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Internet and Higher Education

April 2019 Volume 41, Number 1

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Table of Contents

Number of articles: 7

  1. Situating videoconferencing in a connected class toward intercultural knowledge development: A comparative reflection approach

    Yun Dai

    The paper discusses how the intercultural knowledge is enhanced in a technology-enabled learning environment. We developed a comparative reflection approach, for an undergraduate course... More

    pp. 1-10

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  2. Time well spent: Creating a community of inquiry in blended first-year writing courses

    Lyra P. Hilliard & Mary K. Stewart, Department of English, United States

    This study examines whether blended first-year writing courses can function as Communities of Inquiry and analyzes whether the amount of time spent online impacts the extent to which students... More

    pp. 11-24

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  3. Becoming a competent self: A developmental process of adult distance learning

    Kyungmee Lee, Lancaster University, United Kingdom; Hyoseon Choi, Department of Medical Education, Korea (South); Young Hoan Cho, Department of Education, Korea (South)

    In this article, we aim to provide a developmental approach to understanding adult students' learning experiences of undertaking university-level study to completion at an open university, by... More

    pp. 25-33

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  4. Influence of satisfaction and preparedness on online students' feelings of anxiety

    M'hammed Abdous

    As they transition from a face-to-face to an online learning environment, online students are likely to feel anxious about their ability to succeed in what could be an unfamiliar learning... More

    pp. 34-44

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  5. School counselors' changing perceptions of ePortfolios: From graduate students to professionals

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

    This study examined how alumni perceived their ePortfolio they created during their time as school counseling graduate students and whether they still use either in their work as school counseling ... More

    pp. 45-50

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  6. Uncovering the sequential patterns in transformative and non-transformative discourse during collaborative inquiry learning

    Gaoxia Zhu, Ontario Institute for Studies in Education, Canada; Wanli Xing, Department of Educational Psychology & Leadership, United States; Vitaliy Popov, Jacobs Institute for Innovation in Education, United States

    Many universities are using computer-supported collaborative-inquiry-learning (CSCiL) environments to develop their students' skills in collaboration, problem solving, and critical thinking.... More

    pp. 51-61

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  7. Learner participation profiles in an asynchronous online collaboration context

    Min Kyu Kim, Learning Sciences, United States; Tuba Ketenci, School of Industrial & Systems Engineering, United States

    The purpose of this study was to propose and validate a measurable model of learner participation in the context of online asynchronous discussion. We supplemented the findings of a main study ... More

    pp. 62-76

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