You are here:

Internet and Higher Education

April 2017 Volume 33, Number 1

Search this issue

Table of Contents

Number of articles: 9

  1. Controversy awareness on evidence-led discussions as guidance for students in wiki-based learning

    Sven Heimbuch & Daniel Bodemer

    Wikis mainly distribute user-generated content over the article and its corresponding talk page. While educational research provides article-related suggestions for learner's support, research has ... More

    pp. 1-14

    View Abstract
  2. Rethinking the accessibility of online higher education: A historical review

    Kyungmee Lee

    The rapid growth in online higher education, in terms of course offerings and student enrollment, has often been celebrated on the grounds that moving education online is an innovative way to... More

    pp. 15-23

    View Abstract
  3. Comparing online and blended learner's self-regulated learning strategies and academic performance

    Jaclyn Broadbent

    The existing literature suggests that self-regulated learning (SRL) strategies are relevant to student grade performance in both online and blended contexts, although few, if any, studies have... More

    pp. 24-32

    View Abstract
  4. Students as pinners: A multimodal analysis of a course activity involving curation on a social networking site

    Kwangok Song, School of Teacher Education and Leadership, United States; Kyle Williams, Department of Educational Psychology, United States; Alina Adonyi Pruitt, Department of Curriculum and Instruction, United States; Diane Schallert, Department of Educational Psychology, United States

    This study examined how More

    pp. 33-40

    View Abstract
  5. Being knowledge, power and profession subordinates: Students' perceptions of Twitter for learning

    Natasa Lackovic, Department of Educational Research, United Kingdom; Roger Kerry, Division of Physiotherapy & Rehabilitation Sciences, Clinical Sciences Building, United Kingdom; Rachael Lowe & Tony Lowe, University of Nottingham, United Kingdom

    Further conceptualisations are needed that consider students' actual engagement with and perceptions of Twitter for learning. To address this gap, an optional Twitter learning activity was created ... More

    pp. 41-48

    View Abstract
  6. The effectiveness of wikis for project-based learning in different disciplines in higher education

    Samuel Kai Wah Chu & Yin Zhang, Faculty of Education, Hong Kong; Katherine Chen, Faculty of Arts, Hong Kong; Chi Keung Chan, Department of Mechanical Engineering, Hong Kong; Celina Wing Yi Lee, Ellen Zou & Wilfred Lau, Faculty of Education, Hong Kong

    Concerning the effectiveness of using wikis for project-based learning in higher education, this study compared the perceptions and actions among students in three undergraduate courses of... More

    pp. 49-60

    View Abstract
  7. An analysis of instructor social presence in online text and asynchronous video feedback comments

    Rebecca A. Thomas & Richard E. West, Brigham Young University, United States; Jered Borup, George Mason University, United States

    Online and blended instructors are increasingly providing student feedback via asynchronous video, and students have reported in previous research that they are better able to perceive their... More

    pp. 61-73

    View Abstract
  8. Learning analytics to unveil learning strategies in a flipped classroom

    Jelena Jovanović, Faculty of Organizational Sciences; Dragan Gašević, Moray House School of Education and School of Informatics, United Kingdom; Shane Dawson, Teaching Innovation Unit, Australia; Abelardo Pardo, School of Electrical and Information Engineering, Australia; Negin Mirriahi, Teaching Innovation Unit, Australia

    pp. 74-85

    View Abstract
  9. The effects of gamification-based teaching practices on student achievement and students' attitudes toward lessons

    Ibrahim Yildirim

    Gamification is defined as the use of game design in non-game contents. Gamification of educational processes can be described as the successful integration of the gamification framework into the... More

    pp. 86-92

    View Abstract