Tags
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Instruments to explore blended learning: Modifying a method to analyse online communication for the analysis of face-to-face communication
de Leng, B.A., Dolmans, D.H.J.M., Donkers, H.H.L.M., Muijtjens, A.M.M. & van der Vleuten, C.P.M. (2010). Instruments to explore blended learning: Modifying a method to analyse online communication for the analysis of face-to-face communication. Computers & Education, 55(2), 644-651. Elsevier Ltd.
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The use of COCOON in teaching silviculture
Vacik, H., Wolfslehner, B., Spörk, J. & Kortschak, E. (2006). The use of COCOON in teaching silviculture. Computers & Education, 47(3), 245-259. Elsevier Ltd.
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Understanding the ways in which design features of educational websites impact upon student learning outcomes in blended learning environments
Kember, D., McNaught, C., Chong, F.C.Y., Lam, P. & Cheng, K.F. (2010). Understanding the ways in which design features of educational websites impact upon student learning outcomes in blended learning environments. Computers & Education, 55(3), 1183-1192. Elsevier Ltd.
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Technologically and artistically enhanced multi-sensory computer-programming education
Katai, Z. & Toth, L. (2010). Technologically and artistically enhanced multi-sensory computer-programming education. Teaching and Teacher Education: An International Journal of Research and Studies, 26(2), 244-251. Elsevier Ltd.
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Research focus and methodological choices in studies into students' experiences of blended learning in higher education
Bliuc, A.M., Goodyear, P. & Ellis, R.A. (2007). Research focus and methodological choices in studies into students' experiences of blended learning in higher education. Internet and Higher Education, 10(4), 231-244. Elsevier Ltd.
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Attitudes toward Blended Learning and Social Media Use for Academic Purposes: An Exploratory Study
Acar, A. (2013). Attitudes toward Blended Learning and Social Media Use for Academic Purposes: An Exploratory Study. Journal of e-Learning and Knowledge Society, 9(3),. Italian e-Learning Association.
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Student Satisfaction with Blended and Online Courses Based on Personality Type
Bolliger, D. & Erichsen, E. (2013). Student Satisfaction with Blended and Online Courses Based on Personality Type. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 39(1),. Canadian Network for Innovation in Education.
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Personal experiences and lessons learned from building a blended nursing pharmacology course
King, V.J. & King, J.L. Personal experiences and lessons learned from building a blended nursing pharmacology course. Teaching and Learning in Nursing, 5(3), 104-110. Elsevier Ltd.
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A qualitative analysis of institutional drivers and barriers to blended learning adoption in higher education
Porter, W.W., Graham, C.R., Bodily, R.G. & Sandberg, D.S. (2016). A qualitative analysis of institutional drivers and barriers to blended learning adoption in higher education. Internet and Higher Education, 28(1), 17-27. Elsevier Ltd.
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Time well spent: Creating a community of inquiry in blended first-year writing courses
Hilliard, L.P. & Stewart, M.K. (2019). Time well spent: Creating a community of inquiry in blended first-year writing courses. Internet and Higher Education, 41(1), 11-24. Elsevier Ltd.
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Toward evidence-based learning analytics: Using proxy variables to improve asynchronous online discussion environments
Kim, D., Park, Y., Yoon, M. & Jo, I.H. (2016). Toward evidence-based learning analytics: Using proxy variables to improve asynchronous online discussion environments. Internet and Higher Education, 30(1), 30-43. Elsevier Ltd.
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University students' self-control and self-regulated learning in a blended course
Zhu, Y., Au, W. & Yates, G. (2016). University students' self-control and self-regulated learning in a blended course. Internet and Higher Education, 30(1), 54-62. Elsevier Ltd.
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Comparing online and blended learner's self-regulated learning strategies and academic performance
Broadbent, J. (2017). Comparing online and blended learner's self-regulated learning strategies and academic performance. Internet and Higher Education, 33(1), 24-32. Elsevier Ltd.
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A framework for institutional adoption and implementation of blended learning in higher education
Graham, C.R., Woodfield, W. & Harrison, J.B. (2013). A framework for institutional adoption and implementation of blended learning in higher education. Internet and Higher Education, 18(1), 4-14. Elsevier Ltd.
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Students' perceptions of instructors' roles in blended and online learning environments: A comparative study
Hung, M.L. & Chou, C. (2015). Students' perceptions of instructors' roles in blended and online learning environments: A comparative study. Computers & Education, 81(1), 315-325. Elsevier Ltd.
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Analyzing productive learning behaviors for students using immediate corrective feedback in a blended learning environment
Chen, X., Breslow, L. & DeBoer, J. (2018). Analyzing productive learning behaviors for students using immediate corrective feedback in a blended learning environment. Computers & Education, 117(1), 59-74. Elsevier Ltd.
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Interaction and presence in the virtual classroom: An analysis of the perceptions of students and teachers in online and blended Advanced Placement courses
Blaine, A.M. (2019). Interaction and presence in the virtual classroom: An analysis of the perceptions of students and teachers in online and blended Advanced Placement courses. Computers & Education, 132(1), 31-43. Elsevier Ltd.
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Blended learning system for efficient professional driving
Rionda, A., Pañeda, X.G., García, R., Díaz, G., Martínez, D., Mitre, M., Arbesú, D. & Marín, I. (2014). Blended learning system for efficient professional driving. Computers & Education, 78(1), 124-139. Elsevier Ltd.
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Teachers' pedagogical change mechanism – Pattern of structural relations between teachers' pedagogical characteristics and teachers' perceptions of transactional distance (TTD) in different teaching environments
Wengrowicz, N. (2014). Teachers' pedagogical change mechanism – Pattern of structural relations between teachers' pedagogical characteristics and teachers' perceptions of transactional distance (TTD) in different teaching environments. Computers & Education, 76(1), 190-198. Elsevier Ltd.
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Preparing teacher leaders: Perceptions of the impact of a cohort-based, job embedded, blended teacher leadership program
Ross, D., Adams, A., Bondy, E., Dana, N., Dodman, S. & Swain, C. (2011). Preparing teacher leaders: Perceptions of the impact of a cohort-based, job embedded, blended teacher leadership program. Teaching and Teacher Education: An International Journal of Research and Studies, 27(8), 1213-1222. Elsevier Ltd.