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ORCIDJournal of Computer Assisted Learning, Volume 32
Volume 32, Number 1, February 2016
- X. Yang, X. Guo, Shengquan Yu
:
Student-generated content in college teaching: content quality, behavioural pattern and learning performance. 1-15 - Jeanette Novakovich:
Fostering critical thinking and reflection through blog-mediated peer feedback. 16-30 - Hyuksoon S. Song, Adina L. Kalet, Jan L. Plass:
Interplay of prior knowledge, self-regulation and motivation in complex multimedia learning environments. 31-50 - P.-S. Hsu, M. Van Dyke, Yan Chen, T. J. Smith:
A cross-cultural study of the effect of a graph-oriented computer-assisted project-based learning environment on middle school students' science knowledge and argumentation skills. 51-76 - Jian-Wei Lin, Yung-Cheng Lai, L.-C. Chang:
Fostering self-regulated learning in a blended environment using group awareness and peer assistance as external scaffolds. 77-93
Volume 32, Number 2, April 2016
- Grami Mohammad A. Grami, Basem Y. Alkazemi:
Improving ESL writing using an online formulaic sequence word-combination checker. 95-104 - Mu-Yu Ting, Bor-Chen Kuo:
A knowledge-structure-based adaptive dynamic assessment system for calculus learning. 105-119 - John F. Hooker, Katherine J. Denker, Morgan E. Summers, M. Parker:
The development and validation of the student response system benefit scale. 120-127 - Chia-Pin Kao:
The effect of SDLR and self-efficacy in preschool teachers by using WS learning. 128-138 - B. Haßler, Louis Major, Sara Hennessy:
Tablet use in schools: a critical review of the evidence for learning outcomes. 139-156 - Ferry Boschman, Susan McKenney, J. Pieters, Joke Voogt:
Exploring the role of content knowledge in teacher design conversations. 157-169 - J. H. Wang, Sherry Y. Chen, B. Chang, T. W. Chan:
From integrative to game-based integrative peer response: high ability versus low ability. 170-185
Volume 32, Number 3, June 2016
Editorial
- Mark J. W. Lee, Paul A. Kirschner, Liesbeth Kester:
Learning analytics in massively multi-user virtual environments and courses. 187-189
- Saif Rayyan, Colin Fredericks, Kimberly F. Colvin, Alwina Liu, Raluca Teodorescu, Analia Barrantes, Andrew Pawl, Daniel T. Seaton, David E. Pritchard:
A MOOC based on blended pedagogy. 190-201 - Barton K. Pursel, L. Zhang, Kathryn W. Jablokow, Gi Woong Choi, D. Velegol:
Understanding MOOC students: motivations and behaviours indicative of MOOC completion. 202-217 - Paula G. de Barba, Gregor E. Kennedy, Mary D. Ainley:
The role of students' motivation and participation in predicting performance in a MOOC. 218-231 - Carlos Alario-Hoyos, Pedro J. Muñoz Merino, Mar Pérez-Sanagustín, Carlos Delgado Kloos, Hugo A. Parada G.:
Who are the top contributors in a MOOC? Relating participants' performance and contributions. 232-243 - Sean P. Goggins, Krista Galyen, Eva Petakovic, James M. Laffey:
Connecting performance to social structure and pedagogy as a pathway to scaling learning analytics in MOOCs: an exploratory study. 244-266 - Ryan Shaun Joazeiro de Baker, Jody Clarke-Midura, Jaclyn Ocumpaugh:
Towards general models of effective science inquiry in virtual performance assessments. 267-280
- Hendrik Drachsler, Marco Kalz:
The MOOC and learning analytics innovation cycle (MOLAC): a reflective summary of ongoing research and its challenges. 281-290
Volume 32, Number 4, August 2016
- Yen-Hui Wang:
Promoting contextual vocabulary learning through an adaptive computer-assisted EFL reading system. 291-303 - Raymond Fleming, Leah C. Stoiber, Heidi M. Pfeiffer, Sarah E. Kienzler, Ryan R. Fleming, Laura E. Pedrick, Dylan J. Barth, Diane M. Reddy:
Using U-Pace instruction to improve the academic performance of economically disadvantaged undergraduates. 304-313 - A. C. Llorens, Eduardo Vidal-Abarca, Raquel Cerdán:
Formative feedback to transfer self-regulation of task-oriented reading strategies. 314-331 - Hans van der Meij, Jan van der Meij:
The effects of reviews in video tutorials. 332-344 - Sara Price, Carey Jewitt, Mona Sakr:
Embodied experiences of place: a study of history learning with mobile technologies. 345-359 - Enilda Romero-Hall, Ginger S. Watson, Amy B. Adcock, James P. Bliss, Kimberly Adams Tufts:
Simulated environments with animated agents: effects on visual attention, emotion, performance, and perception. 360-373 - Brian Miller, Jennifer Cromley, Nora S. Newcombe:
Improving diagrammatic reasoning in middle school science using conventions of diagrams instruction. 374-390
Volume 32, Number 5, September 2016
- Yi-Hsuan Wang:
Could a mobile-assisted learning system support flipped classrooms for classical Chinese learning? 391-415 - Yan Wu:
Factors impacting students' online learning experience in a learner-centred course. 416-429 - Neil P. Morris, J. Lambe, J. Ciccone, Bronwen Swinnerton:
Mobile technology: students perceived benefits of apps for learning neuroanatomy. 430-442 - Ning Fang, Yongqing Guo:
Interactive computer simulation and animation for improving student learning of particle kinetics. 443-455 - Noortje Janssen, Ard W. Lazonder:
Supporting pre-service teachers in designing technology-infused lesson plans. 456-467 - Eva van de Sande, Eliane Segers, Ludo Verhoeven:
Supporting executive functions during children's preliteracy learning with the computer. 468-480 - Willem D. de Kock, Egbert G. Harskamp:
Procedural versus content-related hints for word problem solving: an exploratory study. 481-493 - Christopher A. Sanchez, Saiqa Khan:
Instructor accents in online education and their effect on learning and attitudes. 494-502
Volume 32, Number 6, December 2016
- Stefania Manca, Maria Ranieri:
Is Facebook still a suitable technology-enhanced learning environment? An updated critical review of the literature from 2012 to 2015. 503-528
- Chun-Yi Lin, Charles M. Reigeluth:
Scaffolding wiki-supported collaborative learning for small-group projects and whole-class collaborative knowledge building. 529-547 - M. C. Gremmen, Inge Molenaar, R. C. Teepe:
Vocabulary development at home: a multimedia elaborated picture supporting parent-toddler interaction. 548-560 - Mehwish Waheed, Kiran Kaur, Sameer Kumar:
What role does knowledge quality play in online students' satisfaction, learning and loyalty? An empirical investigation in an eLearning context. 561-575 - Garry Falloon:
An analysis of young students' thinking when completing basic coding tasks using Scratch Jnr. On the iPad. 576-593 - V. Cevik, Arif Altun:
Roles of working memory performance and instructional strategy in complex cognitive task performance. 594-606 - Amy Marie Oberfoell, Ana-Paula Correia:
Understanding the role of the modality principle in multimedia learning environments. 607-617 - Lisa Knörzer, Roland Brünken, Babette Park:
Emotions and multimedia learning: the moderating role of learner characteristics. 618-631 - Wing Chee So, Miranda Kit-Yi Wong, John-John Cabibihan, Carrie Ka Yee Lam, Rosanna Yuen-Yan Chan, Hui Huan Qian:
Using robot animation to promote gestural skills in children with autism spectrum disorders. 632-646 - Che-Chern Lin, K.-H. Guo, Y.-C. Lin:
A simple and effective remedial learning system with a fuzzy expert system. 647-662 - José Martí Parreño, E. Méndez-Ibáñez, Adolfo Alonso Arroyo:
The use of gamification in education: a bibliometric and text mining analysis. 663-676
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