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Computers & Education

September 2019 Volume 138, Number 1

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Table of Contents

Number of articles: 10

  1. Computer-supported collaborative learning: An analysis of the relationship between interaction, emotional support and online collaborative tools

    Nuria Hernández-Sellés, Vice dean of , Spain; Pablo-César Muñoz-Carril, Professor in the Pedagogy and Didactics Department and Teacher Training Faculty at the University of Santiago de Compostela, Spain; Mercedes González-Sanmamed, Full Professor in the Pedagogy and Didactics Department of the Faculty of Education Sciences at the University of A Coruña, Spain

    Research has already outlined the enormous potential of Computer Supported Collaborative Learning (CSCL) to facilitate effective learning processes in higher education. There is still need, though,... More

    pp. 1-12

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  2. The relation between students’ socioeconomic status and ICT literacy: Findings from a meta-analysis

    Ronny Scherer, Department of Teacher Education and School Research (ILS), Norway; Fazilat Siddiq, Unit for Digitalisation and Education (eDU), Norway

    This meta-analysis synthesized the relation between measures of socioeconomic status (SES) and students' information and communication technology (ICT) literacy—a skillset that has found its way in... More

    pp. 13-32

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  3. Practicing abductive reasoning: The correlations between cognitive factors and learning effects

    Ming-Yueh Hwang, Jon-Chao Hong, Jian-Hong Ye, Yu-Feng Wu, Kai-Hsin Tai & Ming-Chi Kiu

    The game design for students to practice reasoning skills is very important for improving learning effectiveness. To date, abductive, inductive and deductive reasoning are considered as equally... More

    pp. 33-45

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  4. Effects of a short classroom intervention on students’ identification of contradictions in an Internet forum text: Interaction with reading comprehension skills

    Yvonne Kammerer, Leibniz-Institut für Wissensmedien, Germany; Daniel Keck & Erich Starauschek, Department of Physics Education, Germany

    Internet-based texts addressing science issues can contain inaccurate and contradictory information. However, prior research has shown that students often have difficulties in identifying... More

    pp. 46-56

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  5. Incorporating student population differences for effective online education: A content-based review and integrative model

    William H. Money & Benjamin P. Dean

    The present study reviews and analyzes recent literature relevant to learning online in higher education. This study applied a content-based method for collecting and evaluating recently published ... More

    pp. 57-82

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  6. Investigating the use of innovative mobile pedagogies for school-aged students: A systematic literature review

    Kevin Burden, Faculty of Arts, United Kingdom; Matthew Kearney & Sandra Schuck, STEM Education Futures Research Centre, Australia; Tony Hall, School of Education, Ireland

    The empirical evidence surrounding innovative technology-enhanced-learning practices in K-12 education is at best patchy. This study seeks to address this problem by investigating innovative mobile... More

    pp. 83-100

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  7. The effectiveness of traditional tools and computer-aided technologies for health and safety training in the construction sector: A systematic review

    Yifan Gao, Vicente A. Gonzalez & Tak Wing Yiu

    For workers, the exposure to on-site hazards can result in fatalities and serious injuries. To improve safety outcomes, different approaches have been implemented for health and safety training in ... More

    pp. 101-115

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  8. Promoting learning in online, ill-structured problem solving: The effects of scaffolding type and metacognition level

    Joo Yeun Kim, Center for Teaching and Learning; Kyu Yon Lim, Department of Educational Technology

    This study aims to identify the effects of scaffolding type (supportive or reflective) and metacognition level (low or high) on presence, problem-solving performance, and achievement in online ill-... More

    pp. 116-129

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  9. Coding as a playground: Promoting positive learning experiences in childhood classrooms

    Marina U. Bers, Eliot-Pearson Department of Child Study and Human Development. Computer Science Department. Tufts University, United States; Carina González-González & Mª Belén Armas–Torres, Department of Computer Engineering and Systems, Spain

    In recent years, there has been a push to introduce coding and computational thinking in early childhood education, and robotics is an excellent tool to achieve this. However, the integration of... More

    pp. 130-145

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  10. Defining digital literacy development: An examination of pre-service teachers’ beliefs

    Alexandra List

    We identify three conceptions of digital literacy development populating the literature: digital natives, skill-based, and sociocultural perspectives. We adopt a qualitative approach to examine pre... More

    pp. 146-158

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