You are here:

Internet and Higher Education

April 2013 Volume 17, Number 1

Search this issue

Table of Contents

Number of articles: 11

  1. Student satisfaction with online learning in the presence of ambivalence: Looking for the will-o'-the-wisp

    Charles Dziuban, Patsy Moskal, Lauren Kramer & Jessica Thompson

    The authors contend that ambivalence students feel toward online courses modifies the dimensionality by which they evaluate their learning experiences. The data from this study show that as student... More

    pp. 1-8

    View Abstract
  2. Exploring the relationship between students' self-regulated learning ability and their ePortfolio achievement

    Gary Cheng & Juliana Chau

    This study explores the relationship between students' self-regulated learning (SRL) ability and their ePortfolio achievement in a language enhancement programme. Undergraduate students ( More

    pp. 9-15

    View Abstract
  3. Does academic discipline moderate CoI-course outcomes relationships in online MBA courses?

    J.B. Arbaugh

    This paper examines the relationships between the elements of the Community of Inquiry (CoI) framework, disciplinary differences, perceived learning, instructor effectiveness, and delivery medium... More

    pp. 16-28

    View Abstract
  4. Shaping the online experience: How administrators can influence student and instructor perceptions through policy and practice

    Teshia Roby, Susan Ashe, Neha Singh & Curtis Clark

    To maximize the quality of the online experience and actualize the potential of alternative learning environments at their institutions, administrators must explore the perceived experiences of the... More

    pp. 29-37

    View Abstract
  5. College students' experience of online argumentation: Conceptions, approaches and the conditions of using question prompts

    Pei-Shan Tsai & Chin-Chung Tsai

    This study is an initial attempt to explore the relationship between conditions, students' conceptions of and approaches to online argumentation. A total of 45 college students participated in the ... More

    pp. 38-47

    View Abstract
  6. The effects of technology on the Community of Inquiry and satisfaction with online courses

    Beth Rubin, Ron Fernandes & Maria D. Avgerinou

    This paper extends the research on the Community of Inquiry (CoI) framework of understanding features of successful online learning to include the effects of the software used to support and... More

    pp. 48-57

    View Abstract
  7. Impact of online instructional game features on college students’ perceived motivational support and cognitive investment: A structural equation modeling study

    Wenhao David Huang, Tristan E. Johnson & Seung-Hyun Caleb Han

    Colleges and universities have begun to understand the instructional potential of digital game-based learning (DGBL) due to digital games’ immersive features. These features, however, might... More

    pp. 58-68

    View Abstract
  8. Students' self-regulation for interaction with others in online learning environments

    Moon-Heum Cho & B. Joon Kim

    The purpose of this study was to explore variables explaining students' self-regulation (SR) for interaction with others, specifically peers and instructors, in online learning environments. A... More

    pp. 69-75

    View Abstract
  9. A case study of using a social annotation tool to support collaboratively learning

    Fei Gao

    The purpose of the study was to understand student interaction and learning supported by a collaboratively social annotation tool — Diigo. The researcher examined through a case study how students ... More

    pp. 76-83

    View Abstract
  10. Toward the development of a metacognition construct for communities of inquiry

    D.R. Garrison & Zehra Akyol, Canada

    Metacognition is a required cognitive ability to achieve deep and meaningful learning that must be viewed from both an individual and social perspective. Recently, the transition from the earliest ... More

    pp. 84-89

    View Abstract
  11. An analysis of research trends in dissertations and theses studying blended learning

    Jeffery S. Drysdale, Charles R. Graham, Kristian J. Spring & Lisa R. Halverson

    This article analyzes the research of 205 doctoral dissertations and masters' theses in the domain of blended learning. A summary of trends regarding the growth and context of blended learning... More

    pp. 90-100

    View Abstract