jose Blackorby, SRI International, Menlo Park, Canada; Jody Siker, San Francisco State University, San Francisco, CA, United States; Trang Nguyen, Community Gatepath, Redwood City, CA, United States

    The Dynabook research project was a collaborative effort aimed at developing and evaluating a new interactive Web-based resource for use in teacher education to improve how teachers learn to teach ... More

    pp. 45-64

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