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Internet High. Educ.
1998
2007
2015
2024
1998
2024
Keyphrases
Publications
volume 60, 2024
Robert J. Weijers
,
Björn B. de Koning
,
Ester Scholten
,
Jacqueline Wong
,
Fred Paas
"Feel free to ask": Nudging to promote asking questions in the online classroom.
Internet High. Educ.
60 (2024)
Peiyu Wang
,
Heng Luo
,
Bowen Liu
,
Tianjiao Chen
,
Huiting Jiang
Investigating the combined effects of role assignment and discussion timing in a blended learning environment.
Internet High. Educ.
60 (2024)
J. B. Buckley
,
Aiko K. Thompson
,
Thomas R. Tretter
,
C. Biesecker
,
B. S. Robinson
,
A. N. Hammond
"Where I feel the most connected:" Community of Inquiry supporting sense of belonging in a HyFlex engineering course.
Internet High. Educ.
60 (2024)
Peipei Mao
,
Zhihui Cai
,
Zhikeng Wang
,
Xin Hao
,
Xitao Fan
,
Xiaojun Sun
The effects of dynamic and static feedback under tasks with different difficulty levels in digital game-based learning.
Internet High. Educ.
60 (2024)
volume 59, 2023
Xinran Zhu
,
Hong Shui
,
Bodong Chen
Beyond reading together: Facilitating knowledge construction through participation roles and social annotation in college classrooms.
Internet High. Educ.
59 (2023)
Xuehan Zhou
,
Qiujie Li
,
Di Xu
,
Amanda J. Holton
,
Brian K. Sato
The promise of using study-together groups to promote engagement and performance in online courses: Experimental evidence on academic and non-cognitive outcomes.
Internet High. Educ.
59 (2023)
Qianru Lyu
,
Wenli Chen
,
Junzhu Su
,
Kok Hui John Gerard Heng
Collaborate like expert designers: An exploratory study of the role of individual preparation activity on students' collaborative learning.
Internet High. Educ.
59 (2023)
volume 58, 2023
Xuehan Zhou
,
Qiujie Li
,
Di Xu
,
XunFei Li
,
Christian Fischer
College online courses have strong design in scaffolding but vary widely in supporting student agency and interactivity.
Internet High. Educ.
58 (2023)
Zhiru Sun
,
Yuqin Yang
The mediating role of learner empowerment in the relationship between the community of inquiry and online learning outcomes.
Internet High. Educ.
58 (2023)
Qian Liu
,
Tehmina Gladman
,
Christina Grove
,
Sally Eberhard
,
Susan Geertshuis
,
Anthony Ali
,
Phil Blyth
,
Rebecca Grainger
Capturing the invisible: Non-institutional technologies in undergraduate learning within three New Zealand universities.
Internet High. Educ.
58 (2023)
Heeryung Choi
,
Jelena Jovanovic
,
Oleksandra Poquet
,
Christopher Brooks
,
Srecko Joksimovic
,
Joseph Jay Williams
The benefit of reflection prompts for encouraging learning with hints in an online programming course.
Internet High. Educ.
58 (2023)
volume 57, 2023
Amos Jeng
,
Nigel Bosch
,
Michelle Perry
Sense of belonging predicts perceived helpfulness in online peer help-giving interactions.
Internet High. Educ.
57 (2023)
Mohammed Saqr
,
Sonsoles López-Pernas
,
Jelena Jovanovic
,
Dragan Gasevic
Intense, turbulent, or wallowing in the mire: A longitudinal study of cross-course online tactics, strategies, and trajectories.
Internet High. Educ.
57 (2023)
volume 56, 2023
Zachary A. Pardos
,
Conrad Borchers
,
Run Yu
Credit hours is not enough: Explaining undergraduate perceptions of course workload using LMS records.
Internet High. Educ.
56 (2023)
Marek Hatala
,
Sina Nazeri
,
Fatemeh Salehian Kia
Progression of students' SRL processes in subsequent programming problem-solving tasks and its association with tasks outcomes.
Internet High. Educ.
56 (2023)
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.
Internet High. Educ.
56 (2023)
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.
Internet High. Educ.
56 (2023)
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.
Internet High. Educ.
56 (2023)
Yang-Hsin Fan
,
Tzung-Jin Lin
Identifying university students' online academic help-seeking patterns and their role in Internet self-efficacy.
Internet High. Educ.
56 (2023)
Florence Martin
,
Swapna Kumar
,
Albert D. Ritzhaupt
,
Drew Polly
Bichronous online learning: Award-winning online instructor practices of blending asynchronous and synchronous online modalities.
Internet High. Educ.
56 (2023)
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.
Internet High. Educ.
56 (2023)
Fatma Seyh
,
Mutlu Sen-Akbulut
,
Duygu Umutlu
The impact of role assignment on social presence in online discussions: A mixed-method study.
Internet High. Educ.
56 (2023)
volume 55, 2022
Séverine Erhel
,
Nicolas Michinov
,
Audrey Noël
,
Corentin Gonthier
Tweet to teach: Using a twitter-based instructional method to improve student motivation and academic outcomes in higher education.
Internet High. Educ.
55 (2022)
Catalina Cortázar
,
Miguel Nussbaum
,
Carlos Alario-Hoyos
,
Julián Goñi
,
Danilo Alvares
The impacts of scaffolding socially shared regulation on teamwork in an online project-based course.
Internet High. Educ.
55 (2022)
Fatih Ari
,
Ismahan Arslan-Ari
Examining nontraditional graduate students' experiences with video feedback in a fully online course.
Internet High. Educ.
55 (2022)
Yael Feldman-Maggor
,
Ron Blonder
,
Inbal Tuvi-Arad
Let them choose: Optional assignments and online learning patterns as predictors of success in online general chemistry courses.
Internet High. Educ.
55 (2022)
Matthew Courtney
,
Jamie Costley
,
Matthew Baldwin
,
Kyungmee Lee
,
Mik Fanguy
Individual versus collaborative note-taking: Results of a quasi-experimental study on student note completeness, test performance, and academic writing.
Internet High. Educ.
55 (2022)
David E. Williams
,
Spencer P. Greenhalgh
Pseudonymous academics: Authentic tales from the Twitter trenches.
Internet High. Educ.
55 (2022)
Ing-Long Wu
,
Pi-Jung Hsieh
,
Shwu-Ming Wu
Developing effective e-learning environments through e-learning use mediating technology affordance and constructivist learning aspects for performance impacts: Moderator of learner involvement.
Internet High. Educ.
55 (2022)
Ordene V. Edwards
,
Gita Taasoobshirazi
Social presence and teacher involvement: The link with expectancy, task value, and engagement.
Internet High. Educ.
55 (2022)
Junmin Ye
,
Jin Zhou
Exploring the relationship between learning sentiments and cognitive processing in online collaborative learning: A network analytic approach.
Internet High. Educ.
55 (2022)
Maria Theobald
,
Henrik Bellhäuser
How am I going and where to next? Elaborated online feedback improves university students' self-regulated learning and performance.
Internet High. Educ.
55 (2022)
Christian Moro
,
Charlotte Phelps
,
James R. Birt
Improving serious games by crowdsourcing feedback from the STEAM online gaming community.
Internet High. Educ.
55 (2022)
Jan-Bennet Voltmer
,
Natalia Reich-Stiebert
,
Jennifer Raimann
,
Stefan Stürmer
The role of multi-attributional student diversity in computer-supported collaborative learning.
Internet High. Educ.
55 (2022)
volume 54, 2022
Dan Ye
,
Svoboda Pennisi
Using trace data to enhance Students' self-regulation: A learning analytics perspective.
Internet High. Educ.
54 (2022)
Marjon Baas
,
Roeland van der Rijst
,
Tjark Huizinga
,
Ellen van den Berg
,
Wilfried Admiraal
Would you use them? A qualitative study on teachers' assessments of open educational resources in higher education.
Internet High. Educ.
54 (2022)
Gary Cheng
Using the community of inquiry framework to support and analyse BYOD implementation in the blended EFL classroom.
Internet High. Educ.
54 (2022)
Yotam Hod
,
Michal Dvir
Identity Artifacts: Resources that facilitate transforming participation in blended learning communities.
Internet High. Educ.
54 (2022)
Heeok Heo
,
Curtis J. Bonk
,
Min Young Doo
Influences of depression, self-efficacy, and resource management on learning engagement in blended learning during COVID-19.
Internet High. Educ.
54 (2022)
volume 53, 2022
Abraham E. Flanigan
,
Mete Akcaoglu
,
Emily Ray
Initiating and maintaining student-instructor rapport in online classes.
Internet High. Educ.
53 (2022)
Jennifer Louten
,
Laura Beth Daws
Interdisciplinary differences in hybrid courses: A study in biology & communication.
Internet High. Educ.
53 (2022)
Jakob Schwerter
,
Thomas Dimpfl
,
Johannes Bleher
,
Kou Murayama
Benefits of additional online practice opportunities in higher education.
Internet High. Educ.
53 (2022)
Yu Peng
,
Yanyan Li
,
You Su
,
Kailiang Chen
,
Shiyan Jiang
Effects of group awareness tools on students' engagement, performance, and perceptions in online collaborative writing: Intergroup information matters.
Internet High. Educ.
53 (2022)
volume 52, 2022
Jamie Costley
,
Matthew Courtney
,
Mik Fanguy
The interaction of collaboration, note-taking completeness, and performance over 10 weeks of an online course.
Internet High. Educ.
52 (2022)
Ruth E. H. Wertz
Learning presence within the Community of Inquiry framework: An alternative measurement survey for a four-factor model.
Internet High. Educ.
52 (2022)
Carolyn Brennan
,
Miriam Packard
,
Jodi Newman
Building a critically transformative community of inquiry in an online undergraduate program.
Internet High. Educ.
52 (2022)
Dragan Gasevic
,
Yi-Shan Tsai
,
Hendrik Drachsler
Learning analytics in higher education - Stakeholders, strategy and scale.
Internet High. Educ.
52 (2022)
volume 51, 2021
Isabel Ruthotto
,
Quintin Kreth
,
Julia Melkers
Entering or advancing in the IT labor market: The role of an online graduate degree in computer science.
Internet High. Educ.
51 (2021)
Aekaterini Mavri
,
Andri Ioannou
,
Fernando Loizides
Value creation and identity in cross-organizational communities of practice: A learner's perspective.
Internet High. Educ.
51 (2021)
Alexander Whitelock-Wainwright
,
Yi-Shan Tsai
,
Hendrik Drachsler
,
Maren Scheffel
,
Dragan Gasevic
An exploratory latent class analysis of student expectations towards learning analytics services.
Internet High. Educ.
51 (2021)