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ORCIDThe Internet and Higher Education, Volume 14
Volume 14, Number 1, January 2011
- Eugenia M. W. Ng, Cher Ping Lim
:
Editorial for special issue: The Internet and teacher education - An Asian experience. 1-2 - Ching Sing Chai, Cher Ping Lim:
The Internet and teacher education: Traversing between the digitized world and schools. 3-9 - Hyeonjin Kim:
Exploring freshmen preservice teachers' situated knowledge in reflective reports during case-based activities. 10-14 - Yiu-chi Lai, Eugenia M. W. Ng:
Using wikis to develop student teachers' learning, teaching, and assessment capabilities. 15-26 - Chao-Hsiu Chen, Chen-Hung Liao, Yi-Chieh Chen, Chen-Feng Lee:
The integration of synchronous communication technology into service learning for pre-service teachers' online tutoring of middle school students. 27-33 - Steven J. Zuiker, Doreen Ang:
Virtual environments and the ongoing work of becoming a Singapore teacher. 34-43 - Chien Chou, Hsinyi Peng:
Promoting awareness of Internet safety in Taiwan in-service teacher education: A ten-year experience. 44-53 - Pei-Shan Tsai, Chin-Chung Tsai, Gwo-Jen Hwang:
The correlates of Taiwan teachers' epistemological beliefs concerning Internet environments, online search strategies, and search outcomes. 54-63
Volume 14, Number 2, March 2011
Special Issue Articles
- Rafi Nachmias:
Web mining and higher education: Introduction to the special issue. 65-66 - Anat Cohen, Rafi Nachmias:
What can instructors and policy makers learn about Web-supported learning through Web-usage mining. 67-76 - Enrique García, Cristóbal Romero, Sebastián Ventura, Carlos de Castro:
A collaborative educational association rule mining tool. 77-88 - John Fritz:
Classroom walls that talk: Using online course activity data of successful students to raise self-awareness of underperforming peers. 89-97 - Arnon Hershkovitz, Rafi Nachmias:
Online persistence in higher education web-supported courses. 98-106 - Arnon Hershkovitz, Ronit Azran, Sharon Hardof-Jaffe, Rafi Nachmias:
Types of online hierarchical repository structures. 107-112
- Katrina A. Meyer, Larry McNeal:
Academics online: Their interests and foibles. 113-120 - Glenn Gordon Smith, Chris Sorensen, Andrew Gump, Allen J. Heindel, Mieke Caris, Christopher D. Martinez:
Overcoming student resistance to group work: Online versus face-to-face. 121-128 - Joi L. Moore, Camille Dickson-Deane, Krista Galyen:
e-Learning, online learning, and distance learning environments: Are they the same? 129-135
Volume 14, Number 3, July 2011
- Pei-Shan Tsai, Chin-Chung Tsai, Gwo-Haur Hwang:
College students' conceptions of context-aware ubiquitous learning: A phenomenographic analysis. 137-141 - Craig Erschel Shepherd, Doris U. Bolliger:
The effects of electronic portfolio tools on online students' perceived support and cognitive load. 142-149 - Kun-Hung Cheng, Chin-Chung Tsai:
An investigation of Taiwan University students' perceptions of online academic help seeking, and their web-based learning self-efficacy. 150-157 - Sang Joon Lee, Sandhya Srinivasan, Trudian Trail, David Lewis, Samantha Lopez:
Examining the relationship among student perception of support, course satisfaction, and learning outcomes in online learning. 158-163 - Richard C. Overbaugh, Christine E. Nickel:
A comparison of student satisfaction and value of academic community between blended and online sections of a university-level educational foundations course. 164-174 - J. Patrick Biddix, Chung Joo Chung, Han Woo Park:
Convenience or credibility? A study of college student online research behaviors. 175-182 - Zehra Akyol, D. Randy Garrison:
Assessing metacognition in an online community of inquiry. 183-190 - Mimi Miyoung Lee, Jennifer Chauvot, Brian Plankis, Julie Vowell, Shea Culpepper:
Integrating to learn and learning to integrate: A case study of an online master's program on science-mathematics integration for middle school teachers. 191-200
Volume 14, Number 4, September 2011
- Bram de Wever, Hilde van Keer, Tammy Schellens, Martin Valcke:
Assessing collaboration in a wiki: The reliability of university students' peer assessment. 201-206 - Jana Ulrich, Meagan Karvonen:
Faculty instructional attitudes, interest, and intention: Predictors of Web 2.0 use in online courses. 207-216 - George R. Bradford:
A relationship study of student satisfaction with learning online and cognitive load: Initial results. 217-226 - Inae Kang, Curtis J. Bonk, Myung-Chun Kim:
A case study of blog-based learning in Korea: Technology becomes pedagogy. 227-235 - Charles D. Dziuban, Patsy D. Moskal:
A course is a course is a course: Factor invariance in student evaluation of online, blended and face-to-face learning environments. 236-241 - Jodi B. Roberts, Laura A. Crittenden, Jason C. Crittenden:
Students with disabilities and online learning: A cross-institutional study of perceived satisfaction with accessibility compliance and services. 242-250 - Peggy A. Ertmer, Timothy J. Newby, Ji Hyun Yu, Wei Liu, Annette Tomory, Young Mi Lee, Emine Sendurur, Polat Sendurur:
Facilitating students' global perspectives: Collaborating with international partners using Web 2.0 technologies. 251-261 - Ronald D. Owston, Denys Lupshenyuk, Herbert H. Wideman:
Lecture capture in large undergraduate classes: Student perceptions and academic performance. 262-268 - Zehra Akyol:
E-Learning in the 21st Century: A Framework for Research and Practice, Second Edition, D.R. Garrison. Routledge/Taylor and Francis, London (2011). 269-270
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