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International Journal on E-Learning

April 2021 Volume 20, Number 2


Gary H. Marks

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Table of Contents

Number of articles: 5

  1. Comparing perceptions of effectiveness of on-campus and hybrid PhD programs

    Amy Dorie, San Francisco State University, United States; Sara Jablon-Roberts, Johnson & Wales University, United States; Arienne McCracken, Iowa State University, United States; Amrut Sadachar, Auburn University, United States; Amy Shane-Nichols & Ann Marie Fiore, Iowa State University, United States; Sandra Curwood, Virginia Department of Education, United States

    The growing number of online and hybrid graduate programs and their particular relevance to older female students suggests the salience of hybrid education for female-dominated degrees such as... More

    pp. 113-136

  2. Using Learning Analytics to Support Teaching and Learning in Higher Education: A Systematic Focused Review of Journal Publications from 2016 to Present

    Min Liu, Zilong Pan, Chenglu Li, Songhee Han, Yi Shi & Xin Pan, Univ. of Texas at Austin, United States

    There has been an increasing interest in learning analytics (LA) research especially in higher education (HE) in recent years. In this study, we conducted a systematic focused review of research,... More

    pp. 137-169

  3. Surviving Emergencies: Developing a Personalized Research-Based Technology Plan

    Kathleen Mansfield & Kimberly LaPrairie, Sam Houston State University, United States

    The 2020 COVID 19 pandemic situation forced our society to consider different ways to accomplish work and education. Many employees and learners personally invested in various technologies in their... More

    pp. 171-186

  4. A Review of Theory, Theoretical and Conceptual Frameworks in Educational Technology

    Michael L Schad, Moe Debbagh Greene & Monty Jones, Virginia Commonwealth University, United States

    Several theoretical and conceptual frameworks have been developed to guide research that aims to examine the application and use of technology in education. These frameworks facilitate the process ... More

    pp. 187-198

  5. Developing Reflective Self-Awareness in Online Undergraduate Courses

    Lynet Uttal & Alberta M. Gloria, University of Wisconsin-Madison, United States

    Many instructors question the move to online teaching and learning and it is often met with resistance as they fear that on-line learning will be more structurally didactic. In particular, one of ... More

    pp. 199-222