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Zhou, Mingming; Chua, Bee Leng – International Journal on E-Learning, 2016
This study examined students' views on a blended learning environment designed for 29 in-service teachers in Singapore enrolled in an educational research method course. Their self-report data highlighted that students' prior knowledge and the amount and difficulty of content covered in the course affected the effectiveness of blended learning…
Descriptors: Student Attitudes, Blended Learning, Prior Learning, Metacognition
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Haselberger, David; Motsching, Renate – International Journal on E-Learning, 2016
Blended or hybrid learning has become a frequent practice in higher education. In this article our primary research interest was to find out how students perceived eLearning activities in blended learning courses based on the person-centered paradigm. Through analyzing the content of a series of semi-structured interviews we found out that…
Descriptors: Student Attitudes, Electronic Learning, Blended Learning, Semi Structured Interviews
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Kamali, Ali – International Journal on E-Learning, 2016
The integration of electronic technologies in teaching and learning has been a top priority in higher education. However, there is a great deal of controversy in the literature regarding its effectiveness. This bears the question, to what extent are the outcomes (e.g., the student success) in an e-learning environment comparable with that of a…
Descriptors: Gender Differences, Outcomes of Education, Electronic Learning, Technology Integration
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LaBarbera, Robin – International Journal on E-Learning, 2016
Students in any classroom, whether online or in face-to-face settings, who feel a strong sense of community or connectedness are more likely to be successful and perceive satisfaction with the overall learning experience compared to those who feel separated from the community. The purpose of this study was to determine if there were significant…
Descriptors: Online Courses, Distance Education, Educational Technology, Student Attitudes
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Crawford, Caroline M. – International Journal on E-Learning, 2016
With a focus upon open and lifelong learning understanding, the real world delineation between formalized higher education graduate school efforts and professional career position lines may be suggested as being blurred. This case study offers an analysis of one university instructor's efforts towards developing hybrid learning spaces that…
Descriptors: Instructional Design, Blended Learning, Lifelong Learning, Case Studies
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Fike, David; Fike, Renea – International Journal on E-Learning, 2016
The primary focus of this study was to determine if student learning outcomes in an undergraduate Statistics course differed based upon the type of textbook used (e-textbook or hardcopy). Fifty-six students enrolled in the course were allowed to choose textbook type. After controlling for student demographics and academic preparedness, student…
Descriptors: Electronic Publishing, Textbooks, Outcomes of Education, Undergraduate Students
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Johnson, Genevieve – International Journal on E-Learning, 2016
Technology often mediates, and thus influences, written language conventions such as punctuation and capitalization. Fifty university students sent two text messages, one with an alphanumeric multi-press keypad mobile phone (i.e., Nokia 1101) and another with a full QWERTY keypad smartphone (i.e., Apple iPhone 4). Compared to text messages sent…
Descriptors: College Students, Handheld Devices, Written Language, Telecommunications
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Quong, Terrence – International Journal on E-Learning, 2016
JCTIC has used open source software to develop a unique school online environment that has made evidence based practice viable in their school. In this paper the proposition is made that eLearning enables evidence based practice which in turn leads to improved student outcomes. Much has been written about evidence based practice in schools, but…
Descriptors: Electronic Learning, Evidence Based Practice, Student Improvement, Outcomes of Education
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Abell, Natalie; Cain, Melissa; Lee, Cheng-Yuan Corey – International Journal on E-Learning, 2016
This article describes a pilot study that tested a new instrument to identify the Learning Preferences of students in online classes at a mid-western university. The authors developed the instrument and associated tips for online learners based upon the research literature, the authors' research, and practical suggestions by experienced online…
Descriptors: Teaching Styles, Online Courses, Student Attitudes, College Faculty
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Cavanaugh, Cathy; Mayberry, John; Hargis, Jace – International Journal on E-Learning, 2016
This paper describes an observational study of the introduction of Sakai's Learning Management System (LMS) into several liberal arts courses at a women's college in the Middle East. Student participation in the CLE was tracked over the course of the semester and summarized by their number of logins and average session length. These measures were…
Descriptors: Virtual Classrooms, Blended Learning, Academic Achievement, Student Participation
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Conceição, Simone C.O.; Lehman, Rosemary M. – International Journal on E-Learning, 2016
As online education becomes wide spread among institutions of higher education in the U.S., student support services are often overlooked. This paper presents a study that investigated support strategies perceived as important by online students in higher education in the U.S. Data were collected by surveying 439 students. Using purposeful…
Descriptors: Student Attitudes, Student Surveys, Social Media, Online Courses
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Khuzzan, Sharifah Mazlina Syed; Goulding, Jack Steven – International Journal on E-Learning, 2016
Education and training is widely acknowledged as being one of the key factors for leveraging organisational success. However, it is equally acknowledged that skills development and the acquisition of learning through managed cognitive approaches has yet to provide a "perfect" match. Whilst it is argued that an ideal learning scenario…
Descriptors: Cognitive Style, Computer Simulation, Skill Development, Preferences
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Unal, Zafer; Unal, Aslihan – International Journal on E-Learning, 2016
Quality Matters (QM) is a peer review process designed to certify the quality of online courses and online components. It has generated widespread interest and received national recognition for its peer-based approach to quality assurance and continuous improvement in online education. While the entire QM online course design process is…
Descriptors: Online Courses, Educational Quality, Teaching Methods, Student Attitudes
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Wakefield, Jenny S.; Knezek, Gerald A.; Gutiérrez de Piñeres, Sheila Amin – International Journal on E-Learning, 2016
University efforts in the first year of college promote freshman student engagement in learning with the objective of improving retention and persistence, and are likely to ultimately lead to college success with timely graduation. This paper reports on an exploratory study of a first-year seminar designed to include three types of instruction:…
Descriptors: Blended Learning, First Year Seminars, College Freshmen, Group Discussion
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Carpenter, Dick; Kafer, Krista; Reeser, Kelly; Shafer, Sheryl – International Journal on E-Learning, 2015
This article examines K-12 online student and school performance across an entire state (Colorado) in the United States through two comparisons. First, state assessment scores of students in online schools are compared to those in traditional brick and mortar schools. Second, the accountability scores of online schools are compared to those of…
Descriptors: Academic Achievement, Comparative Analysis, Scores, Online Courses
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