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Internet and Higher Education

April 2014 Volume 21, Number 1

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Table of Contents

Number of articles: 10

  1. College students' skills of online argumentation: The role of scaffolding and their conceptions

    Pei-Shan Tsai, National Institute of Education, Singapore; Chin-Chung Tsai, Graduate Institute of Digital Learning and Education, Taiwan

    Previous studies have suggested that students perform better in certain qualities of the argumentation skills with scaffolding. Moreover, many researchers have proposed that students' conceptions... More

    pp. 1-8

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  2. Academic advising via Facebook: Examining student help seeking

    Paul Amador & Julie Amador

    The influx of technology into institutions of higher education has demanded changes to the traditional support structures at colleges and universities. Higher education students are using... More

    pp. 9-16

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  3. Print vs. electronic readings in college courses: Cost-efficiency and perceived learning

    Sung Wook Ji, Dept. of Telecommunication, United States; Sherri Michaels, Indiana University Libraries, United States; David Waterman, Dept. of Telecommunications, United States

    We report surveys of 101 students in two undergraduate college courses about their use of required readings accessed via a university-administered electronic reserve system. About two-thirds of... More

    pp. 17-24

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  4. Instructor scaffolding for interaction and students' academic engagement in online learning: Mediating role of perceived online class goal structures

    Moon-Heum Cho, Lifespan Development & Educational Sciences (LDES), United States; YoonJung Cho, School of Applied Health & Educational Psychology, United States

    The purpose of this study was to examine the relationship between instructor scaffolding for interaction and students' academic engagement in an online learning environment mediated by perceived... More

    pp. 25-30

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  5. How social are social media technologies (SMTs)? A linguistic analysis of university students' experiences of using SMTs for learning

    Celia Thompson, School of Languages and Linguistics, Australia; Kathleen Gray, Health and Biomedical Informatics Centre, Australia; Hyejeong Kim, School of Languages and Linguistics, Australia

    This study investigated how 20 university students described their collective and individual learning experiences using social media technologies (SMTs). Data consisted of transcribed focus group... More

    pp. 31-40

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  6. The relationships between higher order thinking skills, cognitive density, and social presence in online learning

    Sangmin-Michelle Lee

    Despite a considerable amount of research about online learning presences, the quality of cognitive presence, the value of social presence, and the relationship between them have yet to be... More

    pp. 41-52

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  7. Graduate student perceptions of eportfolios: Uses for reflection, development, and assessment

    Diana K. Wakimoto, University Libraries, United States; Rolla E. Lewis, Department of Educational Psychology, United States

    While there is discussion of eportfolios in many fields in higher education, there is little literature on eportfolios in the helping professions fields of school counselor and school psychology... More

    pp. 53-58

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  8. Signature pedagogy, implementation and evaluation of an online program that impacts educational practice

    Swapna Kumar

    This article describes the signature pedagogy, design, research, and redesign of the first to third iterations of an online doctoral program for educational technology leaders. The development of... More

    pp. 60-67

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  9. Interrelationships between and among social, teaching, and cognitive presence

    Kadir Kozan & Jennifer C. Richardson

    The purpose of the present study is to investigate the relationships between and among teaching, social, and cognitive presence. To this end, Spearman's rank correlation and partial correlation... More

    pp. 68-73

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  10. A collaborative, design-based approach to improving an online program

    Karen Swan, Scott L. Day, Leonard Ray Bogle & Daniel B. Matthews

    This paper explores the effects of a collaborative, design-based approach to improving teaching and learning in core courses in an online program. It describes research which tested a model for... More

    pp. 74-81

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