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The Internet and Higher Education, Volume 56

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Volume 56, January 2023

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Chengyuan Jia, Khe Foon Hew, Jiahui Du, Liuyufeng Li:
Towards a fully online flipped classroom model to support student learning outcomes and engagement: A 2-year design-based study. 100878
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  - journals/iahe/MartinKRP23
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Florence Martin, Swapna Kumar, Albert D. Ritzhaupt, Drew Polly:
Bichronous online learning: Award-winning online instructor practices of blending asynchronous and synchronous online modalities. 100879
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  - journals/iahe/WeiSA23
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Xiaomei Wei, Nadira Saab, Wilfried Admiraal:
Do learners share the same perceived learning outcomes in MOOCs? Identifying the role of motivation, perceived learning support, learning engagement, and self-regulated learning strategies. 100880
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  - journals/iahe/HatalaNK23
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Marek Hatala, Sina Nazeri, Fatemeh Salehian Kia:
Progression of students' SRL processes in subsequent programming problem-solving tasks and its association with tasks outcomes. 100881
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Zachary A. Pardos, Conrad Borchers, Run Yu:
Credit hours is not enough: Explaining undergraduate perceptions of course workload using LMS records. 100882
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William Hamilton, Daniel E. Duerr, Cheryl Hemphill, Kathleen Colello:
Techno-capital, cultural capital, and the cultivation of academic social capital: The case of adult online college students. 100891
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Fatma Seyh, Mutlu Sen-Akbulut, Duygu Umutlu:
The impact of role assignment on social presence in online discussions: A mixed-method study. 100892
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Yang-Hsin Fan, Tzung-Jin Lin:
Identifying university students' online academic help-seeking patterns and their role in Internet self-efficacy. 100893
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Lisa-Maria Norz, Verena Dornauer, Werner O. Hackl, Elske Ammenwerth:
Measuring social presence in online-based learning: An exploratory path analysis using log data and social network analysis. 100894

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