![](https://dblp.uni-trier.de/img/logo.ua.320x120.png)
![](https://dblp.uni-trier.de/img/dropdown.dark.16x16.png)
![](https://dblp.uni-trier.de/img/peace.dark.16x16.png)
Остановите войну!
for scientists:
![search dblp search dblp](https://dblp.uni-trier.de/img/search.dark.16x16.png)
![search dblp](https://dblp.uni-trier.de/img/search.dark.16x16.png)
default search action
The Internet and Higher Education, Volume 31
Volume 31, October 2016
- Michael Geoffrey Brown:
Blended instructional practice: A review of the empirical literature on instructors' adoption and use of online tools in face-to-face teaching. 1-10 - Kadir Kozan
:
The incremental predictive validity of teaching, cognitive and social presence on cognitive load. 11-19 - Omid Noroozi
, Harm J. A. Biemans
, Martin Mulder
:
Relations between scripted online peer feedback processes and quality of written argumentative essay. 20-31 - Simon So
:
Mobile instant messaging support for teaching and learning in higher education. 32-42 - Cate Watson, Anna Wilson
, Valerie Drew, Terrie Lynn Thompson:
Criticality and the exercise of politeness in online spaces for professional learning. 43-51 - David Westerman, Emory S. Daniel, Nicholas David Bowman
:
Learned risks and experienced rewards: Exploring the potential sources of students' attitudes toward social media and face-to-face communication. 52-57 - Manuela Aparicio
, Fernando Bação
, Tiago Oliveira
:
Cultural impacts on e-learning systems' success. 58-70 - Lorna Richey Kearns:
The experience of teaching online and its impact on faculty innovation across delivery methods. 71-78 - Yalin Kiliç Türel:
Relationships between students' perceived team learning experiences, team performances, and social abilities in a blended course setting. 79-86 - Henrik Bellhäuser
, Thomas Lösch
, Charlotte Winter, Bernhard Schmitz:
Applying a web-based training to foster self-regulated learning - Effects of an intervention for large numbers of participants. 87-100 - Amanda J. Rockinson-Szapkiw, Lucinda S. Spaulding, Maria T. Spaulding:
Identifying significant integration and institutional factors that predict online doctoral persistence. 101-112 - Colin D. Milligan
, Allison Littlejohn
:
How health professionals regulate their learning in massive open online courses. 113-121 - Ramón Tirado Morueta
, Pablo Maraver López, Ángel Hernando Gómez
, Victor W. Harris:
Exploring social and cognitive presences in communities of inquiry to perform higher cognitive tasks. 122-131
![](https://dblp.uni-trier.de/img/cog.dark.24x24.png)
manage site settings
To protect your privacy, all features that rely on external API calls from your browser are turned off by default. You need to opt-in for them to become active. All settings here will be stored as cookies with your web browser. For more information see our F.A.Q.