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Internet and Higher Education

October 2016 Volume 31, Number 1

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Table of Contents

Number of articles: 13

  1. Blended instructional practice: A review of the empirical literature on instructors' adoption and use of online tools in face-to-face teaching

    Michael Geoffrey Brown

    College and university instructors are increasingly incorporating online tools into face-to-face teaching approaches, such that blended instruction is forecasted to become “the new traditional... More

    pp. 1-10

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  2. The incremental predictive validity of teaching, cognitive and social presence on cognitive load

    Kadir Kozan

    The purpose of this study was to investigate the predictive validity of teaching, cognitive and social presence from a cognitive load perspective when perceived learning satisfaction was under... More

    pp. 11-19

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  3. Relations between scripted online peer feedback processes and quality of written argumentative essay

    Omid Noroozi, Tarbiat Modares University, Iran (Islamic Republic Of); Harm Biemans & Martin Mulder, Wageningen University

    Teachers often complain about the quality of students' written essays in higher education. This study explores the relations between scripted online peer feedback processes and quality of written... More

    pp. 20-31

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  4. Mobile instant messaging support for teaching and learning in higher education

    Simon So

    Smartphones could be the fastest spreading technology in human history. These mobile devices change the way we communicate and enable mobile and ubiquitous learning at a different level. This study... More

    pp. 32-42

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  5. Criticality and the exercise of politeness in online spaces for professional learning

    Cate Watson, Anna Wilson, Valerie Drew & Terrie Lynn Thompson

    This research examines masters-accredited online professional learning aimed at fostering criticality and a disposition to collective professional autonomy. Drawing on a model of online learning... More

    pp. 43-51

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  6. Learned risks and experienced rewards: Exploring the potential sources of students' attitudes toward social media and face-to-face communication

    David Westerman & Emory S. Daniel, North Dakota State University, United States; Nicholas D. Bowman, West Virginia University, United States

    The main purpose of this study was to examine various potential influences (including mass media reporting, instructors/teachers, and personal experience) of students' attitudes toward both social ... More

    pp. 52-57

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  7. Cultural impacts on e-learning systems' success

    Manuela Aparicio, Fernando Bacao & Tiago Oliveira, NOVA IMS, Portugal

    E-learning systems are enablers in the learning process, strengthening their importance as part of the educational strategy. Understanding the determinants of e-learning success is crucial for... More

    pp. 58-70

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  8. The experience of teaching online and its impact on faculty innovation across delivery methods

    Lorna R. Kearns

    As traditional colleges and universities increasingly incorporate online learning programs into their curriculum, it is important to understand the benefits that may accrue to the faculty who teach... More

    pp. 71-78

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  9. Relationships between students' perceived team learning experiences, team performances, and social abilities in a blended course setting

    Yalın Kılıç Türel

    The main purpose of this study is to examine relationships between the social abilities, perceived team learning, and the performances of students in a blended learning setting. The participants,... More

    pp. 79-86

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  10. Applying a web-based training to foster self-regulated learning — Effects of an intervention for large numbers of participants

    Henrik Bellhäuser, Johannes Gutenberg University Mainz, Germany; Thomas Lösch, Eberhard Karls Universität Tübingen, Germany; Charlotte Winter & Bernhard Schmitz, Technische Universität Darmstadt, Germany

    Trainings on self-regulated learning (SRL) have been shown to be effective in improving both competence of self-regulated learning and objective measures of performance. However, human trainers can... More

    pp. 87-100

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  11. Identifying significant integration and institutional factors that predict online doctoral persistence

    Amanda J. Rockinson-Szapkiw, Liberty University, United States; Lucinda S. Spaulding & Maria T. Spaulding, University of Memphis, United States

    Based on a synthesis of traditional attrition models and the empirical literature, an online doctoral persistence model was developed using archival data from 148 candidates. A predictive,... More

    pp. 101-112

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  12. How health professionals regulate their learning in massive open online courses

    Colin Milligan & Allison Littlejohn

    Massive Open Online Courses (MOOCs) are typically designed around a self-guided format that assumes learners can regulate their own learning, rather than relying on tutor guidance. However, MOOCs... More

    pp. 113-121

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  13. Exploring social and cognitive presences in communities of inquiry to perform higher cognitive tasks

    Ramón Tirado Morueta, Pablo Maraver López & Ángel Hernando Gómez, Department of Education, Spain; Victor W. Harris, Department of Family, Youth and Community Sciences, United States

    The purpose of the current study was to explore social and cognitive relationships among students when they are solving complex cognitive tasks in online discussion forums (self-regulated). An... More

    pp. 122-131

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