International Journal on E-Learning
April 2021 Volume 20, Number 2
Editors
Gary H. Marks
Table of Contents
Number of articles: 5
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Comparing perceptions of effectiveness of on-campus and hybrid PhD programs
Amy Dorie, San Francisco State University, United States; Sara Jablon-Roberts, Johnson & Wales University, United States; Arienne McCracken, Iowa State University, United States; Amrut Sadachar, Auburn University, United States; Amy Shane-Nichols & Ann Marie Fiore, Iowa State University, United States; Sandra Curwood, Virginia Department of Education, United States
The growing number of online and hybrid graduate programs and their particular relevance to older female students suggests the salience of hybrid education for female-dominated degrees such as... More
pp. 113-136
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Using Learning Analytics to Support Teaching and Learning in Higher Education: A Systematic Focused Review of Journal Publications from 2016 to Present
Min Liu, Zilong Pan, Chenglu Li, Songhee Han, Yi Shi & Xin Pan, Univ. of Texas at Austin, United States
There has been an increasing interest in learning analytics (LA) research especially in higher education (HE) in recent years. In this study, we conducted a systematic focused review of research,... More
pp. 137-169
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Surviving Emergencies: Developing a Personalized Research-Based Technology Plan
Kathleen Mansfield & Kimberly LaPrairie, Sam Houston State University, United States
The 2020 COVID 19 pandemic situation forced our society to consider different ways to accomplish work and education. Many employees and learners personally invested in various technologies in their... More
pp. 171-186
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A Review of Theory, Theoretical and Conceptual Frameworks in Educational Technology
Michael L Schad, Moe Debbagh Greene & Monty Jones, Virginia Commonwealth University, United States
Several theoretical and conceptual frameworks have been developed to guide research that aims to examine the application and use of technology in education. These frameworks facilitate the process ... More
pp. 187-198
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Developing Reflective Self-Awareness in Online Undergraduate Courses
Lynet Uttal & Alberta M. Gloria, University of Wisconsin-Madison, United States
Many instructors question the move to online teaching and learning and it is often met with resistance as they fear that on-line learning will be more structurally didactic. In particular, one of ... More
pp. 199-222