You are here:

Journal of Computer Assisted Learning

October 2018 Volume 34, Number 5


A. Kirschner Paul

Search this issue

Table of Contents

Number of articles: 15

  1. Complex cognitive skill retention: The roles of general mental ability and refresher interventions in a simulated vocational setting

    Barbara Frank & Annette Kluge

    In organizations, the assessment of mental abilities is a common way to predict learning success. This paper analyses the effect of general mental ability on skill retention and examines the... More

    pp. 471-481

    View Abstract
  2. When knowing is believing: A multi-trait analysis of self-reported TPCK

    K. Krauskopf & K. Forssell

    In an effort to understand teachers' technology use, recent scholarship has explored the idea of technological pedagogical content knowledge (TPCK or TPACK). Many studies have used self-reports to ... More

    pp. 482-491

    View Abstract
  3. Learning and engagement in a gamified course: Investigating the effects of student characteristics

    K. Davis, H. Sridharan, L. Koepke, S. Singh & R. Boiko

    The current study investigated college students' experiences of a gamified informatics course. We surveyed 139 students aged 18–31 years (M = 20 years, SD = 1.5) enrolled in an undergraduate... More

    pp. 492-503

    View Abstract
  4. The effects of Facebook and WhatsApp on success in English vocabulary instruction

    Levent Çetinkaya & Selim Soner Sütçü

    The purpose of this study is to determine the effects of Facebook and WhatsApp on success in English vocabulary instruction and the learners' opinions about the implementation process. In the study... More

    pp. 504-514

    View Abstract
  5. Teaching self-regulation strategies via an intelligent tutoring system (TuinLECweb): Effects for low-skilled comprehenders

    M.‐Á. Serrano, E. Vidal‐Abarca & A. Ferrer

    The use of documents to perform tasks is a continuous task demand in the current knowledge-based society that involves making a series of decisions to self-regulate the use of text information. Low... More

    pp. 515-525

    View Abstract
  6. The use of mobile messaging-based case studies in a pharmacotherapy introduction class in China

    X. Wang, M. Li, M. Wang, S. Cui, L. Shi, L. Duan & T. Wang

    This study is to examine the attitudes of students towards the case studies based on mobile messaging in a pharmacotherapy introduction class. Case studies were divided into 4 groups, with 30... More

    pp. 526-533

    View Abstract
  7. Effectiveness of learning in online academic courses compared with face-to-face courses in higher education

    Tal Soffer & Rafi Nachmias

    This study examined the effectiveness of 3 online courses compared with the same 3 courses in a face-to-face (F2F) format, which had the same characteristics (e.g., the same instructor and final... More

    pp. 534-543

    View Abstract
  8. Analysing successful massive open online courses using the community of inquiry model as perceived by students

    A. Cohen & S. Holstein

    This research examines the characteristics that contributed to the success of massive open online courses (MOOCs) in the fields of software, sciences, and management using data mining and semantic ... More

    pp. 544-556

    View Abstract
  9. Supporting secondary school students' reading comprehension in computer environments: A systematic review

    Marlies Beek ter, Leonie Brummer, Anouk S. Donker & Marie‐Christine J.L. Opdenakker

    This systematic literature review analysed the content, focus, provision, and effects of support (scaffolds) in computer environments with regard to secondary school students' reading comprehension... More

    pp. 557-566

    View Abstract
  10. Examining the role of computer-supported knowledge-building discourse in epistemic and conceptual understanding

    Feng Lin & Carol K.K. Chan

    This study characterized students' online collaborative discourse from a theory-building perspective and examined its relation to epistemic and conceptual understanding. Fifty-two fifth graders'... More

    pp. 567-579

    View Abstract
  11. A framework for self-regulated digital learning (SRDL)

    M.‐H. Yen, S. Chen, C.‐Y. Wang, H.‐L. Chen, Y.‐S. Hsu & T.‐C. Liu

    This article develops a framework for self-regulated digital learning, which supports for self-regulated learning (SRL) in e-learning systems. The framework emphasizes 8 features: learning plan,... More

    pp. 580-589

    View Abstract
  12. Beyond jam sandwiches and cups of tea: An exploration of primary pupils' algorithm-evaluation strategies

    L. Benton, I. Kalas, P. Saunders, C. Hoyles & R. Noss

    The long-standing debate into the potential benefit of developing mathematical thinking skills through learning to program has been reignited with the widespread introduction of programming in... More

    pp. 590-601

    View Abstract
  13. Using commercial video games in flipped classrooms to support physical concept construction

    S.‐H. Ye, T.‐Y. Hsiao & C.‐T. Sun

    Based on the flipped-classroom model and the potential motivational and instructional benefits of digital games, we describe a flipped game-based learning (FGBL) strategy focused on preclass and... More

    pp. 602-614

    View Abstract
  14. Predicting student performance in a blended MOOC

    R. Conijn, A. Van den Beemt & P. Cuijpers

    Predicting student performance is a major tool in learning analytics. This study aims to identify how different measures of massive open online course (MOOC) data can be used to identify points of ... More

    pp. 615-628

    View Abstract
  15. An implementation of remote laboratory for secondary science education

    S.W. Tho & Y.Y. Yeung

    This paper reports our classroom implementation of a new remote laboratory (RL) system, which was developed by using innovative ideas and methods for applying technology-enhanced learning to... More

    pp. 629-640

    View Abstract