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Internet and Higher Education

January 2014 Volume 20, Number 1

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Table of Contents

Number of articles: 8

  1. Correlating community college students' perceptions of community of inquiry presences with their completion of blended courses

    Amy E. Traver & Edward Volchok, Queensborough Community College, United States; Temi Bidjerano, Furman University, United States; Peter Shea, University at Albany, United States

    Community colleges enroll more online learners than any other institution in higher education in the United States. While online community college courses expand access to higher education, their... More

    pp. 1-9

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  2. Impacts of role assignment and participation in asynchronous discussions in college-level online classes

    Kui Xie, Department of Educational Studies, United States; Chien Yu, Department of Instructional Systems and Workforce Development, United States; Amy C. Bradshaw, Department of Educational Psychology, United States

    In this study, 57 participants from an online course participated in online learning activities facilitated by assigned moderators. Social network analysis techniques were utilized to examine the... More

    pp. 10-19

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  3. A thematic analysis of the most highly cited scholarship in the first decade of blended learning research

    Lisa R. Halverson, Charles R. Graham, Kristian J. Spring, Jeffery S. Drysdale & Curtis R. Henrie, Department of Instructional Psychology & Technology, United States

    Blended learning, which combines face-to-face and online learning modalities, is a heterogeneous and steadily developing area of design and inquiry. With the expansion and maturation of blended... More

    pp. 20-34

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  4. Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses

    Yu-Chun Kuo, School of Lifelong Learning, United States; Andrew E. Walker, Instructional Technology & Learning Sciences, United States; Kerstin E.E. Schroder, Department of Health Behavior, United States; Brian R. Belland, Instructional Technology & Learning Sciences, United States

    Student satisfaction is important in the evaluation of distance education courses as it is related to the quality of online programs and student performance. Interaction is a critical indicator of ... More

    pp. 35-50

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  5. Factors influencing the institutional commitment of online students

    Hall P. Beck, Appalachian State University, United States; Meg Milligan, Troy University, United States

    The positive effects of institutional commitment (IC) on student persistence and success have long been recognized in campus face to face programs, but there is little commensurate research focused... More

    pp. 51-56

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  6. Digital teaching portfolio in higher education: Examining colleagues' perceptions to inform implementation strategies

    Ricci Wai-tsz Fong & John Chi-kin Lee, The Hong Kong Institute of Education; Chun-yen Chang, The National Taiwan Normal University, Taiwan; Zhonghua Zhang, Assessment Research Centre, Australia; Alexandra Chiu-yee Ngai & Cher Ping Lim, The Hong Kong Institute of Education

    This paper examined the perceptions of academic and teaching staff about digital teaching portfolio to inform how implementation strategies in higher education can be made more effective. In light ... More

    pp. 60-68

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  7. [e]portfolios for learning and as evidence of achievement: Scoping the academic practice development agenda ahead

    Chris Trevitt, Anne Macduff & Aliya Steed

    If we are successfully to harness [e]portfolios for both learning More

    pp. 69-78

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  8. Building an effective online learning community (OLC) in blog-based teaching portfolios

    Eunice Tang & Cherlotte Lam

    Blog-based teaching portfolios have been operating in a teacher education program since 2007. The blog-based teaching portfolios provide a constructivist and interactive learning environment where ... More

    pp. 79-85

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