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Browsing by Subject: Learning Outcomes

  1. The role of readiness factors in E-learning outcomes: An empirical study

    Abbas Keramati, Masoud Afshari-Mofrad & Ali Kamrani

    Computers & Education Vol. 57, No. 3 (November 2011) pp. 1919–1929

    Although many researchers have studied different factors which affect E-Learning outcomes, there is little research on assessment of the intervening role of readiness factors in E-Learning outcomes... More

    pp. 1919-1929

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  2. A predictive study of learner satisfaction and outcomes in face-to-face, satellite broadcast, and live video-streaming learning environments

    M'hammed Abdous & Cherng-Jyh Yen

    Internet and Higher Education Vol. 13, No. 4 (December 2010) pp. 248–257

    This study was conducted to assess the predictive relationships among delivery mode (DM), self-perceived learner-to-teacher interaction, self-rated computer skill, prior distance learning... More

    pp. 248-257

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  3. Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes

    Gerard van den Boom, Fred Paas & Jeroen J.G. van Merriënboer

    Learning and Instruction Vol. 17, No. 5 (October 2007) pp. 532–548

    This study investigated the effects of students' reflections, combined with suggestive feedback, on the development of self-regulated learning and learning outcomes. Suggestive feedback alerts... More

    pp. 532-548

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  4. Computer-supported team-based learning: The impact of motivation, enjoyment and team contributions on learning outcomes

    Elizabeth Avery Gomez, Dezhi Wu & Katia Passerini

    Computers & Education Vol. 55, No. 1 (August 2010) pp. 378–390

    The benefits of teamwork and collaboration have long been advocated by many educational theories, such as constructivist and social learning models. Among the various applications of collaborative ... More

    pp. 378-390

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  5. e-Learning process management and the e-learning performance: Results of a European empirical study

    Maja Ćukušić, Nikša Alfirević, Andrina Granić & Željko Garača

    Computers & Education Vol. 55, No. 2 (September 2010) pp. 554–565

    The aim of this paper was to design and assess a comprehensive model for managing the e-learning process and to define the relationship between systematic implementation of the model, outcomes of... More

    pp. 554-565

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  6. Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation

    Tsung-Yu Liu & Yu-Ling Chu

    Computers & Education Vol. 55, No. 2 (September 2010) pp. 630–643

    This paper reports the results of a study which aimed to investigate how ubiquitous games influence English learning achievement and motivation through a context-aware ubiquitous learning... More

    pp. 630-643

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  7. Definitions of instructional control in learning environments

    Som Naidu & Som Naidu

    Australasian Journal of Educational Technology Vol. 11, No. 1 (Jan 01, 1995)

    A fundamental question in the design of learning environments is determining the nature of instructional control which will facilitate optimal learning outcomes. The assumptions that increased... More

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  8. Constructivism Based Blended Learning in Higher Education

    Ahmad Al-Huneidi & Jeanne Schreurs, Hasselt University

    International Journal of Emerging Technologies in Learning (iJET) Vol. 7, No. 1 (Mar 12, 2012) pp. 4–9

    This paper explain how to apply Constructivism and Conversation theories in Blended Learning environment in order to increase learning outcomes and quality. Some scenarios of Constructivism based... More

    pp. 4-9

  9. How To Design a Mobile Application to Enhance Teaching and Learning?

    Dothang Truong, Embry Riddle Aeronautical University

    International Journal of Emerging Technologies in Learning (iJET) Vol. 9, No. 3 (May 10, 2014) pp. 4–11

    The rapid growth of mobile devices, especially smart phones, has changed the way instructors deliver instructions and students learn class materials. Many universities initiate promoting economic... More

    pp. 4-11

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  10. Mapping Learning Outcomes and Assignment Tasks for SPIDER Activities

    Lyn Brodie, University of Southern Queensland, Australia; Lyn Brodie, University of Southern Queensland, Australia

    International Journal of Emerging Technologies in Learning (iJET) Vol. 6, No. 2011 (Apr 30, 2011)

    Modern engineering programs have to address rapidly changing technical content and have to enable students to develop transferable skills such as critical evaluation, communication skills and... More

  11. The Effects of ABRACADABRA on Reading Outcomes: A Meta-analysis of Applied Field Research

    Philip Abrami, Eugene Borohkovski & Larysa Lysenko, Centre for the Study of Learning and Performance, Canada

    Journal of Interactive Learning Research Vol. 26, No. 4 (October 2015) pp. 337–367

    This meta-analysis summarizes research on the effects of a comprehensive, interactive web-based software (AXXX) on the development of reading competencies among kindergarteners and elementary... More

    pp. 337-367

  12. Effects of a Tablet-Based Mathematics Application for Pre-School Children

    Karl Kosko & Richard Ferdig, Kent State University, United States

    Journal of Computers in Mathematics and Science Teaching Vol. 35, No. 1 (January 2016) pp. 61–79

    Tablets such as iPad, Android, and Windows devices have become ubiquitous in both the home and school settings. Adults and kids of all ages are using these tools and the associated apps to do... More

    pp. 61-79

  13. Value-added in a Virtual Learning Environment: An Evaluation of a Virtual Charter School

    Martin Lueken, Gary Ritter & Dennis Beck, University of Arkansas, United States

    Journal of Online Learning Research Vol. 1, No. 3 (December 2015) pp. 305–335

    This paper evaluates an online charter school that serves children in grades K-8 in a southern state in the United States. We compare growth in math and literacy learning on state standardized... More

    pp. 305-335

  14. How 7th Grade Students are Using Resources for Learning in an Online Science Course

    Diane Mayse, University of Nebraska Lincoln (Dissertation Research), United States

    Journal of Online Learning Research Vol. 1, No. 3 (December 2015) pp. 337–363

    In this study 7th grade students were observed completing a series of lessons in an online science course to explore their thinking and strategies for using curriculum resources for learning, their... More

    pp. 337-363

  15. Measuring Learning Outcomes and Faculty Performance with Interactive Performance-Based Assessments.

    Fawzi BenMessaoud, Indiana University & Purdue University Indianapolis School of Informatics and Computing, United States; Prathik Gadde, Indiana University and Purdue University Indianapolis, United States

    EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 1926–1942

    This session shows how to use interactive Performance-Based Learning Outcomes Assessments mapped to industry-defined competencies and skills to measure student and faculty performance, evaluate... More

    pp. 1926-1942

  16. Networked Learning Framework Design: Exploring Three Implementations of Connectivist Learning

    Nathaniel Ostashewski, Athabasca University, Canada; Doug Reid, McEwan University, Canada

    EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 1563–1572

    This paper explores three course implementations of the Networked Learning Framework (NLF), an instructional design model for connectivist learning delivered within a social networking site. NLF... More

    pp. 1563-1572

  17. Building an Immersive Learning environment with Tele-Robotics for Distance Learning

    Lakshmi Prayaga, University of west Florida, United States; Alexander Whiteside, University of Florida, United States

    EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 1490–1493

    In this paper we describe an infrastructure using robots that can be used to provide immersive experiences for online students enrolled in Information technology, specializing in networking and... More

    pp. 1490-1493

  18. The Predictive Power of Self-Regulated Learning, Teaching Presence, and Perceived Interaction on the Outcomes of Google Plus-based Project Learning

    Myunghee Kang, Seyoung Kim, Joohyun Kang, Jieun Jang & Sehee Kim, Ewha Womans University, Korea (South)

    EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 1444–1451

    The purpose of this study was to investigate the possibility of Google Plus as a project-based learning platform in higher education. Based on previous research, self-regulated learning ability,... More

    pp. 1444-1451

  19. E-Learning Portal in Elementary Surveying

    Concepcion Balisi & Corazon Madrid, Technological University of the Philippines-Taguig, Philippines

    EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 899–903

    This paper presents the development and evaluation of an e-learning portal in elementary surveying for use by students of the Technological University of the Philippines-Taguig Campus. Consistent... More

    pp. 899-903

  20. E-Learning Portal in Civil Engineering Drafting

    Concepcion Balisi & Corazon Madrid, Technological University of the Philippines-Taguig, Philippines

    EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 891–898

    The demands of Outcomes-Based Education and the challenges of twenty-first century learning calls for alternative modes of instruction. The study focused on e-learning as an alternative medium to ... More

    pp. 891-898