Tags
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The Effects of Virtual Coaching on Teacher Candidates’ Perceptions and Concerns Regarding On-Demand Corrective Feedback
Wake, D., Dailey, D., Cotabish, A. & Benson, T. (2017). The Effects of Virtual Coaching on Teacher Candidates’ Perceptions and Concerns Regarding On-Demand Corrective Feedback. Journal of Technology and Teacher Education, 25(3), 327-357. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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Engagement Enhances Well-Being in Simulation-Based Healthcare Education
Ruokamo, H. & Keskitalo, T. (2017). Engagement Enhances Well-Being in Simulation-Based Healthcare Education. In J. Johnston (Ed.), Proceedings of EdMedia 2017 (pp. 138-147). Washington, DC: Association for the Advancement of Computing in Education (AACE).
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Developing a Big Game for Financial Education Using Service Design Approach
Kang, M., Yoon, S., Kang, M., Jang, J. & Lee, Y. (2017). Developing a Big Game for Financial Education Using Service Design Approach. In J. Johnston (Ed.), Proceedings of EdMedia 2017 (pp. 1091-1103). Washington, DC: Association for the Advancement of Computing in Education (AACE).
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Online Video in Higher Education: Uses and Practices
Chapes, J. (2017). Online Video in Higher Education: Uses and Practices. In J. Johnston (Ed.), Proceedings of EdMedia 2017 (pp. 1133-1138). Washington, DC: Association for the Advancement of Computing in Education (AACE).
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Social media and e-learning in response to seismic events: Resilient practices
Tull, S., Dabner, N. & Ayebi-Arthur, K. (2017). Social media and e-learning in response to seismic events: Resilient practices. Journal of Open, Flexible, and Distance Learning, 21(1), 63-76. Distance Education Association of New Zealand.
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Conceptualizing Open Educational Practices through the Lens of Constructive Alignment
Paskevicius, M. (2017). Conceptualizing Open Educational Practices through the Lens of Constructive Alignment. Open Praxis, 9(2), 125-140. International Council for Open and Distance Education.
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Supporting School Leaders in Blended Learning with Blended Learning
Acree, L., Gibson, T., Mangum, N., Wolf, M.A., Kellogg, S. & Branon, S. (2017). Supporting School Leaders in Blended Learning with Blended Learning. Journal of Online Learning Research, 3(2), 105-143. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
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Critical discussions on the Massive Open Online Course (MOOC) in India and China
Trehan, S., Sanzgiri, J., Li, C., Wang, R. & Joshi, R. (2017). Critical discussions on the Massive Open Online Course (MOOC) in India and China. International Journal of Education and Development using ICT, 13(2),. Open Campus, The University of the West Indies, West Indies.
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Instructor Experiences in Designing and Delivering Interactive MOOCs in Higher Education
Zhu, M., Bonk, C.J. & Sari, A. (2017). Instructor Experiences in Designing and Delivering Interactive MOOCs in Higher Education. In J. Dron & S. Mishra (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 509-515). Vancouver, British Columbia, Canada: Association for the Advancement of Computing in Education (AACE).
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Developing a Just-in-Time Adaptive Mobile Platform for Family Medicine Education: Experiential Lessons Learned
Rogers, C., Cooper, S., Renshaw, S., Schnepp, J., Renguette, C. & Seig, M.T. (2017). Developing a Just-in-Time Adaptive Mobile Platform for Family Medicine Education: Experiential Lessons Learned. In J. Dron & S. Mishra (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 948-954). Vancouver, British Columbia, Canada: Association for the Advancement of Computing in Education (AACE).
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Commentary: UCEA CASTLE Response to "An Interview With Joseph South"
McLeod, S. & Richardson, J.W. (2017). Commentary: UCEA CASTLE Response to "An Interview With Joseph South". Contemporary Issues in Technology and Teacher Education, 17(3), 295-300. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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A Co-Design Process Microanalysis: Stages and Facilitators of an Inquiry-Based and Technology-Enhanced Learning Scenario
Barbera, E., Garcia, I. & Fuertes-Alpiste, M. (2017). A Co-Design Process Microanalysis: Stages and Facilitators of an Inquiry-Based and Technology-Enhanced Learning Scenario. The International Review of Research in Open and Distributed Learning, 18(6),. Athabasca University Press.
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The Pedagogic Architecture of MOOC: A Research Project on Educational Courses in Spanish
Fernndez-Daz, E., Rodrguez-Hoyos, C. & Calvo Salvador, A. (2017). The Pedagogic Architecture of MOOC: A Research Project on Educational Courses in Spanish. The International Review of Research in Open and Distributed Learning, 18(6),. Athabasca University Press.
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Examining English Language Teachers’ TPACK in Oral Communication Skills Teaching
Debbagh, M. & Jones, W.M. (2018). Examining English Language Teachers’ TPACK in Oral Communication Skills Teaching. Journal of Educational Multimedia and Hypermedia, 27(1), 43-62. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
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Design Perspectives for Making Animated Stories of Instruction: The Case of Promoting Teacher Noticing of Students’ Prior Knowledge
Gonzalez, G. & DeJarnette, A. (2018). Design Perspectives for Making Animated Stories of Instruction: The Case of Promoting Teacher Noticing of Students’ Prior Knowledge. Journal of Technology and Teacher Education, 26(1), 79-102. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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Remote assistive technology training in Newfoundland and Labrador’s rural schools: Is there a need? | Perceptions des enseignants quant au besoin de formation en technologie d’assistance dans les coles rurales de Terre-Neuve et du Labrador
Maich, K., Van Rhijn, T., Woods, H. & Brochu, K. (2017). Remote assistive technology training in Newfoundland and Labrador’s rural schools: Is there a need? | Perceptions des enseignants quant au besoin de formation en technologie d’assistance dans les coles rurales de Terre-Neuve et du Labrador. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 43(2),. Canadian Network for Innovation in Education.
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Generic vs. Modality-Specific Competencies for K-12 Online and Blended Teaching
Pulham, E., Graham, C. & Short, C. (2018). Generic vs. Modality-Specific Competencies for K-12 Online and Blended Teaching. Journal of Online Learning Research, 4(1), 33-52. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
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Situatedness and Variations in Student Adoption of Technology Practices: Towards a Critical Techno-Pedagogy
Neufeld, P. & Delcore, H. (2018). Situatedness and Variations in Student Adoption of Technology Practices: Towards a Critical Techno-Pedagogy. Journal of Information Technology Education: Research, 17(1), 1-38. Informing Science Institute.
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Mobile Applications in University Education: the case of Kenya
Ojino, R. & Mich, L. (2018). Mobile Applications in University Education: the case of Kenya. Journal of e-Learning and Knowledge Society, 14(1),. Italian e-Learning Association.
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Delving into the Specificity of Instructional Guidance in Social Media-supported Learning Environments
Luo, T. (2018). Delving into the Specificity of Instructional Guidance in Social Media-supported Learning Environments. Journal of Information Technology Education: Innovations in Practice, 17(1), 37-54. Informing Science Institute.