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ORCIDThe Internet and Higher Education, Volume 25
Volume 25, April 2015
- Mitchell Parkes
, Sarah Stein, Christine Reading:
Student preparedness for university e-learning environments. 1-10 - Alyse C. Hachey, Claire Wladis, Katherine M. Conway:
Prior online course experience and G.P.A. as predictors of subsequent online STEM course outcomes. 11-17 - John E. Wisneski, Gamze Ozogul, Barbara A. Bichelmeyer:
Does teaching presence transfer between MBA teaching environments? A comparative investigation of instructional design practices associated with teaching presence. 18-27 - Xianmin Yang, Jihong Li, Xiaoshan Guo, Xiaojie Li:
Group interactive network and behavioral patterns in online English-to-Chinese cooperative translation activity. 28-36 - Bram de Wever, Raija Hämäläinen, Michiel Voet, Mario Gielen:
A wiki task for first-year university students: The effect of scripting students' collaboration. 37-44 - Taeho Yu, Jennifer C. Richardson:
Examining reliability and validity of a Korean version of the Community of Inquiry instrument using exploratory and confirmatory factor analysis. 45-52 - David A. Wicks, Baine B. Craft, Geri N. Mason, Kristine Gritter, Kevin Bolding:
An investigation into the community of inquiry of blended classrooms by a Faculty Learning Community. 53-62 - Tanya N. Beran, Michelle Drefs, Alyshah Kaba, Noof Al Baz, Nouf Al Harbi:
Conformity of responses among graduate students in an online environment. 63-69 - Young Hoan Cho, Su Yon Yim, Sunhee Paik:
Physical and social presence in 3D virtual role-play for pre-service teachers. 70-77 - Kun-Hung Cheng, Jyh-Chong Liang, Chin-Chung Tsai:
Examining the role of feedback messages in undergraduate students' writing performance during an online peer assessment activity. 78-84 - Jacqueline O'Flaherty, Craig Phillips:
The use of flipped classrooms in higher education: A scoping review. 85-95 - Rosa M. Mayordomo, Javier Onrubia:
Work coordination and collaborative knowledge construction in a small group collaborative virtual task. 96-104
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