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Internet and Higher Education

January 2018 Volume 36, Number 1

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Table of Contents

Number of articles: 6

  1. Eliciting the challenges and opportunities organizations face when delivering open online education: A group-concept mapping study

    Martine Schophuizen, Karel Kreijns, Slavi Stoyanov & Marco Kalz, Welten Institute

    The global attention for open online education (OOE) caused a situation in which higher education institutions (HEIs) reconsider the way they deliver education to the population. With a funding... More

    pp. 1-12

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  2. Behavioral patterns of knowledge construction in online cooperative translation activities

    Xianmin Yang, Jihong Li & Beibei Xing

    This study investigated the behavioral patterns of students' knowledge construction in online cooperative translation activities. Forty-eight college students participated in the study. Methods of ... More

    pp. 13-21

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  3. The nagging question when designing blended courses: Does the proportion of time devoted to online activities matter?

    Ron Owston & Dennis N. York

    We investigated the relationship between the proportion of time spent online in a blended course and student perceptions and performance. Students in 20 undergraduate courses offered in four... More

    pp. 22-32

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  4. Students' motivation and subjective task value of participating in online and blended learning environments

    Silke Vanslambrouck, Chang Zhu, Koen Lombaerts & Brent Philipsen, Department of Educational Sciences, Belgium; Jo Tondeur, Interfaculty Department of Teacher Education, Belgium

    Online and blended learning (OBL) is intended for individualising education. However, while OBL attracts a diverse range of students, teachers lack insight into this diversity, which hinders them... More

    pp. 33-40

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  5. The role of self-regulated learning in students' success in flipped undergraduate math courses

    Zhiru Sun, Department of Business and Economics, Denmark; Kui Xie & Lynley H. Anderman, Department of Education Studies, United States

    Based upon the self-regulated learning theory, this study examined the relationships between academic achievement and three key self-regulatory constructs - prior domain knowledge, self-efficacy,... More

    pp. 41-53

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  6. Exploring development of social capital in a CMOOC through language and discourse

    Srećko Joksimović, The University of South Australia, Australia; Nia Dowell, The University of Michigan, United States; Oleksandra Poquet & Vitomir Kovanović, The University of South Australia, Australia; Dragan Gašević, The University of Edinburgh, United Kingdom; Shane Dawson, The University of South Australia, Australia; Arthur C. Graesser, The University of Memphis, United States

    Connectivist pedagogies are geared towards building a network of learners that actively employ technologies to establish interpersonal connections in open online settings. In this context, as... More

    pp. 54-64

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