You are here:

International Journal on E-Learning

July 2019 Volume 18, Number 3


Gary H. Marks

Search this issue

Table of Contents

Number of articles: 5

  1. Future Online Faculty Competencies: Student Perspectives

    Phillip Davidson, School of Advanced Studies, University of Phoenix, United States

    ** Invited as a paper from SITE 2015 ** The purpose of this qualitative descriptive study was to acquire a better understanding of the dominant student perceptions of the competencies and... More

    pp. 233-250

  2. The Effect of Difference of Visual Stimuli in Photo Sharing Websites (Instagram) on Cognitive Achievement for Secondary Students in the Curriculum of computer and Information Technology

    Akram Fathy, King Abdulaziz University (Jeddah), South valley University ( Qena), Saudi Arabia; Hussain Hadi Al.harb, King Abdulaziz University, Saudi Arabia

    study aims to clarify the effect of the difference of visual stimuli in Photo Sharing websites (Instagram) on cognitive achievement for secondary education students in computer and information... More

    pp. 251-277

  3. Measuring learner satisfaction in self-paced e-learning environments: Validation of the Electronic Learner Satisfaction Scale (eLSS)

    Albert Ritzhaupt, University of Florida, United States

    The purpose of this research is to document the design, development, and validation of the Electronic Learner Satisfaction Scale (eLSS). The eLSS is designed to be a parsimonious, flexible,... More

    pp. 279-299

  4. Using Students’ Perceptions of Online Teaching and Learning to Inform Faculty Development

    Tracy Smith, Emory Maiden, III & Mona Abinader, Appalachian State University, United States

    The purpose of this study was to collect students’ perceptions of their online courses and learning experiences at a single, comprehensive university and to examine how those perceptions could be... More

    pp. 301-330

  5. Engaging K-12 Students Essential for Reducing Gender Gap in Computer Science Education

    Rohith Venkataraman, The Wharton School of Business, United States; Eshan Agarwal, Columbia University, United States; David W. Brown, The Charter School of Wilmington, United States

    A strong gender disparity exists within the computer science (CS) field, and this imbalance stretches from the professional domain down to the educational level. In a 2013 study (Venkataraman et.... More

    pp. 331-343