TY - JOUR AU - Abe, Makoto PY - 2020 SP - 100752 ST - Interactional practices for online collaborative writing T2 - Journal of Second Language Writing TI - Interactional practices for online collaborative writing VL - 49 ID - 251 ER - TY - JOUR AU - Abrahim, Shugufta AU - Mir, Bilal Ahmed AU - Suhara, Hayato AU - Sato, Masahiro PY - 2017 SP - 1-5 ST - Exploring Academic Use of Online Social Networking Sites (SNS) for Language Learning: Japanese Students Perceptions and Attitudes Towards Facebook T2 - Journal of Information Technology & Software Engineering TI - Exploring Academic Use of Online Social Networking Sites (SNS) for Language Learning: Japanese Students Perceptions and Attitudes Towards Facebook VL - 8 ID - 292 ER - TY - JOUR AU - Adara, Reza Anggriyashati AU - Najmudin, Onin IS - 2 PY - 2020 SN - 2580-2771 SP - 225-236 ST - Analysis on the differences in EFL learners’ demotivating factors after COVID-19 pandemic T2 - Ta'dib TI - Analysis on the differences in EFL learners’ demotivating factors after COVID-19 pandemic VL - 23 ID - 14 ER - TY - JOUR AU - Adedoyin, Olasile Babatunde AU - Soykan, Emrah DO - 10.1080/10494820.2020.1813180 PY - 2020 SN - 1049-4820 SP - 1-13 ST - Covid-19 pandemic and online learning: the challenges and opportunities T2 - Interactive Learning Environments TI - Covid-19 pandemic and online learning: the challenges and opportunities UR - https://doi.org/10.1080/10494820.2020.1813180 ID - 347 ER - TY - JOUR AU - Adeyemi, Deborah Adeninhun PY - 2012 SP - 48-63 ST - Approaches to Composition Writing: The Case of Junior Secondary Schools in Botswana T2 - International Journal of Learning and Development TI - Approaches to Composition Writing: The Case of Junior Secondary Schools in Botswana VL - 2 ID - 78 ER - TY - JOUR AB - Due to the COVID-19 pandemic, and pursuant to the governments’ order of citizens remaining at home, several countries were required to transition from face-to-face instruction to an online model to provide higher education to their students. While factors affecting the use of online learning are diverse and have been studied by models of use and acceptance of technology, this cross-sectional study explores the factors unique to the current emergency situation that influence students’ use and acceptance of emergency online learning. Moreover, it proposes a model to predict a student’s cognitive engagement in Mexico, Peru, Turkey, and the USA. This is a quantitative study with an exploratory and descriptive scope and cross-sectional design. Data was collected from 1009 students from the four countries, who completed surveys anonymously. The factors analyzed were attitude, affect, and motivation, perceived behavioral control (ease of use, self-efficacy, and accessibility), and cognitive engagement. The data was analyzed using descriptive, correlation, and regression analysis. The predictive model shows that students’ attitude toward online learning impacts their cognitive engagement in Mexico, Peru, and the USA. Furthermore, self-efficacy is a significant moderator for cognitive engagement in all four countries. The model also shows that each country has different determinants for cognitive engagement. Understanding the factors that affect the use of emergency online learning is essential for the success and/or achievement of its maximum benefits in situations like a global pandemic. Limitations of this study have been identified as use of convenience sampling, and an inability to explore factors related to instruction and system attributes. Professors who did not teach online learning lacked knowledge about online educational strategies and used the technological resources that were immediately available to them. Therefore, research that explores the use of instructional strategies and the use of technological systems during emergency online learning is necessary. This study includes suggestions to incorporate open educational resources that use microlearning and emphasizes the importance of student self-efficacy; because it was predictor of cognitive engagement in all four countries. Faculty and higher education institutions can and should develop strategies to increase students’ sense of self-efficacy. AU - Aguilera-Hermida, A. Patricia AU - Quiroga-Garza, Angélica AU - Gómez-Mendoza, Sanjuana AU - Del Río Villanueva, Carmen Amalia AU - Avolio Alecchi, Beatrice AU - Avci, Dilek DA - 2021/11/01 DO - 10.1007/s10639-021-10473-8 IS - 6 PY - 2021 SN - 1573-7608 SP - 6823-6845 ST - Comparison of students’ use and acceptance of emergency online learning due to COVID-19 in the USA, Mexico, Peru, and Turkey T2 - Education and Information Technologies TI - Comparison of students’ use and acceptance of emergency online learning due to COVID-19 in the USA, Mexico, Peru, and Turkey UR - https://doi.org/10.1007/s10639-021-10473-8 VL - 26 ID - 316 ER - TY - JOUR AU - Ahmed, Samah Ahmed Maghawry PY - 2021 ST - A Gamification Program to Enhance Writing Skills of EFL Secondary Stage Students and their Motivation towards Learning these Skills T2 - Mansoura College of Education Journal TI - A Gamification Program to Enhance Writing Skills of EFL Secondary Stage Students and their Motivation towards Learning these Skills ID - 93 ER - TY - JOUR AU - Al-Sobhi, Bandar Mohammad Saeed AU - Rashid, Sabariah Md. AU - Abdullah, Ain Nadzimah AU - Darmi, Ramiza PY - 2017 SP - 16-23 ST - Arab ESL Secondary School Students’ Spelling Errors T2 - International Journal of Education and Literacy Studies TI - Arab ESL Secondary School Students’ Spelling Errors VL - 5 ID - 219 ER - TY - JOUR AU - Aldredge, Melissa AU - DuBois, Sarah AU - Mobley, Diane AU - Prejean, Elizabeth AU - Vienne, Margaret IS - 12 PY - 2019 SP - 361-367 ST - Maintaining quality in online learning environments: issues and challenges T2 - Int J Innov Edu Res TI - Maintaining quality in online learning environments: issues and challenges VL - 7 ID - 348 ER - TY - JOUR AU - Alghamdi, Amani K. Hamdan AU - Deraney, Philline M. PY - 2018 SP - 184-194 ST - Teaching Research Skills to Undergraduate Students Using an Active Learning Approach: A Proposed Model for Preparatory-Year Students in Saudi Arabia T2 - The International Journal of Teaching and Learning in Higher Education TI - Teaching Research Skills to Undergraduate Students Using an Active Learning Approach: A Proposed Model for Preparatory-Year Students in Saudi Arabia VL - 30 ID - 133 ER - TY - JOUR AU - Alhitty, Abubaker AU - Shatnawi, Safwan Mahmood PY - 2021 ST - Using E-portfolios for Writing to Promote Students' Self-Regulation T2 - SSRN Electronic Journal TI - Using E-portfolios for Writing to Promote Students' Self-Regulation ID - 80 ER - TY - JOUR AU - Ali, Shamim PY - 2016 SP - 471-480 ST - Authority Relations and Pragmatic Strategies in Disagreement between ESL Learners T2 - International journal of humanities and social sciences TI - Authority Relations and Pragmatic Strategies in Disagreement between ESL Learners VL - 1 ID - 225 ER - TY - JOUR AU - Aljraiwi, Seham IS - 3 PY - 2019 SN - 2310-3868 SP - 242-257 ST - Effectiveness of gamification of web-based learning in improving academic achievement and creative thinking among primary school students T2 - International Journal of Education and Practice TI - Effectiveness of gamification of web-based learning in improving academic achievement and creative thinking among primary school students VL - 7 ID - 50 ER - TY - JOUR AU - Allen, Michael W PY - 2018 SP - 42-51 ST - The successive approximation model (SAM): A closer look T2 - Trends and issues in instructional design and technology TI - The successive approximation model (SAM): A closer look VL - 4 ID - 433 ER - TY - BOOK AU - Allen, Michael W AU - Sites, Richard PB - American Society for Training and Development PY - 2012 SN - 1562867113 ST - Leaving ADDIE for SAM: An agile model for developing the best learning experiences TI - Leaving ADDIE for SAM: An agile model for developing the best learning experiences ID - 418 ER - TY - JOUR AU - Allen, W Clayton IS - 4 PY - 2006 SN - 1523-4223 SP - 430-441 ST - Overview and evolution of the ADDIE training system T2 - Advances in Developing Human Resources TI - Overview and evolution of the ADDIE training system VL - 8 ID - 426 ER - TY - JOUR AU - Ally, Mohamed AU - Samaka, Mohammed IS - 2 PY - 2013 SN - 1492-3831 SP - 14-27 ST - Open education resources and mobile technology to narrow the learning divide T2 - International Review of Research in Open and Distributed Learning TI - Open education resources and mobile technology to narrow the learning divide VL - 14 ID - 358 ER - TY - CONF AU - Almazyad, Reem AU - Alqarawy, Meshael PB - Association for the Advancement of Computing in Education (AACE) PY - 2020 SN - 1939797489 SP - 544-547 ST - The Design of Dick and Carey Model T2 - Society for Information Technology & Teacher Education International Conference TI - The Design of Dick and Carey Model ID - 363 ER - TY - JOUR AU - Almelhi, Abdullah M IS - 2 PY - 2021 SN - 1916-4742 SP - 20-36 ST - Effectiveness of the ADDIE Model within an E-Learning Environment in Developing Creative Writing in EFL Students T2 - English Language Teaching TI - Effectiveness of the ADDIE Model within an E-Learning Environment in Developing Creative Writing in EFL Students VL - 14 ID - 432 ER - TY - JOUR AB - Purpose Gamification is the application of game features, mainly video game elements, into non-game context for the purpose of promoting motivation and engagement in learning. The application of gamification in a pedagogical context provides some remedy for many students who find themselves alienated by traditional methods of instruction. The use of gamification could provide a partial solution to the decline in learners’ motivation and engagement the schooling system is facing today. Specifically, the college environment could benefit a lot from gamifying not only their graduate recruitment strategies, but also the college course content and curricula. This critical analysis of literature on gamification is intended to be part of a sequence on the effect of gamification on motivation and engagement. A proposed methodology in the study of gamification effect on motivation and engagement in addition to an empirical study on three college courses are being finalized to complete this trilogy. The paper aims to discuss these issues. Design/methodology/approach Themes covered in the literature review include: conceptualizing gamification, advantages of gamification over game-based learning, theoretical connections to gamification, motivation and engagement, connecting gamification to motivation and engagement, emotions and fun in gamification, player types and gamification features, gamification in action, and implementation guidelines. Findings The literature on the effect of gamification on motivation and gamification is still limited on multiple levels. There is a gap between theory and practice in the study of gamification. There is limited literature on the implementation guidelines of the gamified designs. Practical implications This critical analysis of literature is followed by connecting it to future research by the same author as part of a sequence on the effect of gamification on motivation and engagement. The second project, will be proposing a methodology for any successful design to provide a holistic understanding of the topic of gamification. Finally, an empirical study on the effect of gamification on students’ motivation and engagement in three college courses will be submitted to complete the trilogy. Originality/value This paper is a literature review, so there is a strong connection to literature on this topic. However, the synthesis of the themes and ideas are original. The literature review is extensive and covers the different aspects of the topic of gamification and its relationship to motivation and engagement. AU - Alsawaier, Raed S. DO - 10.1108/IJILT-02-2017-0009 IS - 1 PY - 2018 SN - 2056-4880 SP - 56-79 ST - The effect of gamification on motivation and engagement T2 - The International Journal of Information and Learning Technology TI - The effect of gamification on motivation and engagement UR - https://doi.org/10.1108/IJILT-02-2017-0009 VL - 35 Y2 - 2022/02/17 ID - 32 ER - TY - JOUR AU - AlTameemy, Farooq A AU - Alrefaee, Yasser AU - Alalwi, Fahd Shehail IS - 6.2 PY - 2020 ST - Using blackboard as a tool of e-assessment in testing writing skill in Saudi Arabia T2 - Asian ESP TI - Using blackboard as a tool of e-assessment in testing writing skill in Saudi Arabia VL - 16 ID - 304 ER - TY - JOUR AU - Altan, Mustafa Zülküf AU - Trombly, Christopher Edmund PY - 2001 SP - 28-35 ST - Creating a Learner-Centered Teacher Education Program T2 - The Forum TI - Creating a Learner-Centered Teacher Education Program VL - 39 ID - 322 ER - TY - JOUR AB - Purpose The purpose was to address the role of libraries in the worst-case scenario, with specific reference of developing countries like Pakistan. Design/methodology/approach The paper is based on the author's observations, readings, and personal communications with colleagues Findings The paper provides a viewpoint on how a developing country like Pakistan has been dealing with the situation and highlights the opportunities provided by this unusual situation. It highlights that various stakeholders have realized the need to bridge the digital divide in order to meet future challenges. Practical implications The paper is limited generally to developing countries and specifically to Pakistan. It establishes the dire need for innovative approaches in library services to meet the seen and unforeseen challenges. If suggestions are considered, then the libraries may be in a better position to serve under challenging circumstances. Originality/value This is an original work written to address the worst-case scenario of a developing country. AU - Ameen, Kanwal DO - 10.1108/LM-01-2021-0008 IS - 4/5 PY - 2021 SN - 0143-5124 SP - 302-304 ST - COVID-19 pandemic and role of libraries T2 - Library Management TI - COVID-19 pandemic and role of libraries UR - https://doi.org/10.1108/LM-01-2021-0008 VL - 42 Y2 - 2022/11/22 ID - 337 ER - TY - JOUR AU - Ammar, Ahlem AU - Spada, Nina IS - 4 PY - 2006 SN - 1470-1545 SP - 543-574 ST - One size fits all?: Recasts, prompts, and L2 learning T2 - Studies in second language acquisition TI - One size fits all?: Recasts, prompts, and L2 learning VL - 28 ID - 177 ER - TY - JOUR AU - An, Yunjo IS - 2 PY - 2020 SP - 62-69 ST - Designing Effective Gamified Learning Experiences T2 - International Journal of Technology in Education TI - Designing Effective Gamified Learning Experiences VL - 3 ID - 391 ER - TY - JOUR AU - Andhini, Allyza Bunga AU - Sakti, Asri Wibawa IS - 2 PY - 2021 SN - 2776-5970 SP - 393-398 ST - Impact of Distance Learning on Reading and Writing Ability in Elementary School Students T2 - Indonesian Journal of Multidiciplinary Research TI - Impact of Distance Learning on Reading and Writing Ability in Elementary School Students VL - 1 ID - 54 ER - TY - JOUR AU - Andrade, Heidi Goodrich AU - Du, Ying AU - Wang, Xiaolei PY - 2008 SP - 3-13 ST - Putting Rubrics to the Test: The Effect of a Model, Criteria Generation, and Rubric‐Referenced Self‐Assessment on Elementary School Students' Writing T2 - Educational Measurement: Issues and Practice TI - Putting Rubrics to the Test: The Effect of a Model, Criteria Generation, and Rubric‐Referenced Self‐Assessment on Elementary School Students' Writing VL - 27 ID - 227 ER - TY - JOUR AU - Anggraini, Siti Wahyu Puji AU - Lume, Lume IS - 1 PY - 2021 SN - 2621-1378 SP - 77-84 ST - The effectiveness of using chronological paragraph strategy toward students’ writing skill T2 - Journal of Languages and Language Teaching TI - The effectiveness of using chronological paragraph strategy toward students’ writing skill VL - 9 ID - 238 ER - TY - JOUR AU - Anggrawan, Anthony AU - Jihadil, Qudsi S. PY - 2018 SP - 1-4 ST - Comparative Analysis of Online E-Learning and Face To Face Learning: An Experimental Study T2 - 2018 Third International Conference on Informatics and Computing (ICIC) TI - Comparative Analysis of Online E-Learning and Face To Face Learning: An Experimental Study ID - 174 ER - TY - JOUR AU - Annamalai, Subashini IS - 8 PY - 2016 SN - 2180-1843 SP - 57-60 ST - Implementing ARCS model to design a motivating multimedia e-book for polytechnic ESL classroom T2 - Journal of Telecommunication, Electronic and Computer Engineering TI - Implementing ARCS model to design a motivating multimedia e-book for polytechnic ESL classroom VL - 8 ID - 442 ER - TY - JOUR AU - Anthuis, Michelle PY - 2014 ST - The effect of extrinsic rewards and intrinsic motivation on student reading and learning TI - The effect of extrinsic rewards and intrinsic motivation on student reading and learning ID - 403 ER - TY - JOUR AU - Archambault, Leanna AU - Leary, Heather AU - Rice, Kerry DA - 2022/07/03 DO - 10.1080/00461520.2022.2051513 IS - 3 PY - 2022 SN - 0046-1520 SP - 178-191 ST - Pillars of online pedagogy: A framework for teaching in online learning environments T2 - Educational Psychologist TI - Pillars of online pedagogy: A framework for teaching in online learning environments UR - https://doi.org/10.1080/00461520.2022.2051513 VL - 57 ID - 328 ER - TY - JOUR AU - Arkün, Selay AU - Akkoyunlu, Buket PY - 2008 SN - 1576-4990 SP - 1-19 ST - A Study on the development process of a multimedia learning environment according to the ADDIE model and students’ opinions of the multimedia learning environment T2 - Interactive Educational Multimedia TI - A Study on the development process of a multimedia learning environment according to the ADDIE model and students’ opinions of the multimedia learning environment ID - 430 ER - TY - JOUR AU - Astin, Alexander W IS - 4 PY - 1984 SP - 297-308 ST - Student involvement: A developmental theory for higher education T2 - Journal of college student personnel TI - Student involvement: A developmental theory for higher education VL - 25 ID - 398 ER - TY - JOUR AU - Atmojo, Arief Eko Priyo PY - 2017 SP - 28 ST - A Correlational Study Between Sentence Structure Mastery, Self-Esteem, and Reading Skill and its Contribution in Lesson Plan Development T2 - English in Education TI - A Correlational Study Between Sentence Structure Mastery, Self-Esteem, and Reading Skill and its Contribution in Lesson Plan Development VL - 6 ID - 209 ER - TY - CONF AU - Ayan, Erdal AU - Seferoğlu, Süleyman Sadi PY - 2017 ST - Using Etherpad for Online Collaborative Writing Activities and Learners with Different Language Learning Strategies TI - Using Etherpad for Online Collaborative Writing Activities and Learners with Different Language Learning Strategies ID - 252 ER - TY - JOUR AU - Ayana, Haimanot AU - Seyoum, Getachew AU - Egere, Teshome PY - 2017 SP - 59-66 ST - Teachers practices and beliefs regarding peer assessment in L2 writing classrooms at Jimma town, South-Western Ethiopia T2 - Journal of Languages and Culture TI - Teachers practices and beliefs regarding peer assessment in L2 writing classrooms at Jimma town, South-Western Ethiopia VL - 8 ID - 446 ER - TY - JOUR AU - Aziz, Muhammad Noor Abdul AU - Yusoff, Nurahimah Mohd. PY - 2016 SP - 200-204 ST - Improving Process Writing with the Use Authentic Assessment T2 - International Journal of Evaluation and Research in Education TI - Improving Process Writing with the Use Authentic Assessment VL - 5 ID - 245 ER - TY - CONF AU - Azmi, S. AU - Iahad, N. A. AU - Ahmad, N. DA - 10-12 Oct. 2016 DO - 10.1109/IC3e.2016.8009050 PY - 2016 SP - 112-115 ST - Attracting students' engagement in programming courses with gamification T2 - 2016 IEEE Conference on e-Learning, e-Management and e-Services (IC3e) TI - Attracting students' engagement in programming courses with gamification ID - 20 ER - TY - JOUR AB - This study explored patterns in L2 writing development by focusing on one of the linguistic features of texts (fluency) from a complex dynamic systems perspective. It investigated whether two English-as-a-foreign-language university students would experience discontinuous change (phase transition) in their writing fluency through repetition of a timed writing task. The students performed the task along with reflective writing once a week throughout the school year (30 times). Phase transitions were assessed against four criteria: sudden jumps, anomalous variance, divergence, and qualitative change in the attractor. The results suggest that both students underwent at least one phase transition. The findings imply the existence of “supra” patterns that could be revealed by longitudinal, multiple-type observation. AU - Baba, Kyoko AU - Nitta, Ryo DO - https://doi.org/10.1111/lang.12033 IS - 1 PY - 2014 SN - 0023-8333 SP - 1-35 ST - Phase Transitions in Development of Writing Fluency From a Complex Dynamic Systems Perspective T2 - Language Learning TI - Phase Transitions in Development of Writing Fluency From a Complex Dynamic Systems Perspective UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/lang.12033 VL - 64 ID - 237 ER - TY - JOUR AU - Bae, Jungok AU - Lee, Yae-Sheik DA - 2012/10/01 DO - 10.1080/15434303.2012.721424 IS - 4 PY - 2012 SN - 1543-4303 SP - 348-374 ST - Evaluating the Development of Children's Writing Ability in an EFL Context T2 - Language Assessment Quarterly TI - Evaluating the Development of Children's Writing Ability in an EFL Context UR - https://doi.org/10.1080/15434303.2012.721424 VL - 9 ID - 97 ER - TY - JOUR AU - Bakeer, Aida M IS - 5 PY - 2018 SP - 45-53 ST - Effects of information and communication technology and social media in developing students’ writing skill: A case of Al-Quds Open University T2 - International Journal of Humanities and Social Science TI - Effects of information and communication technology and social media in developing students’ writing skill: A case of Al-Quds Open University VL - 8 ID - 244 ER - TY - WEB AU - Barbeau, Elise PY - 2017 ST - Writing a Three-Paragraph Essay TI - Writing a Three-Paragraph Essay UR - https://www.citethisforme.com/blog/2017/10/13/writing-three-paragraph-essay ID - 65 ER - TY - JOUR AU - Barkaoui, Khaled PY - 2007 SN - 1925-8917 SP - 81-92 ST - Revision in second language writing: What teachers need to know T2 - TESL Canada Journal TI - Revision in second language writing: What teachers need to know ID - 44 ER - TY - BOOK AU - Bates, Linda PB - Cambridge University Press PY - 1998 SN - 0521657822 ST - Transitions: An interactive reading, writing, and grammar text TI - Transitions: An interactive reading, writing, and grammar text ID - 241 ER - TY - JOUR AU - Baturay, Meltem Huri IS - 34 PY - 2008 SP - 471-482 ST - Characteristics of basic instructional design models T2 - Ekev Academic Review TI - Characteristics of basic instructional design models VL - 12 ID - 416 ER - TY - JOUR AU - Beaudrie, Sara M. 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TI - The effect of flipped learning on EFL students' writing performance, autonomy, and motivation VL - 26 ID - 82 ER - TY - JOUR AU - Challob, Alaá Ismael AU - Bakar, Nadzrah Abu AU - Latif, Hafizah PY - 2016 SP - 253-265 ST - The Influence of Blended Learning on EFL Students' Writing Apprehension and Writing Performance: A Qualitative Case Study T2 - European Journal of Multidisciplinary Studies TI - The Influence of Blended Learning on EFL Students' Writing Apprehension and Writing Performance: A Qualitative Case Study VL - 1 ID - 134 ER - TY - JOUR AU - Chan, Sang PY - 2010 SP - 26-39 ST - Designing an Online Class Using a Constructivist Approach T2 - Journal of Adult Education TI - Designing an Online Class Using a Constructivist Approach VL - 39 ID - 119 ER - TY - JOUR AU - Chang, Shao‐Chen AU - Hsu, Ting-Chia AU - Jong, Morris Siu Yung PY - 2020 ST - Integration of the peer assessment approach with a virtual reality design system for learning earth science T2 - Comput. Educ. TI - Integration of the peer assessment approach with a virtual reality design system for learning earth science VL - 146 ID - 115 ER - TY - JOUR AU - Chans, Guillermo M. AU - Castro, Mayorga PY - 2021 SP - 132 ST - Gamification as a Strategy to Increase Motivation and Engagement in Higher Education Chemistry Students T2 - Comput. TI - Gamification as a Strategy to Increase Motivation and Engagement in Higher Education Chemistry Students VL - 10 ID - 95 ER - TY - JOUR AU - Chen, Pei-Zhen AU - Chang, Ting-Chieh AU - Wu, Ching Lin Sally PY - 2020 SP - 100664 ST - Effects of gamified classroom management on the divergent thinking and creative tendency of elementary students T2 - Thinking Skills and Creativity TI - Effects of gamified classroom management on the divergent thinking and creative tendency of elementary students VL - 36 ID - 141 ER - TY - JOUR AU - Christina, Flora IS - 1 PY - 2021 SN - 2721-6985 SP - 47-56 ST - Correlating vocabulary and sentence structure mastery to students’ writing skill in descriptive text T2 - Journal of English Language Teaching and Cultural Studies TI - Correlating vocabulary and sentence structure mastery to students’ writing skill in descriptive text VL - 4 ID - 61 ER - TY - JOUR AU - Clavito, Joanna Marie AU - SAMOSA, RESTY SN - 2643-9670 ST - Gamification as an Innovative Strategy to Improve Learners' Writing Skills TI - Gamification as an Innovative Strategy to Improve Learners' Writing Skills ID - 52 ER - TY - CONF AU - Coetzee, Derrick AU - Fox, Armando AU - Hearst, Marti A AU - Hartmann, Bjoern PY - 2014 SP - 127-136 ST - Chatrooms in MOOCs: all talk and no action T2 - Proceedings of the first ACM conference on Learning@ scale conference TI - Chatrooms in MOOCs: all talk and no action ID - 351 ER - TY - JOUR AU - Cole, Andrew W. AU - Lennon, Lauren AU - Weber, Nicole L. DA - 2021/07/04 DO - 10.1080/10494820.2019.1619593 IS - 5 PY - 2021 SN - 1049-4820 SP - 866-880 ST - Student perceptions of online active learning practices and online learning climate predict online course engagement T2 - Interactive Learning Environments TI - Student perceptions of online active learning practices and online learning climate predict online course engagement UR - https://doi.org/10.1080/10494820.2019.1619593 VL - 29 ID - 17 ER - TY - JOUR AU - Collins, James L. AU - Lee, Jaekyung AU - Fox, Jeffery D. AU - Madigan, Timothy P. PY - 2017 SP - 311-332 ST - Bringing Together Reading and Writing: An Experimental Study of Writing Intensive Reading Comprehension in Low‐Performing Urban Elementary Schools T2 - Reading Research Quarterly TI - Bringing Together Reading and Writing: An Experimental Study of Writing Intensive Reading Comprehension in Low‐Performing Urban Elementary Schools VL - 52 ID - 163 ER - TY - JOUR AU - Comer, Denise AU - Clark, Charlotte R. AU - Canelas, Dorian A. PY - 2014 SP - 26-82 ST - Writing to learn and learning to write across the disciplines: Peer-to-peer writing in introductory-level MOOCs T2 - The International Review of Research in Open and Distributed Learning TI - Writing to learn and learning to write across the disciplines: Peer-to-peer writing in introductory-level MOOCs VL - 15 ID - 451 ER - TY - CONF AU - Connell, James Patrick AU - Wellborn, James G. PY - 1991 ST - Competence, autonomy, and relatedness: A motivational analysis of self-system processes TI - Competence, autonomy, and relatedness: A motivational analysis of self-system processes ID - 408 ER - TY - JOUR AU - Corry, Michael AU - Carlson-Bancroft, Angela PY - 2014 ST - Transforming and Turning around Low-Performing Schools: The Role of Online Learning T2 - Journal of Educators Online TI - Transforming and Turning around Low-Performing Schools: The Role of Online Learning VL - 11 ID - 280 ER - TY - JOUR AU - Cothran, Donetta J AU - Ennis, Catherine D. PY - 2000 SP - 106-117 ST - Building Bridges to Student Engagement: Communicating Respect and Care for Students in Urban High Schools T2 - Journal of research and development in education TI - Building Bridges to Student Engagement: Communicating Respect and Care for Students in Urban High Schools VL - 33 ID - 410 ER - TY - BOOK AU - Cottrell, Stella PB - Bloomsbury Publishing PY - 2017 SN - 1350314676 ST - Critical thinking skills: Effective analysis, argument and reflection TI - Critical thinking skills: Effective analysis, argument and reflection ID - 259 ER - TY - JOUR AU - Craig, Iain D IS - 2 PY - 1988 SN - 1573-7462 SP - 103-118 ST - Blackboard systems T2 - Artificial Intelligence Review TI - Blackboard systems VL - 2 ID - 303 ER - TY - JOUR AB - Abstract Instructional design is at the heart of each educational endeavour. This process revolves around the steps through which the thoughtful productions of superior products are created. The ADDIE generic instructional design model emphasises five basic steps within the instructional design process: analyse, design, develop, implement and evaluate. The simplistic nature of the ADDIE model, including the ease of application and possibilities towards the cyclical features of the process, enable a more holistic overview of the instructional design process. The Eternal, Synergistic Design Model emphasises the non-linear nature of the instructional design process. The continuous design and development focuses upon the core evaluation of the product, wherein the Pareto principle emphasises the feedback related to the 20% of difficulties while maintaining an eye upon the 80% neutral and positive aspects of the product. AU - Crawford, Caroline DO - https://doi.org/10.1111/j.0007-1013.2004.00400.x IS - 4 PY - 2004 SN - 0007-1013 SP - 413-420 ST - Non-linear instructional design model: eternal, synergistic design and development T2 - British Journal of Educational Technology TI - Non-linear instructional design model: eternal, synergistic design and development UR - https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1111/j.0007-1013.2004.00400.x VL - 35 ID - 415 ER - TY - CONF AU - Crossley, Scott AU - McNamara, Danielle M1 - 33 PY - 2011 ST - Text coherence and judgments of essay quality: Models of quality and coherence T2 - Proceedings of the Annual Meeting of the Cognitive Science Society TI - Text coherence and judgments of essay quality: Models of quality and coherence VL - 33 ID - 236 ER - TY - JOUR AU - Cuéllar, Marco Tulio Artunduaga PY - 2013 SP - 11-35 ST - Process Writing and the Development of Grammatical Competence T2 - HOW TI - Process Writing and the Development of Grammatical Competence VL - 20 ID - 160 ER - TY - JOUR AB - Nowadays, online learning has become a popular option for students because of its flexibility and more online programs are customized to students’ needs. Among all the factors that affect students’ online learning experience, social presence is worth much study considering the asynchronous nature of online learning and communication issues between online instructors and students. This paper reviews the origin, major definitions of social presence and research studies throughout history. Authors also document arguments of the optimal amount of social presence and provide instructional design suggestions for the development of online social presence. Further trends for social presence studies are also proposed at the end of the article. AU - Cui, Guoqiang AU - Lockee, Barbara AU - Meng, Cuiqing DA - 2013/12/01 DO - 10.1007/s10639-012-9192-1 IS - 4 PY - 2013 SN - 1573-7608 SP - 661-685 ST - Building modern online social presence: A review of social presence theory and its instructional design implications for future trends T2 - Education and Information Technologies TI - Building modern online social presence: A review of social presence theory and its instructional design implications for future trends UR - https://doi.org/10.1007/s10639-012-9192-1 VL - 18 ID - 354 ER - TY - JOUR AB - Many approaches, models and frameworks exist when designing quality online learning environments. These approaches assist and guide instructional designers through the process of analysis, design, development, implementation and evaluation of instructional processes. Some of these frameworks are concerned with student participation, some with motivation and some with student success. All these variables affect active participation and engagement of the student to some degree but the main concern is how to design online instruction conducive to high level of engagement. Therefore, this paper presents an instructional design framework along with a set of strategies that could be used to foster learner engagement in online learning. This framework is result of an extensive literature review on student engagement and is aimed at summarizing the results in a cohesive way for online instructors. For e-learning design and development to be successful online designers and instructors need better approaches to increasing student engagement and its authors hope that proposed framework provides such an approach. AU - Czerkawski, Betul C. AU - Lyman, Eugene W. DA - 2016/11/01 DO - 10.1007/s11528-016-0110-z IS - 6 PY - 2016 SN - 1559-7075 SP - 532-539 ST - An Instructional Design Framework for Fostering Student Engagement in Online Learning Environments T2 - TechTrends TI - An Instructional Design Framework for Fostering Student Engagement in Online Learning Environments UR - https://doi.org/10.1007/s11528-016-0110-z VL - 60 ID - 34 ER - TY - JOUR AU - D'Andrea, Leticia Pires PY - 2011 ST - Using writing to develop communicative competence in the foreign language classroom T2 - BELT - Brazilian English Language Teaching Journal TI - Using writing to develop communicative competence in the foreign language classroom VL - 1 ID - 72 ER - TY - JOUR AU - D'On Jones, Cindy AU - Reutzel, D. Ray AU - Fargo, Jamison D. PY - 2010 SP - 327 - 341 ST - Comparing Two Methods of Writing Instruction: Effects on Kindergarten Students’ Reading Skills T2 - The Journal of Educational Research TI - Comparing Two Methods of Writing Instruction: Effects on Kindergarten Students’ Reading Skills VL - 103 ID - 207 ER - TY - JOUR AU - Daffern, Tessa AU - Mackenzie, Noella AU - Hemmings, Brian PY - 2017 SP - 75 - 87 ST - Predictors of writing success: How important are spelling, grammar and punctuation? T2 - Australian Journal of Education TI - Predictors of writing success: How important are spelling, grammar and punctuation? VL - 61 ID - 220 ER - TY - JOUR AU - Davies, Wyn AU - Stevens, Matt PY - 2019 ST - The Importance of Critical Thinking and How to Measure It T2 - Retrieved from Pearson TalentLens website: https://www. talentlens. co. uk/wpcontent/uploads/sites/5/The-Importance-of-Critical-Thinking-and-How-to-Measure-It_UK_Final. pdf TI - The Importance of Critical Thinking and How to Measure It ID - 28 ER - TY - JOUR AU - de Jong, Nynke AU - Verstegen, Daniëlle M. L. AU - Tan, F. E. S. AU - O’Connor, Stephen J. PY - 2013 SP - 245 - 264 ST - A comparison of classroom and online asynchronous problem-based learning for students undertaking statistics training as part of a Public Health Masters degree T2 - Advances in Health Sciences Education TI - A comparison of classroom and online asynchronous problem-based learning for students undertaking statistics training as part of a Public Health Masters degree VL - 18 ID - 71 ER - TY - BOOK AU - Debasish, Sathya Swaroop PB - PHI Learning Pvt. Ltd. PY - 2009 SN - 8120337298 ST - Business communication TI - Business communication ID - 195 ER - TY - JOUR AB - Abstract The purpose of this study is to examine the impact of the use of an online discussion board as an assessment item on students learning performance in relation to group work based on Social Learning Theory. The study uses survey questionnaires at the beginning and end of semester together with student grade information. The data analysis consists of (1) a regression analysis to explore the relationship between student interaction and performance and (2) a repeated measures ANOVA to explore changes in attitude and perceived encouragement. Student's perceptions at the outset were found to be important as was the use of the online discussion board as a learning tool even when it is not assessed. Further, students' attitude to the online discussion board improved through the semester however the online assessment task did not encourage domestic students to be more engaged in group-based activities. In contrast, international students were more encouraged to participate in group-based activities at the end of the semester. The study has implications for online group activities in education. AU - Delaney, Deborah AU - Kummer, Tyge-F. AU - Singh, Kishore DO - https://doi.org/10.1111/bjet.12614 IS - 2 PY - 2019 SN - 0007-1013 SP - 902-920 ST - Evaluating the impact of online discussion boards on student engagement with group work T2 - British Journal of Educational Technology TI - Evaluating the impact of online discussion boards on student engagement with group work UR - https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12614 VL - 50 ID - 350 ER - TY - JOUR AU - Dewi, Ema Wilianti AU - Nurkamto, Joko AU - Drajati, Nur Arifah PY - 2019 ST - EXPLORING PEER-ASSESSMENT PRACTICE IN GRADUATE STUDENTS� ACADEMIC WRITING T2 - LLT Journal: A Journal on Language and Language Teaching TI - EXPLORING PEER-ASSESSMENT PRACTICE IN GRADUATE STUDENTS� ACADEMIC WRITING ID - 114 ER - TY - JOUR AU - Dhawan, Shivangi IS - 1 PY - 2020 SN - 0047-2395 SP - 5-22 ST - Online learning: A panacea in the time of COVID-19 crisis T2 - Journal of educational technology systems TI - Online learning: A panacea in the time of COVID-19 crisis VL - 49 ID - 298 ER - TY - CONF AU - Dicheva, Darina AU - Irwin, Keith AU - Dichev, Christo AU - Talasila, Swapna PB - IEEE PY - 2014 SN - 1479957399 SP - 1-4 ST - A course gamification platform supporting student motivation and engagement T2 - 2014 International Conference on Web and Open Access to Learning (ICWOAL) TI - A course gamification platform supporting student motivation and engagement ID - 392 ER - TY - JOUR AU - Domínguez, Adrián AU - Saenz-de-Navarrete, Joseba AU - De-Marcos, Luis AU - Fernández-Sanz, Luis AU - Pagés, Carmen AU - Martínez-Herráiz, José-Javier PY - 2013 SN - 0360-1315 SP - 380-392 ST - Gamifying learning experiences: Practical implications and outcomes T2 - Computers & education TI - Gamifying learning experiences: Practical implications and outcomes VL - 63 ID - 378 ER - TY - CONF AU - Dorling, Alec AU - McCaffery, Fergal PY - 2012 ST - The Gamification of SPICE T2 - SPICE TI - The Gamification of SPICE ID - 150 ER - TY - CONF AU - Drljača, Dalibor AU - Latinović, Branko AU - Stanković, Željko AU - Cvetković, Dragan PY - 2017 SP - 242-247 ST - ADDIE model for development of e-courses T2 - Documento procedente de la International Scientific Conference on Information Technology and Data Related Research SINTEZA [Internet] TI - ADDIE model for development of e-courses ID - 423 ER - TY - JOUR AB - As the popularity of online education continues to rise, many colleges and universities are interested in how to best deliver course content for online learners. This study explores the ways in which taking courses through an online medium impacts student engagement, utilizing data from the National Survey of Student Engagement. Data was analyzed using a series of ordinary least squares regression models, also controlling for relevant student and institutional characteristics. The results indicated numerous significant relationships between taking online courses and student engagement for both first-year students and seniors. Those students taking greater numbers of online courses were more likely to engage in quantitative reasoning. However, they were less likely to engage in collaborative learning, student-faculty interactions, and discussions with diverse others, compared to their more traditional classroom counterparts. The students with greater numbers of online courses also reported less exposure to effective teaching practices and lower quality of interactions. The relationship between these engagement indicators and the percentage of classes taken online suggests that an online environment might benefit certain types of engagement, but may also be somewhat of a deterrent to others. Institutions should consider these findings when designing online course content, and encourage faculty to contemplate ways of encouraging student engagement across a variety of delivery types. AU - Dumford, Amber D. AU - Miller, Angie L. DA - 2018/12/01 DO - 10.1007/s12528-018-9179-z IS - 3 PY - 2018 SN - 1867-1233 SP - 452-465 ST - Online learning in higher education: exploring advantages and disadvantages for engagement T2 - Journal of Computing in Higher Education TI - Online learning in higher education: exploring advantages and disadvantages for engagement UR - https://doi.org/10.1007/s12528-018-9179-z VL - 30 ID - 349 ER - TY - JOUR AU - Duron, Robert AU - Limbach, Barbara AU - Waugh, Wendy IS - 2 PY - 2006 SP - 160-166 ST - Critical thinking framework for any discipline T2 - International Journal of Teaching and Learning in Higher Education TI - Critical thinking framework for any discipline VL - 17 ID - 106 ER - TY - JOUR AU - Durst, Russel K. PY - 1987 ST - Cognitive and Linguistic Demands of Analytic Writing T2 - Research in The Teaching of English TI - Cognitive and Linguistic Demands of Analytic Writing VL - 21 ID - 214 ER - TY - JOUR AU - Dynan, Linda AU - Cate, Tom PY - 2009 SP - 64-86 ST - The Impact of Writing Assignments on Student Learning: Should Writing Assignments Be Structured or Unstructured? T2 - International Review of Economics Education TI - The Impact of Writing Assignments on Student Learning: Should Writing Assignments Be Structured or Unstructured? VL - 8 ID - 166 ER - TY - JOUR AU - Easley, David AU - Ghosh, Arpita IS - 3 PY - 2016 SN - 2167-8375 SP - 1-26 ST - Incentives, gamification, and game theory: an economic approach to badge design T2 - ACM Transactions on Economics and Computation (TEAC) TI - Incentives, gamification, and game theory: an economic approach to badge design VL - 4 ID - 379 ER - TY - JOUR AU - Elboshi, Atif PY - 2021 SP - 66 ST - Web-Enhanced Peer Feedback in ESL Writing Classrooms A Literature Review T2 - English Language Teaching TI - Web-Enhanced Peer Feedback in ESL Writing Classrooms A Literature Review VL - 14 ID - 92 ER - TY - BOOK AU - Elder, Linda AU - Paul, Richard PB - Rowman & Littlefield PY - 2019 SN - 1538133768 ST - The aspiring thinker's guide to critical thinking TI - The aspiring thinker's guide to critical thinking ID - 29 ER - TY - CONF AU - Elfiyanto, Sonny PY - 2020 ST - The Effect of Peer Assessment on Students’ Performance in Writing Narrative Essays TI - The Effect of Peer Assessment on Students’ Performance in Writing Narrative Essays ID - 443 ER - TY - JOUR AB - Abstract The authors developed a digital spelling game to promote children's early literacy skills. Based on the dual-coding theory, the authors studied the benefits of auditory support alone versus auditory+visual support. Children played the game in three conditions: no support, hearing the whole word; auditory-only support, hearing a word segmented; and auditory+visual support, hearing the word segmented together with seeing the highlighted position of the letters. The participants were 129 Hebrew-speaking children (mean age = 5.7 years) from five preschools located in low–socioeconomic status neighborhoods. Children were randomly divided into one of the four groups (the three intervention conditions and a comparison group that did not play the game but watched electronic books). Children in each of the four groups participated in eight 20-minute sessions over the course of one month (two sessions per week). Children's letter knowledge (letter names and sounds), phonological awareness (word segmentation), word spelling, and word decoding were assessed before and after the intervention. Children's visuomotor and oral skills were assessed and controlled for in the analyses. Generalized estimating equations regressions showed that the auditory+visual support and auditory-only support groups scored higher on the posttest than the no-support and comparison groups in letter knowledge, phonological awareness, word spelling, and word decoding. The no-support group scored higher than the comparison group only in letter knowledge. The authors highlight ways for promoting children's understanding of the writing system and demonstrate the effectiveness of a computerized game adapted to the orthography in promoting basic early literacy skills. AU - Elimelech, Adi AU - Aram, Dorit DO - https://doi.org/10.1002/rrq.264 IS - 2 PY - 2020 SN - 0034-0553 SP - 235-250 ST - Using a Digital Spelling Game for Promoting Alphabetic Knowledge of Preschoolers: The Contribution of Auditory and Visual Supports T2 - Reading Research Quarterly TI - Using a Digital Spelling Game for Promoting Alphabetic Knowledge of Preschoolers: The Contribution of Auditory and Visual Supports UR - https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/rrq.264 VL - 55 ID - 101 ER - TY - JOUR AU - Ennis, Robert IS - 2 PY - 2011 SP - 5-19 ST - Critical thinking: Reflection and perspective Part II T2 - Inquiry: Critical thinking across the Disciplines TI - Critical thinking: Reflection and perspective Part II VL - 26 ID - 256 ER - TY - BOOK AU - Ennis, Robert Hugh AU - Millman, Jason AU - Tomko, Thomas Norbert PB - Critical Thinking Company PY - 2005 SN - 0894552880 ST - Cornell Critical Thinking Tests Levels X & Level Z Manual TI - Cornell Critical Thinking Tests Levels X & Level Z Manual ID - 117 ER - TY - MPCT AU - Enrico, Rick DA - Oct 8 PY - 2015 ST - QuickTips: Brainstorming Techniques TI - QuickTips: Brainstorming Techniques UR - https://youtu.be/2bNvs_qElIw ID - 63 ER - TY - JOUR AU - Evans, Michael AU - Fisher, Linda PY - 2005 SP - 173 - 192 ST - Measuring gains in pupils’ foreign language competence as a result of participation in a school exchange visit: the case of Y9 pupils at three comprehensive schools in the UK T2 - Language Teaching Research TI - Measuring gains in pupils’ foreign language competence as a result of participation in a school exchange visit: the case of Y9 pupils at three comprehensive schools in the UK VL - 9 ID - 164 ER - TY - JOUR AU - Facione, Peter A PY - 1990 ST - The California Critical Thinking Skills Test--College Level. Technical Report# 4. Interpreting the CCTST, Group Norms, and Sub-Scores TI - The California Critical Thinking Skills Test--College Level. Technical Report# 4. Interpreting the CCTST, Group Norms, and Sub-Scores ID - 278 ER - TY - JOUR AU - Faize, Fayyaz Ahmad AU - Nawaz, Muhammad IS - 4 PY - 2020 SN - 2304-070X SP - 495-507 ST - Evaluation and Improvement of students' satisfaction in online learning during COVID-19 T2 - Open Praxis TI - Evaluation and Improvement of students' satisfaction in online learning during COVID-19 VL - 12 ID - 13 ER - TY - CONF AU - Faradhibah, Ratu Nur AU - Nur, Nur PY - 2017 ST - Analyzing Students Difficulties in Maintaining their Coherence and Cohesion in Writing Process TI - Analyzing Students Difficulties in Maintaining their Coherence and Cohesion in Writing Process ID - 233 ER - TY - JOUR AB - Purpose The purpose of this paper is to identify the types of interruptions learners experience during online training and their effects on learning. Design/methodology/approach An internet-based survey was distributed to individuals who experienced interruptions during e-learning to uncover common characteristics. A conceptual framework relating interruption characteristics to self-regulatory facets of learning is discussed. Findings The study reveals that e-learners experience computer malfunctions, supervisors and family/friends as common sources of interruptions. The survey also reveals that interruptions are occasionally self-generated. Originality/value This paper synthesizes the interruption and self-regulated learning literatures and provides a framework for understanding how interruptions affect online learning. This framework can be used by practitioners and scholars for future research and testing interrupted e-learning. AU - Federman, Jessica E. DO - 10.1108/EJTD-10-2018-0100 IS - 5/6 PY - 2019 SN - 2046-9012 SP - 490-504 ST - Interruptions in online training and their effects on learning T2 - European Journal of Training and Development TI - Interruptions in online training and their effects on learning UR - https://doi.org/10.1108/EJTD-10-2018-0100 VL - 43 Y2 - 2022/11/22 ID - 338 ER - TY - JOUR AB - In this overview of Volume 64, Issue 1, of the Journal of Social Issues, we describe why it is important to consider the diversity of student pathways through time and in context and why it is important to focus particularly on youth who defy predictions. We describe the ways in which expectations are formed in statistical analysis and also in real-world education systems and how the structural rigidity inherent in such systems can lead to poor person–environment fit for young people in education or training and to misleading statistical analysis. Our intention is to move beyond analytic approaches that assume “one size fits all” while recognizing both that policy cannot provide fully individualized environments for everyone and that research cannot focus only on the unique characteristics of each individual. By focusing on individuals for whom our models typically do not apply, we highlight the value of research on complex but meaningful patterns of commonality among people, not in terms of the average person or effects, but in terms of coherent, distinct, and relatively homogenous subgroups of people experiencing systematic and consequential differences in their lives and lifepaths. AU - Feinstein, Leon AU - Peck, Stephen C. DO - https://doi.org/10.1111/j.1540-4560.2008.00545.x IS - 1 PY - 2008 SN - 0022-4537 SP - 1-20 ST - Unexpected Pathways Through Education: Why Do Some Students Not Succeed in School and What Helps Others Beat the Odds? T2 - Journal of Social Issues TI - Unexpected Pathways Through Education: Why Do Some Students Not Succeed in School and What Helps Others Beat the Odds? UR - https://spssi.onlinelibrary.wiley.com/doi/abs/10.1111/j.1540-4560.2008.00545.x VL - 64 ID - 178 ER - TY - CONF A3 - Ravenscroft, Andrew A2 - Lindstaedt, Stefanie A2 - Kloos, Carlos Delgado A2 - Hernández-Leo, Davinia AB - This paper discusses the notion of digital competence and its components. It reports on the identification, selection, and analyses of fifteen frameworks for the development of digital competence. Its objective is to understand how digital competence is currently understood and implemented. It develops an overview of the different sub-competences that are currently taken into account and builds a proposal for a common understanding of digital competence. AU - Ferrari, Anusca AU - Punie, Yves AU - Redecker, Christine CY - Berlin, Heidelberg LB - 10.1007/978-3-642-33263-0_7 PB - Springer Berlin Heidelberg PY - 2012 SN - 978-3-642-33263-0 SP - 79-92 ST - Understanding Digital Competence in the 21st Century: An Analysis of Current Frameworks T3 - 21st Century Learning for 21st Century Skills TI - Understanding Digital Competence in the 21st Century: An Analysis of Current Frameworks ID - 6 ER - TY - JOUR AU - Ferri, Fernando AU - Grifoni, Patrizia AU - Guzzo, Tiziana IS - 4 PY - 2020 SN - 2075-4698 SP - 86 ST - Online learning and emergency remote teaching: Opportunities and challenges in emergency situations T2 - Societies TI - Online learning and emergency remote teaching: Opportunities and challenges in emergency situations VL - 10 ID - 335 ER - TY - JOUR AU - Ferris, D PY - 2012 SP - 226-235 ST - Writing instruction T2 - The Cambridge guide to pedagogy and practice in second language teaching TI - Writing instruction ID - 243 ER - TY - CONF AU - Ferry, Victor AU - Sans, Benoît PY - 2014 SP - 96-112 ST - Educating rhetorical consciouness in argumentation T2 - Proceedings of the Sixth Annual Conference of The Canadian Association for the Study of Discourse and Writing TI - Educating rhetorical consciouness in argumentation ID - 262 ER - TY - JOUR AU - Fewkes, Aaron M. AU - McCabe, Mike DA - 2012/03/01 DO - 10.1080/21532974.2012.10784686 IS - 3 PY - 2012 SN - 2153-2974 SP - 92-98 ST - Facebook T2 - Journal of Digital Learning in Teacher Education TI - Facebook UR - https://doi.org/10.1080/21532974.2012.10784686 VL - 28 ID - 340 ER - TY - JOUR AU - Fink, L Dee PY - 1999 ST - Active learning T2 - Instructional Development Program. University of Oklahoma TI - Active learning ID - 16 ER - TY - JOUR AU - Fitria, Dinelti AU - Jamaris AU - Sufyarma PY - 2021 ST - Implementation Of Constructivism Learning Theory In Science T2 - International Journal Of Humanities Education and Social Sciences (IJHESS) TI - Implementation Of Constructivism Learning Theory In Science ID - 121 ER - TY - JOUR AU - Flores, Alfinio AU - Brittain, Carmina DA - 01 Oct. 2003 DO - 10.5951/tcm.10.2.0112 IS - 2 LA - English PY - 2003 SN - 1073-5836 SP - 112-118 ST - Research, Reflection, Practice: Writing to Reflect in a Mathematics Methods Course T2 - Teaching Children Mathematics TI - Research, Reflection, Practice: Writing to Reflect in a Mathematics Methods Course UR - https://pubs.nctm.org/view/journals/tcm/10/2/article-p112.xml VL - 10 ID - 42 ER - TY - JOUR AU - Flores, Jorge Francisco Figueroa IS - 27 PY - 2015 SN - 2013-9144 SP - 32-54 ST - Using gamification to enhance second language learning T2 - Digital Education Review TI - Using gamification to enhance second language learning ID - 51 ER - TY - CHAP AU - Garris, Rosemary AU - Ahlers, Robert AU - Driskell, James E PB - Routledge PY - 2017 SN - 1315243091 SP - 475-501 ST - Games, motivation, and learning: A research and practice model T2 - Simulation in Aviation Training TI - Games, motivation, and learning: A research and practice model ID - 395 ER - TY - JOUR AU - Gawlik-Kobylinska, Małgorzata IS - 3 PY - 2018 SP - 14-21 ST - Reconciling ADDIE and Agile instructional design models—case study T2 - New Trends and Issues Proceedings on Humanities and Social Sciences TI - Reconciling ADDIE and Agile instructional design models—case study VL - 5 ID - 421 ER - TY - JOUR AB - While the effects of gamification have been demonstrated in various fields, research on gamification in the work context is still limited. Gamification can, however, be used as a strategy in companies, for example, to strengthen enjoyment and productivity in the workplace. To investigate this effect, we conducted an online survey with 114 employees that used Habitica, a habit-tracking game, for gamifying their work-related tasks. Qualitative findings demonstrated that participants used work gamification for organization and self-monitoring. This data also illustrated how employees with and without leadership responsibilities used work gamification. Employees without leadership responsibilities used it as a trigger for self-motivation; employees with leadership responsibilities used it to improve their health. Quantitative findings showed positive effects of work gamification on work enjoyment, and on productivity only for employees with leadership responsibilities. Our results underline the importance of taking work-related variables into account when researching work gamification. AU - Gerdenitsch, Cornelia AU - Sellitsch, David AU - Besser, Markus AU - Burger, Sophia AU - Stegmann, Christine AU - Tscheligi, Manfred AU - Kriglstein, Simone DA - 2020/09/01/ DO - https://doi.org/10.1016/j.elerap.2020.100994 KW - Gamification Work gamification Gameful design Productivity Occupational role Leadership responsibilities PY - 2020 SN - 1567-4223 SP - 100994 ST - Work gamification: Effects on enjoyment, productivity and the role of leadership T2 - Electronic Commerce Research and Applications TI - Work gamification: Effects on enjoyment, productivity and the role of leadership UR - https://www.sciencedirect.com/science/article/pii/S1567422320300715 VL - 43 ID - 30 ER - TY - JOUR AU - Gikandi, Joyce Wangui AU - Morrow, Donna AU - Davis, Niki E IS - 4 PY - 2011 SN - 0360-1315 SP - 2333-2351 ST - Online formative assessment in higher education: A review of the literature T2 - Computers & education TI - Online formative assessment in higher education: A review of the literature VL - 57 ID - 372 ER - TY - JOUR AB - The purpose of this research was to explore teaching and learning when mobile computing devices, such as cellphones and smartphones, were implemented in higher education. This paper presents a portion of the findings on students' perceptions of learning with mobile computing devices and the roles social media played. This qualitative research study focused on students from three universities across the US. The students' teachers had been integrating mobile computing devices, such as cellphones and smartphones, into their courses for at least two semesters. Data were collected through student focus group interviews. Two specific themes emerged from the interview data: (a) advantages of mobile computing devices for student learning and (b) frustrations from learning with mobile computing devices. Mobile computing devices and the use of social media created opportunities for interaction, provided opportunities for collaboration, as well as allowed students to engage in content creation and communication using social media and Web 2.0 tools with the assistance of constant connectivity. AU - Gikas, Joanne AU - Grant, Michael M. DA - 2013/10/01/ DO - https://doi.org/10.1016/j.iheduc.2013.06.002 KW - Mobile learning Mobile learning in higher education Social media Web 2.0 PY - 2013 SN - 1096-7516 SP - 18-26 ST - Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media T2 - The Internet and Higher Education TI - Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media UR - https://www.sciencedirect.com/science/article/pii/S1096751613000262 VL - 19 ID - 341 ER - TY - CONF AU - Gilbert, Paul PY - 2007 ST - The evolution of shame as a marker for relationship security: A biopsychosocial approach TI - The evolution of shame as a marker for relationship security: A biopsychosocial approach ID - 412 ER - TY - JOUR AU - Gillett-Swan, Jenna IS - 1 PY - 2017 SN - 1832-8342 SP - 20-30 ST - The challenges of online learning: Supporting and engaging the isolated learner T2 - Journal of Learning Design TI - The challenges of online learning: Supporting and engaging the isolated learner VL - 10 ID - 145 ER - TY - JOUR AU - Göçen, Gökçen PY - 2019 ST - The effect of creative writing activities on elementary school students’ creative writing achievement, writing attitude and motivation T2 - Dil ve Dilbilimi Çalışmaları Dergisi TI - The effect of creative writing activities on elementary school students’ creative writing achievement, writing attitude and motivation ID - 84 ER - TY - JOUR AU - González, María Elena Parra AU - Robles, Adrián Segura AU - Barajas, Elba Rosa Gómez PY - 2020 SP - 166-176 ST - Assessing Gamified Experiences in Physical Education Teachers and Students T2 - IJERI: International journal of Educational Research and Innovation TI - Assessing Gamified Experiences in Physical Education Teachers and Students ID - 142 ER - TY - JOUR AU - Graham, Steve AU - Harris, Karen R. AU - Adkins, Mary PY - 2018 SP - 1273-1294 ST - The impact of supplemental handwriting and spelling instruction with first grade students who do not acquire transcription skills as rapidly as peers: a randomized control trial T2 - Reading and Writing TI - The impact of supplemental handwriting and spelling instruction with first grade students who do not acquire transcription skills as rapidly as peers: a randomized control trial VL - 31 ID - 218 ER - TY - JOUR AU - Grainger, Teresa PY - 2005 SP - 75 - 87 ST - Teachers as writers: learning together T2 - English in Education TI - Teachers as writers: learning together VL - 39 ID - 247 ER - TY - JOUR AB - Despite the existence of many programs and training projects in the field of ICT, in post-secondary education, the teaching and learning process continues to be supported by traditional classroom methods. This phenomenon can be particularly observed in education degrees, even though future teachers are expected to acquire the necessary digital skills in order to carry out their work properly. The purpose of this study is to explore in greater depth the use of 2.0 applications in the education training of future teachers, as well as to outline the different correlations between the use of these 2.0 tools and their perceived level of digital competence, age and their level of motivation. For it, a quasi-experimental, ex post facto research was carried out with a sample of 108 future teachers from the Faculty of Education, Pontifical University of Salamanca (UPSA). The results have shown that future teachers have a low level of attitude of use towards ICT in the classroom, with an average of 2.29 based on five points. Furthermore, the results have revealed that the level of digital competence and the motivation to use ICT are two variables that correlate positively, while other variables do not show any correlation, such as age. AU - Guillén-Gámez, Francisco D. AU - Mayorga-Fernández, Mª José AU - Álvarez-García, Francisco J. DA - 2020/09/01 DO - 10.1007/s10758-018-9390-z IS - 3 PY - 2020 SN - 2211-1670 SP - 667-684 ST - A Study on the Actual Use of Digital Competence in the Practicum of Education Degree T2 - Technology, Knowledge and Learning TI - A Study on the Actual Use of Digital Competence in the Practicum of Education Degree UR - https://doi.org/10.1007/s10758-018-9390-z VL - 25 ID - 318 ER - TY - JOUR AU - Gurung, Shabnam IS - 1 PY - 2021 SP - 8-18 ST - Challenges faced by teachers in online teaching during Covid-19 pandemic T2 - The online journal of distance education and e-Learning TI - Challenges faced by teachers in online teaching during Covid-19 pandemic VL - 9 ID - 315 ER - TY - JOUR AU - Ha, Young AU - Im, Hyunjoo PY - 2020 ST - The Role of an Interactive Visual Learning Tool and Its Personalizability in Online Learning: Flow Experience T2 - Online Learning TI - The Role of an Interactive Visual Learning Tool and Its Personalizability in Online Learning: Flow Experience ID - 184 ER - TY - JOUR AU - Hadullo, Kennedy Ochilo AU - Oboko, Robert O. AU - Omwenga, Elijah I. PY - 2018 SP - 152-163 ST - Factors Affecting Asynchronous E-Learning Quality in Developing Countries. A Qualitative Pre-Study of JKUAT University T2 - International journal of education and development using information and communication technology TI - Factors Affecting Asynchronous E-Learning Quality in Developing Countries. A Qualitative Pre-Study of JKUAT University VL - 14 ID - 300 ER - TY - JOUR AU - Halpern, Diane F IS - 4 PY - 1998 SN - 1935-990X SP - 449 ST - Teaching critical thinking for transfer across domains: Disposition, skills, structure training, and metacognitive monitoring T2 - American psychologist TI - Teaching critical thinking for transfer across domains: Disposition, skills, structure training, and metacognitive monitoring VL - 53 ID - 264 ER - TY - JOUR AB - Creative writing is an imperative prerequisite in EFL contexts with emphasis on developing the cognitive abilities of students for delineating ingenious ideas on paper. Numerous techniques have been introduced for this purpose and one of these influential practices is the use of infographics. Infographics are a potent way to combine visuals with brief descriptions to trigger the cognition of the learners. Keeping in view the efficacy of infographics, the present research intended to explore its practicality within the EFL context of Saudi universities. For the said purpose, an exploratory study was designed with primarily a quantitative approach. In the first phase, an experimental study was conducted with a controlled group of EFL undergraduate students studying in Prince Sattam bin Abdulaziz University; whereas in the second step, students’ perceptions were recorded through a questionnaire. The data gathered in the pre-test, post-test, and questionnaire were analyzed using statistical methods. The findings disclosed that infographics have the potential to improve the creative writing skill of the students at large. Moreover, the students also considered the use of infographics as an attention-grabbing way to contemplate new ideas. The study endorses that infographics can be used as an effective strategy in the EFL context. AD - Assistant Professor, Department of English, Prince Sattam Bin Abdulaziz University, College of Science and Humanities, Al Kharj, Saudi Arabia, email: a.zahoor@psau.edu.sa Assistant Professor, Department of English, Prince Sattam Bin Abdulaziz University, College of Science and Humanities, Al Kharj, Saudi Arabia AN - informit.400715012315167 AU - Hameed, Ansa AU - Jabeen, Ismat DP - Informit IS - 1 KW - Cognition in children--Social aspects Creative writing--Study and teaching Computer graphics--Study and teaching--Audio-visual aids English language--Study and teaching--Foreign speakers Saudi Arabia LA - English M3 - Other Journal Article PY - 2022 SN - 1305-578X SP - [724]-737 ST - Prompting cognition for creativity in EFL context: An experimental study on use of infographics for teaching writing skill T2 - Journal of Language and Linguistic Studies TI - Prompting cognition for creativity in EFL context: An experimental study on use of infographics for teaching writing skill UR - https://search.informit.org/doi/10.3316/informit.400715012315167 https://search.informit.org/doi/full/10.3316/informit.400715012315167 https://search.informit.org/doi/pdf/10.3316/informit.400715012315167 VL - 18 Y2 - 2022/11/11 ID - 86 ER - TY - JOUR AU - Hansch, Anna AU - Hillers, Lisa AU - McConachie, Katherine AU - Newman, Christopher AU - Schildhauer, Thomas AU - Schmidt, J Philipp PY - 2015 ST - Video and online learning: Critical reflections and findings from the field TI - Video and online learning: Critical reflections and findings from the field ID - 368 ER - TY - JOUR AU - Hara, Noriko AU - Kling, Rob IS - 3 PY - 2001 SN - 1528-5324 SP - 68-69 ST - Student distress in web-based distance education T2 - Educause Quarterly TI - Student distress in web-based distance education VL - 24 ID - 307 ER - TY - CONF AU - Harabagiu, Sanda M AU - Moldovan, Dan I PB - Citeseer PY - 1995 SP - 76-86 ST - A markerpropagation algorithm for text coherence T2 - Working Notes of the Workshop on Parallel Processing in Artificial Intelligence TI - A markerpropagation algorithm for text coherence ID - 102 ER - TY - JOUR AU - Hardianto, Gusriko AU - Erlamsyah, Erlamsyah AU - Nurfahanah, Nurfahanah PY - 2016 SP - 22-28 ST - Hubungan antara Self-Efficacy Akademik dengan Hasil Belajar Siswa T2 - Konselor TI - Hubungan antara Self-Efficacy Akademik dengan Hasil Belajar Siswa VL - 3 ID - 123 ER - TY - JOUR AU - Harizaj, Marsela AU - Hajrulla, Veneranda PY - 2017 SP - 126-126 ST - Fostering Learner’s Critical Thinking Skills in EFL: Some Practical Activities T2 - European Scientific Journal, ESJ TI - Fostering Learner’s Critical Thinking Skills in EFL: Some Practical Activities VL - 13 ID - 263 ER - TY - JOUR AU - Harris, Pauline AU - Turbill, Jan AU - Fitzsimmons, Phil AU - McKenzie, Barbra PY - 2003 ST - Writing in the Primary Years T2 - Thomson, South Melbourne TI - Writing in the Primary Years ID - 22 ER - TY - JOUR AU - Hasan, Hasan AU - Subekti, Nanang Bagus IS - 2 PY - 2017 SN - 2579-6046 SP - 55-60 ST - The correlation between vocabulary mastery and writing skill of secondary school students T2 - JELLT (Journal of English Language and Language Teaching) TI - The correlation between vocabulary mastery and writing skill of secondary school students VL - 1 ID - 62 ER - TY - JOUR AU - Hasan, Naziya AU - Khan, Naved Hassan IS - 4 PY - 2020 SP - 202-213 ST - Online teaching-learning during covid-19 pandemic: students’ perspective T2 - The Online Journal of Distance Education and e-Learning TI - Online teaching-learning during covid-19 pandemic: students’ perspective VL - 8 ID - 313 ER - TY - JOUR AB - This study aims to investigate the influence of (1) the students’ vocabulary mastery on their writing skill, (2) the students’ grammar mastery on their writing skill and(3) the students’ vocabulary and grammar mastery on their writing skill at Yogyakarta State University. This research was an ex-post facto. The population comprised the third semester students of Pendidikan Bahasa Inggris (PBI) study program at the Languages and Arts Faculty, Yogyakarta State University in the academic year 2013/2014. Therefore, this study showed that (1) vocabulary mastery positively influenced the students’ writing skill, (2) grammar mastery positively influenced the students’ writing skill, and (3) vocabulary and grammar mastery positively influenced the students’ writing skill. Keywords : vocabulary mastery, grammar mastery, and writing skill.   PENGARUH PENGUASAAN VOCABULARY DAN GRAMMAR  TERHADAP KEMAMPUAN MENULIS MAHASISWA DI UNIVERSITAS NEGERI YOGYAKARTA Abstrak Penelitian ini bertujuan untuk mengetahui pengaruh dari (1) penguasaan kosakata terhadap keterampilan menulis mahasiswa, (2) penguasaan grammar terhadap keterampilan menulis mahasiswa, dan (3) penguasaan kosakata dan grammar secara bersama-sama terhadap keterampilan menulis mahasiswa. Penelitian ini merupakan penelitian ex-post facto. Populasi dalam penelitian ini adalah seluruh mahasiswa semester tiga program studi Pendidikan Bahasa Inggris (PBI) di Fakultas Bahasa dan Seni, Universitas Negeri Yogyakarta pada tahun ajaran 2013/2014. Hasil dari penelitian ini menunjukkan bahwa (1) penguasaan kosakata berpengaruh secara positif terhadap keterampilan menulis mahasiswa (2) penguasaan grammar mahasiswa berpengaruh secara positif terhadap keterampilan menulis mahasiswa, dan (3) secara bersama penguasaan kosakata dan grammar mahasiswa berpengaruh secara positif terhadap keterampilan menulis mahasiswa. Kata kunci : penguasaan kosakata, penguasaan grammar, dan keterampilan menulis . AU - Hastuti, Saptin Dwi Setyo AU - Widyantoro, Agus DA - 2015-12-16 ET - 2015-12-16 IS - 1 KW - vocabulary mastery grammar mastery and writing skill M3 - vocabulary mastery; grammar mastery; and writing skill PY - 2015 SE - 70 SN - 2459-9905 SP - 12 ST - THE INFLUENCE OF VOCABULARY AND GRAMMAR MASTERYON THE STUDENTS’ WRITING SKILL AT YOGYAKARTA STATE UNIVERSITY T2 - 2015 TI - THE INFLUENCE OF VOCABULARY AND GRAMMAR MASTERYON THE STUDENTS’ WRITING SKILL AT YOGYAKARTA STATE UNIVERSITY UR - https://journal.student.uny.ac.id/index.php/baster/article/view/35 VL - 1 ID - 58 ER - TY - JOUR AU - Hayes, David DA - 2016/01/02 DO - 10.1080/02188791.2014.924390 IS - 1 PY - 2016 SN - 0218-8791 SP - 73-91 ST - The value of learning English in Thailand and its impact on Thai: perspectives from university students T2 - Asia Pacific Journal of Education TI - The value of learning English in Thailand and its impact on Thai: perspectives from university students UR - https://doi.org/10.1080/02188791.2014.924390 VL - 36 ID - 153 ER - TY - JOUR AU - Hazrat, Mandana PY - 2015 ST - The Effects of Task Type and Task Involvement Load on Vocabulary Learning T2 - Waikato Journal of Education TI - The Effects of Task Type and Task Involvement Load on Vocabulary Learning VL - 20 ID - 159 ER - TY - JOUR AU - Hebert, Michael A. AU - Simpson, Amy AU - Graham, Steve PY - 2013 SP - 111-138 ST - Comparing effects of different writing activities on reading comprehension: A meta-analysis T2 - Reading and Writing TI - Comparing effects of different writing activities on reading comprehension: A meta-analysis VL - 26 ID - 162 ER - TY - JOUR AU - Herath, Tejaswini AU - Herath, Hemantha S. B. DA - 2020/10/01 DO - 10.1080/10580530.2020.1818902 IS - 4 PY - 2020 SN - 1058-0530 SP - 277-283 ST - Coping with the New Normal Imposed by the COVID-19 Pandemic: Lessons for Technology Management and Governance T2 - Information Systems Management TI - Coping with the New Normal Imposed by the COVID-19 Pandemic: Lessons for Technology Management and Governance UR - https://doi.org/10.1080/10580530.2020.1818902 VL - 37 ID - 286 ER - TY - JOUR AU - Herron, Jean Foster AU - Wright, Vivian H PY - 2006 SP - 45-64 ST - Assessment in online learning: Are students really learning T2 - Research on enhancing the interactivity of online learning TI - Assessment in online learning: Are students really learning ID - 345 ER - TY - CONF AU - Hidayati, Arini Nurul AU - Ramalia, Tenia AU - Abdullah, Fuad PY - 2021 ST - Leveraging Skype-based Webinars as an English Language Learning Platform TI - Leveraging Skype-based Webinars as an English Language Learning Platform ID - 289 ER - TY - JOUR AB - Abstract Enhancing student engagement plays a critical role in reducing student drop-out rate in online learning as students usually feel isolated and disconnected in this learning environment. This requires a clear conceptualization of the student engagement construct and its underlying structure. However, the conceptual understanding of the student engagement construct has long been impeded by the inconsistency in its multidimensional structure and the conceptual ambiguity among its components. This study aims to examine the underlying structure of student engagement in online learning based on the bi-factor exploratory structure equation modelling framework (B-ESEM). Four competing models representing the underlying structure of student engagement in online learning were compared based on their degree of fit to survey data from 363 students in an online undergraduate program. Students' responses to the online learning engagement questionnaire were best represented by a B-ESEM model that provided simultaneous assessment of a global engagement factor and specific factors of behavioural, cognitive, affective and social engagement while controlling for item cross-loadings. However, behavioural engagement only retained limited specificity once the global engagement factor was taken into account. The study findings offer a solution to reconcile the inconsistency in the multidimensional structure of student engagement and reduce the conceptual ambiguity among its components, thus contribute to better measuring student engagement in online learning. AU - Hoi, Vo Ngoc AU - Le Hang, Ho DO - https://doi.org/10.1111/jcal.12551 IS - 4 PY - 2021 SN - 0266-4909 SP - 1141-1153 ST - The structure of student engagement in online learning: A bi-factor exploratory structural equation modelling approach T2 - Journal of Computer Assisted Learning TI - The structure of student engagement in online learning: A bi-factor exploratory structural equation modelling approach UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12551 VL - 37 ID - 12 ER - TY - JOUR AU - Holladay, Courtney L AU - Quiñones, Miguel A. PY - 2003 SP - 1094-103 ST - Practice variability and transfer of training: the role of self-efficacy generality T2 - The Journal of applied psychology TI - Practice variability and transfer of training: the role of self-efficacy generality VL - 88 6 ID - 125 ER - TY - MAPP AU - Hollauf, Michael PB - https://www.mindmeister.com PY - 2022 SP - System Requirement ST - Mind Meister TI - Mind Meister ID - 66 ER - TY - JOUR AU - Hrastinski, Stefan IS - 4 PY - 2008 SN - 1528-5324 SP - 51-55 ST - Asynchronous and synchronous e-learning T2 - Educause quarterly TI - Asynchronous and synchronous e-learning VL - 31 ID - 287 ER - TY - JOUR AU - Huang, Biyun AU - Hwang, Gwo-jen AU - Hew, Khe Foon Timothy AU - Warning, Peter PY - 2019 SP - 350 - 379 ST - Effects of gamification on students’ online interactive patterns and peer-feedback T2 - Distance Education TI - Effects of gamification on students’ online interactive patterns and peer-feedback VL - 40 ID - 151 ER - TY - CHAP AU - Hurd, Ian PB - Oxford University Press PY - 2009 ST - Constructivism T2 - The Oxford handbook of international relations TI - Constructivism ID - 120 ER - TY - JOUR AU - Husna, Atikasari AU - Multazim, Akhmad IS - 1 PY - 2019 SN - 2549-2454 SP - 52-76 ST - STUDENTS’DIFFICULTIES IN WRITING RECOUNT TEXT AT INCLUSION CLASSES T2 - LET: Linguistics, Literature and English Teaching Journal TI - STUDENTS’DIFFICULTIES IN WRITING RECOUNT TEXT AT INCLUSION CLASSES VL - 9 ID - 255 ER - TY - JOUR AU - Huy, Nguyen Thanh IS - 2 PY - 2015 ST - Problems affecting learning writing skill of grade 11 at Thong Linh high school T2 - Asian Journal of Educational Research TI - Problems affecting learning writing skill of grade 11 at Thong Linh high school VL - 3 ID - 43 ER - TY - JOUR AU - Hyypiä, Mirva AU - Parjanen, Satu PY - 2015 SP - 1-22 ST - Gamification as an Intervention Method in Practice-Based Innovation T2 - International Journal of Innovation and Technology Management TI - Gamification as an Intervention Method in Practice-Based Innovation VL - 12 ID - 152 ER - TY - JOUR AB - The integration of ICT in teaching and learning enables the paradigm shift for education system by creating a possibility for learner to learn anywhere and anytime through variety of communication system. To enhance effective learning for a large number of learners, online learning requires effective personalized learning method. For decades, recommendation system is responsible for providing personalized learning to the learners by considering several related learners information such as individual characteristic, learning style, and knowledge background. With context aware computing perspective, this paper thus proposes the context-aware recommendation system to promote effective personalized online learning for each learner individually. Instead of employing ordinary individual context, this paper focuses also on the social context which is the interaction between learning objects and the learners. The gathered social context is classified with K-nearest neighbor and decision tree for classifying appropriate types of learners. Consequently, the appropriate learning paths are recommended by using association rule. The empirical study is conducted with the learners having scientific and non-scientific backgrounds studying in two different content modules of basic computer skill course. The results show that the proposed social context-aware recommendation system is able to provide acceptable classification accuracies from both classifiers. Additionally, the proposed system is potentially able to recommend appropriate learning path to different group of learners. AU - Intayoad, Wacharawan AU - Becker, Till AU - Temdee, Punnarumol DA - 2017/11/01 DO - 10.1007/s11277-017-4499-2 IS - 1 PY - 2017 SN - 1572-834X SP - 163-179 ST - Social Context-Aware Recommendation for Personalized Online Learning T2 - Wireless Personal Communications TI - Social Context-Aware Recommendation for Personalized Online Learning UR - https://doi.org/10.1007/s11277-017-4499-2 VL - 97 ID - 126 ER - TY - JOUR AU - Ippakayala, Vinay Kumar AU - El-Ocla, Hosam IS - 3 PY - 2017 SN - 1309-0348 SP - 130-138 ST - OLMS: Online Learning Management System for E-Learning: Online Learning Management System T2 - World Journal on Educational Technology: Current Issues TI - OLMS: Online Learning Management System for E-Learning: Online Learning Management System VL - 9 ID - 359 ER - TY - JOUR AU - Irani, Fariba Haghighi AU - Chalak, Azizeh IS - 4 PY - 2016 SN - 1642-1027 SP - 33-47 ST - Interaction analysis in an international asynchronous learning environment T2 - Teaching English with Technology TI - Interaction analysis in an international asynchronous learning environment VL - 16 ID - 306 ER - TY - CONF AU - Ismail, ME AU - Sa’Adan, N AU - Samsudin, MA AU - Hamzah, N AU - Razali, N AU - Mahazir, II M1 - 1 PB - IOP Publishing PY - 2018 SN - 1742-6596 SP - 012013 ST - Implementation of the gamification concept using KAHOOT! among TVET students: An observation T2 - Journal of Physics: Conference Series TI - Implementation of the gamification concept using KAHOOT! among TVET students: An observation VL - 1140 ID - 375 ER - TY - THES AU - Isseks, Marc PB - faculty of the Graduate School of the University at Buffalo, The State … PY - 2022 ST - Engagement with EdTech: A Case Study on Student and Teacher Perceptions of Instructional Technology on Student Engagement in Middle School English Language Arts Classrooms TI - Engagement with EdTech: A Case Study on Student and Teacher Perceptions of Instructional Technology on Student Engagement in Middle School English Language Arts Classrooms ID - 329 ER - TY - JOUR AU - Jaffee, David PY - 1997 SN - 0092-055X SP - 262-277 ST - Asynchronous learning: Technology and pedagogical strategy in a distance learning course T2 - Teaching Sociology TI - Asynchronous learning: Technology and pedagogical strategy in a distance learning course ID - 299 ER - TY - JOUR AB - Individual students in two different sections of an undergraduate civil engineering laboratory were tasked with preparing three professional-quality laboratory reports. The teaching assistant and/or instructor used established criteria to grade the first two reports prepared by students in one section. The first two reports prepared by students in the other section were peer evaluated by assigned fellow students within the same laboratory section using identical grading criteria. The peer evaluated section had a higher class average than the teaching assistant/instructor graded section on the fist two reports. The third report prepared by students from both sections was graded by a professional educator/architect without knowledge of a student's class section. The peer evaluation students also had a higher class average on the third report, suggesting that the peer evaluation process may have positively contributed to those students' writing skills. AU - Jensen, Wayne AU - Fischer, Bruce DO - 10.2190/mbyg-ak7l-5ct7-54du IS - 1 PY - 2005 SP - 95-100 ST - Teaching Technical Writing through Student Peer-Evaluation T2 - Journal of Technical Writing and Communication TI - Teaching Technical Writing through Student Peer-Evaluation UR - https://journals.sagepub.com/doi/abs/10.2190/MBYG-AK7L-5CT7-54DU VL - 35 ID - 47 ER - TY - CONF AU - Jent, Sophie AU - Janneck, Monique PB - Springer PY - 2017 SP - 3-10 ST - Using gamification to enhance user motivation: the influence of gender and age T2 - International conference on applied human factors and ergonomics TI - Using gamification to enhance user motivation: the influence of gender and age ID - 380 ER - TY - JOUR AU - Jiang, Dayu AU - Kalyuga, Slava AU - Sweller, John PY - 2020 SP - 5 - 24 ST - Comparing face-to-face and computer-mediated collaboration when teaching EFL writing skills T2 - Educational Psychology TI - Comparing face-to-face and computer-mediated collaboration when teaching EFL writing skills VL - 41 ID - 167 ER - TY - JOUR AU - Jung, Hyojung AU - Kim, Younglong AU - Lee, Hyejeong AU - Shin, Yoonhee IS - 2 PY - 2019 SN - 1537-2456 SP - 191-204 ST - Advanced instructional design for successive E-learning: Based on the successive approximation model (SAM) T2 - International Journal on E-learning TI - Advanced instructional design for successive E-learning: Based on the successive approximation model (SAM) VL - 18 ID - 434 ER - TY - JOUR AU - Kalinauskas, Marius IS - 01 PY - 2014 SN - 2029-7564 SP - 62-75 ST - Gamification in fostering creativity T2 - Socialinės Technologijos TI - Gamification in fostering creativity VL - 4 ID - 31 ER - TY - JOUR AU - Katsarou, Eirene AU - Chatzipanagiotou, Paraskevi IS - 5 PY - 2021 SP - 349-362 ST - A Critical Review of Selected Literature on Learner-Centered Interactions in Online Learning T2 - Electronic Journal of e-Learning TI - A Critical Review of Selected Literature on Learner-Centered Interactions in Online Learning VL - 19 ID - 320 ER - TY - JOUR AU - Kauffman, Heather PY - 2015 SP - 1-13 ST - A review of predictive factors of student success in and satisfaction with online learning T2 - Research in Learning Technology TI - A review of predictive factors of student success in and satisfaction with online learning VL - 23 ID - 182 ER - TY - JOUR AU - Kawinkoonlasate, Pongpatchara IS - 11 PY - 2019 SN - 1916-4742 SP - 23-34 ST - Integration in Flipped Classroom Technology Approach to Develop English Language Skills of Thai EFL Learners T2 - English Language Teaching TI - Integration in Flipped Classroom Technology Approach to Develop English Language Skills of Thai EFL Learners VL - 12 ID - 23 ER - TY - JOUR AB - The purpose of this study was to compare community college students’ learning experiences and performance for lecture-based, active learning, and flipped classroom teaching approaches. Participants were second-semester computer programming students (n = 103) at a mid-sized college of applied arts and technology. Garrison’s (2011) Community of Inquiry (CoI) framework informed our analysis of students’ learning experiences within each approach. Overall, active learning resulted in the highest mean scores for teaching, social, and cognitive presence. In particular, students rated teaching presence significantly higher for the active-learning approach than the lecture-based approach. Students rated social presence significantly higher for the active-learning and flipped classroom approaches compared to the lecture-based. There were no significant differences among the three approaches with respect to cognitive presence or learning performance. Student comments indicated that all three approaches had distinct benefits and challenges regarding teaching, social and cognitive presence. Regardless of the teaching approach employed in this study, five desired learning characteristics emerged based on student feedback including clarity, flexibility, opportunities for application, timely guidance and feedback, and cognitive engagement. AU - Kay, Robin AU - MacDonald, Thom AU - DiGiuseppe, Maurice DA - 2019/12/01 DO - 10.1007/s12528-018-9197-x IS - 3 PY - 2019 SN - 1867-1233 SP - 449-471 ST - A comparison of lecture-based, active, and flipped classroom teaching approaches in higher education T2 - Journal of Computing in Higher Education TI - A comparison of lecture-based, active, and flipped classroom teaching approaches in higher education UR - https://doi.org/10.1007/s12528-018-9197-x VL - 31 ID - 321 ER - TY - JOUR AU - Ke, Fengfeng AU - Kwak, Dean PY - 2013 SP - 122 - 97 ST - Constructs of Student-Centered Online Learning on Learning Satisfaction of a Diverse Online Student Body: A Structural Equation Modeling Approach T2 - Journal of Educational Computing Research TI - Constructs of Student-Centered Online Learning on Learning Satisfaction of a Diverse Online Student Body: A Structural Equation Modeling Approach VL - 48 ID - 319 ER - TY - JOUR AU - Kearns, Lorna R IS - 3 PY - 2012 SN - 1558-9528 SP - 198 ST - Student assessment in online learning: Challenges and effective practices T2 - Journal of Online Learning and Teaching TI - Student assessment in online learning: Challenges and effective practices VL - 8 ID - 342 ER - TY - JOUR AU - Keen, John PY - 1997 SP - 431-445 ST - Grammar, metalanguage and writing development T2 - Teacher Development TI - Grammar, metalanguage and writing development VL - 1 ID - 222 ER - TY - JOUR AU - Keengwe, Jared AU - Kidd, Terry T IS - 2 PY - 2010 SP - 533-541 ST - Towards best practices in online learning and teaching in higher education T2 - MERLOT Journal of Online Learning and Teaching TI - Towards best practices in online learning and teaching in higher education VL - 6 ID - 355 ER - TY - JOUR AB - The ARCS Model of motivation was developed in response to a desire to find more effective ways of understanding the major influences on the motivation to learn, and for systematic ways of identifying and solving problems with learning motivation. The resulting model contains a four category synthesis of variables that encompasses most of the areas of research on human motivation, and a motivational design process that is compatible with typical instructional design models. Following its development, the ARCS Model was field tested in two inservice teacher education programs. Based on the results of these field tests, the ARCS Model appears to provide useful assistance to designers and teachers, and warrants more controlled studies of its critical attributes and areas of effectiveness. AU - Keller, John M. DA - 1987/09/01 DO - 10.1007/BF02905780 IS - 3 PY - 1987 SN - 0162-2641 SP - 2 ST - Development and use of the ARCS model of instructional design T2 - Journal of instructional development TI - Development and use of the ARCS model of instructional design UR - https://doi.org/10.1007/BF02905780 VL - 10 ID - 420 ER - TY - CHAP A2 - Seel, Norbert M. AU - Keller, John M. CY - Boston, MA DO - 10.1007/978-1-4419-1428-6_217 PB - Springer US PY - 2012 SN - 978-1-4419-1428-6 SP - 304-305 ST - ARCS Model of Motivation T2 - Encyclopedia of the Sciences of Learning TI - ARCS Model of Motivation UR - https://doi.org/10.1007/978-1-4419-1428-6_217 ID - 437 ER - TY - BOOK AU - Kellogg, Ronald T PB - Oxford University Press PY - 1999 SN - 0195351649 ST - The psychology of writing TI - The psychology of writing ID - 194 ER - TY - JOUR AU - Kemp, Nenagh AU - Grieve, Rachel PY - 2014 SN - 1664-1078 SP - 1278 ST - Face-to-face or face-to-screen? Undergraduates' opinions and test performance in classroom vs. online learning T2 - Frontiers in psychology TI - Face-to-face or face-to-screen? Undergraduates' opinions and test performance in classroom vs. online learning VL - 5 ID - 175 ER - TY - JOUR AU - Keppell, Mike AU - Carless, David IS - 2 PY - 2006 SN - 0969-594X SP - 179-191 ST - Learning‐oriented assessment: a technology‐based case study T2 - Assessment in Education: Principles, Policy & Practice TI - Learning‐oriented assessment: a technology‐based case study VL - 13 ID - 357 ER - TY - JOUR AU - Khafaga, Ayman PY - 2021 SP - 1160-1173 ST - The perception of blackboard collaborate-based instruction by EFL majors/teachers amid COVID-19: A case study of Saudi universities T2 - Journal of Language and Linguistic Studies TI - The perception of blackboard collaborate-based instruction by EFL majors/teachers amid COVID-19: A case study of Saudi universities VL - 17 ID - 302 ER - TY - JOUR AU - Khalil, Eftima PY - 2018 ST - The Efficacy of Peer Feedback in Turkish EFL Students’ Writing Performance T2 - Journal of Literature and Art Studies TI - The Efficacy of Peer Feedback in Turkish EFL Students’ Writing Performance VL - 8 ID - 112 ER - TY - JOUR AU - Khan, Arshia AU - Egbue, Ona AU - Palkie, Brooke AU - Madden, Janna IS - 2 PY - 2017 SN - 1479-4403 SP - pp107‑115-pp107‑115 ST - Active learning: Engaging students to maximize learning in an online course T2 - Electronic Journal of E-Learning TI - Active learning: Engaging students to maximize learning in an online course VL - 15 ID - 18 ER - TY - JOUR AU - Khasanah, Uswatun AU - Anggoro, Kiki Juli IS - 1 PY - 2022 SN - 1694-609X ST - Accessible Flipped Classroom Model for Pronunciation Instruction: Its Effectiveness and Students' Perception T2 - International Journal of Instruction TI - Accessible Flipped Classroom Model for Pronunciation Instruction: Its Effectiveness and Students' Perception VL - 15 ID - 24 ER - TY - JOUR AU - Khasanah, Uswatun AU - Anggoro, Kiki Juli IS - 1 PY - 2022 SN - 1694-609X ST - Accessible Flipped Classroom Model for Pronunciation Instruction: Its Effectiveness and Students' Perception T2 - International Journal of Instruction TI - Accessible Flipped Classroom Model for Pronunciation Instruction: Its Effectiveness and Students' Perception VL - 15 ID - 25 ER - TY - JOUR AU - Khidir, Mohd Lutfi Bin Mohd AU - Sa’ari, Saiful Nizam bin AU - Mohammad, Abu Seman Bin PY - 2022 ST - EFFECTIVENESS OF ONLINE LEARNING WITH MICROSOFT TEAM APPLICATIONS IN POLIMAS T2 - EPRA International Journal of Environmental Economics, Commerce and Educational Management TI - EFFECTIVENESS OF ONLINE LEARNING WITH MICROSOFT TEAM APPLICATIONS IN POLIMAS ID - 291 ER - TY - JOUR AB - The study aimed to analyze 4Cs (Critical thinking, Creativity, Communication, and Collaboration) 21st Century Skills which were based on the student’s school environment different from concepts of science. Types of quantitative research with data collection methods in the form of observations, tests, questionnaires, and documentation. Based on comparative t-test analysis results in significant no differences in critical thinking (C1), that creativity (C2) and Communication (C3) highers than middle and rural areas, while teamwork and collaboration (C4) Rural area students are higher than the urban and middle area. This shows the culture of the surrounding environment that affects students’ 4c skills. Interestingly, the lifestyle patterns of the Rural Area and Urban Area greatly affect student collaboration in the learning process. the habit of mutual assistance, scolding greetings, and getting to know each other is more entrenched in the Rural Area. AU - Khoiri, Ahmad AU - Evalina AU - Komariah, Nur AU - Utami, Rahayu Tri AU - Paramarta, Vip AU - Siswandi AU - Janudin AU - Sunarsi, Denok DA - 2021/02/01 DO - 10.1088/1742-6596/1764/1/012142 IS - 1 PY - 2021 SN - 1742-6596 1742-6588 SP - 012142 ST - 4Cs Analysis of 21st Century Skills-Based School Areas T2 - Journal of Physics: Conference Series TI - 4Cs Analysis of 21st Century Skills-Based School Areas UR - https://dx.doi.org/10.1088/1742-6596/1764/1/012142 VL - 1764 ID - 103 ER - TY - JOUR AU - Kim, Jung Tae AU - Lee, Won-Hyung IS - 19 PY - 2015 SN - 1573-7721 SP - 8483-8493 ST - Dynamical model for gamification of learning (DMGL) T2 - Multimedia Tools and Applications TI - Dynamical model for gamification of learning (DMGL) VL - 74 ID - 393 ER - TY - JOUR AU - Kim, Rosemary AU - Olfman, Lorne AU - Ryan, Terry AU - Eryilmaz, Evren PY - 2014 SP - 150-160 ST - Leveraging a personalized system to improve self-directed learning in online educational environments T2 - Comput. Educ. TI - Leveraging a personalized system to improve self-directed learning in online educational environments VL - 70 ID - 128 ER - TY - CHAP AU - Kim, Sangkyun AU - Song, Kibong AU - Lockee, Barbara AU - Burton, John PB - Springer PY - 2018 SP - 25-38 ST - What is gamification in learning and education? T2 - Gamification in learning and education TI - What is gamification in learning and education? ID - 384 ER - TY - BOOK AU - King, Rachael Scarborough PB - JHU Press PY - 2018 SN - 1421425483 ST - Writing to the world: Letters and the origins of modern print genres TI - Writing to the world: Letters and the origins of modern print genres ID - 197 ER - TY - JOUR AU - Klimova, Blanka Frydrychova IS - 1 PY - 2012 SP - 9-11 ST - The importance of writing T2 - Paripex-Indian Journal Of Research TI - The importance of writing VL - 2 ID - 198 ER - TY - JOUR AB - Writing is considered one of the most difficult language skills to be acquired but also taught. However, at present it is one of the most used forms of communication thanks to the development of information and communication technologies. Therefore, the aim of this article is to reflect on the cognitive, social and cultural aspects, which might hinder the development of writing skills. Moreover, the author of the article links the theoretical knowledge with the practical outcomes of the questionnaire distributed among the students of Management of Tourism from the Faculty of Informatics and Management of the University of Hradec Kralove, Czech Republic. Finally, she attempts to propose what teaching method should be exploited when teaching writing purposefully. AU - Klimova, Blanka Frydrychova DA - 2014/03/19/ DO - https://doi.org/10.1016/j.sbspro.2014.01.1367 L1 - internal-pdf://3829176425/scholar (19).enw PY - 2014 SN - 1877-0428 SP - 433-437 ST - Constraints and Difficulties in the Process of Writing Acquisition T2 - Procedia - Social and Behavioral Sciences TI - Constraints and Difficulties in the Process of Writing Acquisition UR - https://www.sciencedirect.com/science/article/pii/S1877042814013846 VL - 122 ID - 39 ER - TY - JOUR AU - Kobayakawa, Mayumi PY - 2011 SP - 27-48 ST - Analyzing Writing Tasks in Japanese High School English Textbooks: English I, II, and Writing T2 - JALT journal TI - Analyzing Writing Tasks in Japanese High School English Textbooks: English I, II, and Writing VL - 33 ID - 74 ER - TY - JOUR AU - Kochubei, Viktoriia PY - 2021 ST - Challenges of writing academic essays and ways of overcoming them T2 - Germanic Philology Journal of Yuriy Fedkovych Chernivtsi National University TI - Challenges of writing academic essays and ways of overcoming them ID - 203 ER - TY - JOUR AU - Kogut, Leonard S. PY - 1996 SP - 218-221 ST - Critical Thinking in General Chemistry T2 - Journal of Chemical Education TI - Critical Thinking in General Chemistry VL - 73 ID - 270 ER - TY - JOUR AB - INTRODUCTION: There is a growing trend in online education courses in higher education institutes. Previous studies have shown that high levels of self-direction are essential for successful online learning. The present study aims to investigate challenges of and barriers to self-directed virtual-learning among postgraduate students of medical sciences. METHOD: 23 postgraduate virtual students of medical sciences in Iran, collected through maximum variation purposive sampling and semi-structured interviews, served as the sample of this study. The collected data were analyzed using the inductive content analysis method. RESULTS: Three themes and six sub-themes were identified as barriers to self-directed learning in virtual education, including cognitive barriers (information overload and lack of focus on learning or mind wondering), communication barriers (inadequate coping skills and inadequate writing skills) and educational environment barriers (heavy workload and role ambiguity). CONCLUSION: By the importance of self-direction in online education, the present study results can be used by virtual education planners in the review and design of courses, so as to adequately equip students, obviate barriers to self-directed virtual education, and ultimately train highly self-directed learners in online medical education. AD - Department of Medical Education, Faculty of Medicine, Tehran University of Medical Sciences, Tehran, Iran. Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran. Department of e-learning, Virtual School, Tehran University of Medical Sciences, Tehran, Iran. Department of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran. Nutrition Research Center, Shiraz University of Medical Sciences, Shiraz, Iran. Hematology and Oncology Department, Imam Khomeini Hospital, Tehran University of Medical Sciences, Tehran, Iran. AN - 28761885 AU - Kohan, N. AU - Soltani Arabshahi, K. AU - Mojtahedzadeh, R. AU - Abbaszadeh, A. AU - Rakhshani, T. AU - Emami, A. C2 - PMC5522903 DA - Jul DP - NLM ET - 2017/08/02 IS - 3 KW - Graduate medical education Learning Technology Medical education LA - eng N1 - 2322-3561 Kohan, Noushin Soltani Arabshahi, Kamran Mojtahedzadeh, Rita Abbaszadeh, Abbas Rakhshani, Tayebeh Emami, Amirhousein Journal Article Iran J Adv Med Educ Prof. 2017 Jul;5(3):116-123. PY - 2017 SN - 2322-2220 (Print) 2322-2220 SP - 116-123 ST - Self- directed learning barriers in a virtual environment: a qualitative study T2 - J Adv Med Educ Prof TI - Self- directed learning barriers in a virtual environment: a qualitative study VL - 5 ID - 129 ER - TY - JOUR AU - König, Johannes AU - Rothland, Martin IS - 3 PY - 2012 SN - 1359-866X SP - 289-315 ST - Motivations for choosing teaching as a career: Effects on general pedagogical knowledge during initial teacher education T2 - Asia-Pacific Journal of Teacher Education TI - Motivations for choosing teaching as a career: Effects on general pedagogical knowledge during initial teacher education VL - 40 ID - 364 ER - TY - JOUR AU - Korsgaard, Christine M IS - 1 PY - 1998 SN - 0014-1704 SP - 49-66 ST - Motivation, metaphysics, and the value of the self: A reply to Ginsborg, Guyer, and Schneewind T2 - Ethics TI - Motivation, metaphysics, and the value of the self: A reply to Ginsborg, Guyer, and Schneewind VL - 109 ID - 396 ER - TY - JOUR AU - Kovach, Jamison V. AU - Miley, Michelle AU - Ramos, Miguel Ángel Pérez PY - 2012 SP - 363-387 ST - Using Online Studio Groups to Improve Writing Competency: A Pilot Study in a Quality Improvement Methods Course T2 - Decision Sciences Journal of Innovative Education TI - Using Online Studio Groups to Improve Writing Competency: A Pilot Study in a Quality Improvement Methods Course VL - 10 ID - 110 ER - TY - JOUR AB - Studies on cohesion or coherence often focus on a certain level of text, or the distinction between them. It would be beneficial to investigate, from the perspective of the writing process, how overt surface links contribute to the interpretation and communicative purpose of a text. This paper explores cohesion and coherence at three levels of academic text - lexicon, sentence structure, and organization of information. Lexical cohesive analysis suggests that sentences which are functionally more important to the thematic development of a text usually contain more cohesive ties with other sentences than sentences less important functionally. At the sentence level, equally grammatical sentences could carry different communicative values in a given text. Furthermore, the given/new information patterns in paragraphs of various rhetorical functions are identified. With regard to the organization of information, students need to develop their pragmatic competence in a number of academic genres and information unit types. AU - Kuo, Chih-Hua DO - 10.1177/003368829502600103 IS - 1 PY - 1995 SP - 47-62 ST - Cohesion and Coherence in Academic Writing: From Lexical Choice To Organization T2 - RELC Journal TI - Cohesion and Coherence in Academic Writing: From Lexical Choice To Organization UR - https://journals.sagepub.com/doi/abs/10.1177/003368829502600103 VL - 26 ID - 234 ER - TY - JOUR AU - LaDage, Lara D. AU - Tornello, Samantha L. AU - Vallejera, Jennilyn M AU - Baker, Emily E AU - Yan, Yue AU - Chowdhury, Anik PY - 2018 SP - 99-103 ST - Variation in behavioral engagement during an active learning activity leads to differential knowledge gains in college students T2 - Advances in physiology education TI - Variation in behavioral engagement during an active learning activity leads to differential knowledge gains in college students VL - 42 1 ID - 325 ER - TY - JOUR AU - Lai, Emily R IS - 1 PY - 2011 SP - 40-41 ST - Critical thinking: A literature review T2 - Pearson's Research Reports TI - Critical thinking: A literature review VL - 6 ID - 105 ER - TY - JOUR AU - Laire, Delphine AU - Casteleyn, Jordi AU - Mottart, André PY - 2012 SP - 442-448 ST - Social Media's Learning Outcomes within Writing Instruction in the EFL Classroom: Exploring, Implementing and Analyzing Storify T2 - Procedia - Social and Behavioral Sciences TI - Social Media's Learning Outcomes within Writing Instruction in the EFL Classroom: Exploring, Implementing and Analyzing Storify VL - 69 ID - 157 ER - TY - JOUR AU - Landers, Richard N AU - Auer, Elena M AU - Collmus, Andrew B AU - Armstrong, Michael B IS - 3 PY - 2018 SN - 1046-8781 SP - 315-337 ST - Gamification science, its history and future: Definitions and a research agenda T2 - Simulation & Gaming TI - Gamification science, its history and future: Definitions and a research agenda VL - 49 ID - 140 ER - TY - JOUR AU - Landry, Ashley AU - Jacobs, Shoshanah AU - Newton, Genevieve PY - 2014 SP - 38-51 ST - Effective Use of Peer Assessment in a Graduate Level Writing Assignment: A Case Study T2 - The International Journal of Higher Education TI - Effective Use of Peer Assessment in a Graduate Level Writing Assignment: A Case Study VL - 4 ID - 90 ER - TY - JOUR AU - Langendahl, Per-Anders AU - Cook, Matthew AU - Mark-Herbert, Cecilia PY - 2017 SP - 2243-2257 ST - Exploring Gamification in Management Education for Sustainable Development T2 - Creative Education TI - Exploring Gamification in Management Education for Sustainable Development VL - 8 ID - 148 ER - TY - CHAP AU - Larsen-Freeman, Diane AU - DeCarrico, Jeanette PB - Routledge PY - 2019 SN - 0429424469 SP - 19-34 ST - Grammar T2 - An introduction to applied linguistics TI - Grammar ID - 98 ER - TY - JOUR AB - Developing students’ critical thinking is a major educational goal in societies around the world. In spite of this, the research community has had serious problems handling this highly prized goal. In reference to these problems, several issues have been discussed, one being the theory issue, where the theoretical development has been pointed out as insufficient, especially theory concerning the learning experience connected with the development of critical thinking. This article introduces the use of the phenomenographic theoretical approach in the field of critical thinking. Taking an empirical study as an illustrative example, the article shows how phenomenographic theory, in a promising way, could be used for understanding concrete expressions of critical thinking and designing teaching to develop students’ critical thinking. AU - Larsson, Kristoffer DA - 2017/01/01/ DO - https://doi.org/10.1016/j.ijer.2017.05.004 KW - critical thinking learning teaching pedagogy phenomenography PY - 2017 SN - 0883-0355 SP - 32-42 ST - Understanding and teaching critical thinking—A new approach T2 - International Journal of Educational Research TI - Understanding and teaching critical thinking—A new approach UR - https://www.sciencedirect.com/science/article/pii/S0883035516312575 VL - 84 ID - 272 ER - TY - JOUR AU - Lavrysh, Yuliana PY - 2016 SP - 60-68 ST - Peer and self-assessment at esp classes: Case study T2 - Advanced Education TI - Peer and self-assessment at esp classes: Case study ID - 116 ER - TY - JOUR AU - Lawton, Daryl AU - Vye, Nancy AU - Bransford, John AU - Sanders, Elizabeth AU - Richey, Michael AU - French, David AU - Stephens, Rick IS - 2 PY - 2012 SN - 1069-4730 SP - 244-287 ST - Online learning based on essential concepts and formative assessment T2 - Journal of Engineering Education TI - Online learning based on essential concepts and formative assessment VL - 101 ID - 373 ER - TY - JOUR AB - lechasseur k., lazure g. & guilbert l. (2011) Knowledge mobilized by a critical thinking process deployed by nursing students in practical care situations: a qualitative study. Journal of Advanced Nursing 67(9), 1930–1940. Abstract Aim.  This paper is a report of a qualitative study of mobilization of knowledge within the critical thinking process deployed by female undergraduate nursing students in practical care situations. Background.  Holistic practice is based on variety of knowledge mobilized by a critical thinking process. Novices and, more specifically, students experience many difficulties in this regard. Therefore, a better understanding of the knowledge they mobilize in their practice is important for nurse educators. Design.  A qualitative study, guided by grounded theory, was carried out. Sixteen nursing students, registered in an undergraduate programme in an Eastern Canadian university, were recruited. Descriptions of practical care situations were obtained through explicitation interviews in 2007. A sociodemographic questionnaire, semi-structured interviews and field notes were also used. Data were analysed using an approach based on grounded theory. An additional stage of analysis involved data condensation. Findings.  Various types of knowledge guide nursing students’ practice. These include intrapersonal, interpersonal, perceptual, moral/ethical, experiential, practical, scientific and contextual knowledge. The mobilization of these types of knowledge is only possible when the process of critical thinking has attained a higher level, giving rise to a new knowledge that we have termed combinational constructive knowledge rather than aesthetic knowledge. Conclusion.  Clarification of the types of knowledge guiding the practice of student nurses and of the role of critical thinking in their mobilization could lead to innovative educational strategies. The findings provide guidance for the revision and development of both academic and clinical training programmes. AU - Lechasseur, Kathleen AU - Lazure, Ginette AU - Guilbert, Louise DO - https://doi.org/10.1111/j.1365-2648.2011.05637.x IS - 9 PY - 2011 SN - 0309-2402 SP - 1930-1940 ST - Knowledge mobilized by a critical thinking process deployed by nursing students in practical care situations: a qualitative study T2 - Journal of Advanced Nursing TI - Knowledge mobilized by a critical thinking process deployed by nursing students in practical care situations: a qualitative study UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1365-2648.2011.05637.x VL - 67 ID - 266 ER - TY - JOUR AB - Knowledge sharing is the deliberate act in which knowledge is made reusable through its transfer from one party to another. It is considered one of the main pillars of knowledge management. For a knowledge management initiative to succeed, a knowledge-sharing culture needs to be created and nurtured within the organisation. Since knowledge is power and no one is willing to give it away freely, there is a need to create a knowledge-sharing environment which takes into account the social and economic factors that influence knowledge sharing. In this paper, we look at the existing knowledge-sharing frameworks and propose a new one that takes into consideration the social and economic issues that might affect knowledge sharing within the organisation. The framework attributes the impact to five factors: the actors participating in the knowledge-sharing activity, the knowledge being shared, the channel used, the organisation concerned and the broader environmental factors. Specific barriers for each of the five sources are suggested. AU - Lee, Chu Keong AU - Al-Hawamdeh, Suliman DO - 10.1142/s0219649202000169 IS - 01 KW - Knowledge sharing,intellectual property PY - 2002 SP - 49-56 ST - Factors Impacting Knowledge Sharing T2 - Journal of Information & Knowledge Management TI - Factors Impacting Knowledge Sharing UR - https://www.worldscientific.com/doi/abs/10.1142/S0219649202000169 VL - 01 ID - 41 ER - TY - JOUR AU - Lee, Eunji AU - Hammer, Brenton AU - Kim, Jung-Keun AU - Page, Zachariah AU - Emrick, Todd AU - Hayward, Ryan C IS - 27 PY - 2011 SN - 0002-7863 SP - 10390-10393 ST - Hierarchical helical assembly of conjugated poly (3-hexylthiophene)-block-poly (3-triethylene glycol thiophene) diblock copolymers T2 - Journal of the American Chemical Society TI - Hierarchical helical assembly of conjugated poly (3-hexylthiophene)-block-poly (3-triethylene glycol thiophene) diblock copolymers VL - 133 ID - 383 ER - TY - JOUR AB - This article reviews empirical research on applying the Attention, Relevance, Confidence, and Satisfaction (ARCS) model to real educational settings, including computer-based learning approaches. This review focuses on three aspects: (1) how the ARCS model was applied to what specific educational settings; (2) what research methods were used; and (3) what outcomes were reported in these studies. Our findings indicate that the ARCS model was applied to a variety of countries and educational settings. The course component(s) in which the ARCS model was incorporated included single course component (e.g. course email), multiple course components, and other programs (e.g. specific software or game). Quantitative methods were used more than qualitative and mixed methods in these reviewed studies. Four major research outcomes were found in regard to participants’ affective domain, cognitive domain, learning behaviors, and psychological traits. We also summarized the studies in this review and provided future research directions. The latter includes applications of design-based research to educational problems that the ARCS model might address, especially in the context of computer-based learning. AU - Li, Kun AU - Keller, John M. DA - 2018/07/01/ DO - https://doi.org/10.1016/j.compedu.2018.03.019 KW - Literature review Motivation The ARCS model PY - 2018 SN - 0360-1315 SP - 54-62 ST - Use of the ARCS model in education: A literature review T2 - Computers & Education TI - Use of the ARCS model in education: A literature review UR - https://www.sciencedirect.com/science/article/pii/S0360131518300782 VL - 122 ID - 419 ER - TY - JOUR AU - Liang, Jyh‐Chong AU - Tsai, Chin-Chung PY - 2010 SP - 242-247 ST - Learning through science writing via online peer assessment in a college biology course T2 - Internet High. Educ. TI - Learning through science writing via online peer assessment in a college biology course VL - 13 ID - 228 ER - TY - CONF AU - Light, Richard J. PY - 2003 ST - Writing and Students' Engagement* TI - Writing and Students' Engagement* ID - 81 ER - TY - JOUR AB - English is the important international language in the world. In Asia, many non-English-speaking countries regard English writing education as one of the primary goals of English education reform. Faced with this trend, teachers tried to train students to master the skills of English writing to cope with the global villages in the twenty first century. In the flipped classroom, although students could effectively receive out-of-class and in-class opportunities for exercises to improve learning; however, summarizing, organizing, even evaluating others’ writing remain difficult tasks for students. In order to develop students’ learner autonomy or high-level thinking skills to achieve the goal of English teaching, the use of mind-mapping learning strategy is known an effective knowledge construction tool for helping students’ organizational thinking and paraphrasing in English writing skills. Besides, many previous studies have considered the peer assessment an effective learning strategy in the writing classrooms to provide students with a teacher’s perspective view to think and evaluate writing. Therefore, this research developed an online peer assessment approach to supporting mind-mapping flipped classrooms. Moreover, an experiment has been conducted to evaluate the advantages and disadvantages of the proposed approach on students’ English learning analytics such as time involvement and learning reflections. It is important that educators could continuously create the online peer assessment learning environment for learners and aim for the goals to help learners become more critical, independent, and autonomous in English language learning. AU - Lin, Chi-Jen DA - 2019/09/01 DO - 10.1007/s40692-019-00144-6 IS - 3 PY - 2019 SN - 2197-9995 SP - 385-415 ST - An online peer assessment approach to supporting mind-mapping flipped learning activities for college English writing courses T2 - Journal of Computers in Education TI - An online peer assessment approach to supporting mind-mapping flipped learning activities for college English writing courses UR - https://doi.org/10.1007/s40692-019-00144-6 VL - 6 ID - 48 ER - TY - JOUR AU - Linh, Nguyen Duy AU - Suppasetseree, Suksan IS - 1 PY - 2016 SP - 48-66 ST - The Development of an Instructional Design Model on Facebook Based Collaborative Learning to Enhance EFL Students' Writing Skills T2 - IAFOR Journal of Language Learning TI - The Development of an Instructional Design Model on Facebook Based Collaborative Learning to Enhance EFL Students' Writing Skills VL - 2 ID - 448 ER - TY - JOUR AU - Linnenbrink, Elizabeth A AU - Pintrich, Paul R IS - 2 PY - 2003 SN - 1057-3569 SP - 119-137 ST - The role of self-efficacy beliefs instudent engagement and learning intheclassroom T2 - Reading &Writing Quarterly TI - The role of self-efficacy beliefs instudent engagement and learning intheclassroom VL - 19 ID - 402 ER - TY - JOUR AU - Lister, Meaghan IS - 2 PY - 2015 ST - Gamification: The effect on student motivation and performance at the post-secondary level T2 - Issues and Trends in Educational Technology TI - Gamification: The effect on student motivation and performance at the post-secondary level VL - 3 ID - 382 ER - TY - COMP AU - Liveworksheets PY - 2022 ST - Liveworksheets TI - Liveworksheets UR - https://www.liveworksheets.com ID - 68 ER - TY - JOUR AB - In this article the definition of writing as a means and as an end is analyzed in order to raise some concerns about the teaching of writing at different schools in general. From this definition I question other important issues that ultimately affect our students¿ writing production. These have to deal with the use of writing in the mother language, writing activities in the textbooks, the realistic nature of the writing tasks, the other language skills input, and the production of texts. The article pretends to raise awareness in the teaching of writing by taking into account what is implied in the writing skill so teachers can be more attentive in the selection of written tasks for their students. AU - Lombana, Claudia Helena DA - 01/01 IS - 1 PY - 2002 SE - Issues from Teacher Researchers SP - 44-51 ST - Some Issues for the Teaching of Writing T2 - Profile: Issues in Teachers' Professional Development TI - Some Issues for the Teaching of Writing UR - https://revistas.unal.edu.co/index.php/profile/article/view/11314 VL - 3 Y2 - 2022/09/06 ID - 37 ER - TY - JOUR AU - López, Paula AU - Torrance, Mark C. AU - Rijlaarsdam, Gert AU - Fidalgo, Raquel PY - 2017 ST - Effects of Direct Instruction and Strategy Modeling on Upper-Primary Students’ Writing Development T2 - Frontiers in Psychology TI - Effects of Direct Instruction and Strategy Modeling on Upper-Primary Students’ Writing Development VL - 8 ID - 229 ER - TY - JOUR AU - Loy, Gary L. AU - Gelula, Mark H. AU - Vontver, Louis A. PY - 2004 SP - 1752-6 ST - Teaching students to question T2 - American journal of obstetrics and gynecology TI - Teaching students to question VL - 191 5 ID - 275 ER - TY - JOUR AU - Lynch, MM PY - 2001 SP - 901 ST - Effective student preparation for online learning T2 - The Technology Source TI - Effective student preparation for online learning VL - 6 ID - 281 ER - TY - JOUR AU - Mac Domhnaill, Ciarán AU - Mohan, Gretta AU - McCoy, Selina PY - 2021 SP - 465 - 493 ST - Home broadband and student engagement during COVID-19 emergency remote teaching T2 - Distance Education TI - Home broadband and student engagement during COVID-19 emergency remote teaching VL - 42 ID - 122 ER - TY - JOUR AU - MacMillan, Thalia AU - Forte, Michele AU - Grant, Cynthia IS - 1 PY - 2014 SN - 1939-5256 SP - n1 ST - Thematic Analysis of the" Games" Students Play in Asynchronous Learning Environments T2 - Journal of Asynchronous Learning Networks TI - Thematic Analysis of the" Games" Students Play in Asynchronous Learning Environments VL - 18 ID - 308 ER - TY - JOUR AU - Maesaroh, Siti Anisa AU - Marlena, Leni PY - 2021 ST - Zoom vs. Google Classroom: Which is likely more effective for supporting students’ learning in mathematics? T2 - Beta: Jurnal Tadris Matematika TI - Zoom vs. Google Classroom: Which is likely more effective for supporting students’ learning in mathematics? ID - 290 ER - TY - JOUR AU - Magi, Trina J AU - Mardeusz, Patricia E PY - 2013 ST - Why some students continue to value individual, face-to-face research consultations in a technology-rich world TI - Why some students continue to value individual, face-to-face research consultations in a technology-rich world ID - 172 ER - TY - JOUR AU - Mahmud, Malissa Maria AU - Wong, Shiau Foong PY - 2018 SP - 107-113 ST - Facebook and Collaborative Learning: An Empirical Study on Online Assessment T2 - The international journal of learning TI - Facebook and Collaborative Learning: An Empirical Study on Online Assessment ID - 187 ER - TY - JOUR AU - Mahnegar, Farshad IS - 12 PY - 2012 SN - 2219-1933 ST - Learning management system T2 - International Journal of Business and Social Science TI - Learning management system VL - 3 ID - 360 ER - TY - JOUR AU - Mahrani, M AU - Sari, SM AU - Siregar, SD PY - 2022 SP - 9728-9737 ST - Transformation of literacy program implementation based on digital learning platform in the era of disruption in Indonesia T2 - International Journal of Health Sciences TI - Transformation of literacy program implementation based on digital learning platform in the era of disruption in Indonesia VL - 6 ID - 314 ER - TY - JOUR AU - Maipoka, Sasi-ampai AU - Soontornwipast, Kittitouch IS - 1 PY - 2021 SN - 2672-9431 SP - 146-175 ST - Effects of Intensive and Extensive Reading Instruction on Thai Primary Students’ English Reading Ability T2 - LEARN Journal: Language Education and Acquisition Research Network TI - Effects of Intensive and Extensive Reading Instruction on Thai Primary Students’ English Reading Ability VL - 14 ID - 7 ER - TY - NEWS AU - Mala, Dumrongkiat PY - 2020 ST - Education Ministry aims to recruit native English teachers T2 - Bangkok Post TI - Education Ministry aims to recruit native English teachers UR - https://www.bangkokpost.com/thailand/general/1984007/education-ministry-aims-to-recruit-native-english-teachers ID - 8 ER - TY - JOUR AU - Male, Hendrikus AU - Murniarti, Erni AU - Simatupang, Masda Surti AU - Siregar, Julinda AU - Sihotang, Hotmaulina AU - Gunawan, Ronny IS - 4 PY - 2020 SN - 1567-214X SP - 1628-1637 ST - Atittude of undergraduate student’s towards online learning during covid-19 pandemic T2 - PalArch's Journal of Archaeology of Egypt/Egyptology TI - Atittude of undergraduate student’s towards online learning during covid-19 pandemic VL - 17 ID - 309 ER - TY - JOUR AU - Malinda, Rini Putri PY - 2021 SP - 53-57 ST - Google Classroom Mediated Peer Assessment in Students Writing Ability T2 - International Journal of Research TI - Google Classroom Mediated Peer Assessment in Students Writing Ability VL - 8 ID - 450 ER - TY - JOUR AU - Mallya, Ramananda AU - Srinivasan, Badri N. PY - 2019 SP - 80-87 ST - Impact of Mobile Learning in the Cloud on Learning Competencies of Engineering Students T2 - Int. J. Online Biomed. Eng. TI - Impact of Mobile Learning in the Cloud on Learning Competencies of Engineering Students VL - 15 ID - 249 ER - TY - JOUR AU - Maphosa, Vusumuzi PY - 2021 ST - Factors Influencing Student’s Perceptions Towards E-Learning Adoption During COVID-19 Pandemic: A Developing Country Context T2 - European Journal of Interactive Multimedia and Education TI - Factors Influencing Student’s Perceptions Towards E-Learning Adoption During COVID-19 Pandemic: A Developing Country Context ID - 183 ER - TY - JOUR AU - Marcial, Dave E. AU - Caballero, Rey Dennis B. AU - Rendal, Jeambe B. AU - Patrimonio, Gereo A. PY - 2015 SP - 28-41 ST - “I am offline”: Measuring barriers to open online learning in the philippines T2 - Information Technologies and Learning Tools TI - “I am offline”: Measuring barriers to open online learning in the philippines VL - 45 ID - 311 ER - TY - JOUR AU - Martin, Florence AU - Stamper, Brandy AU - Flowers, Claudia IS - 2 PY - 2020 SN - 2472-5749 SP - 38-58 ST - Examining Student Perception of Readiness for Online Learning: Importance and Confidence T2 - Online Learning TI - Examining Student Perception of Readiness for Online Learning: Importance and Confidence VL - 24 ID - 326 ER - TY - JOUR AU - Maulidah, Uci Nur AU - Aziz, Imam Nur IS - 2 PY - 2020 SN - 2579-8405 SP - 141-149 ST - The Effectiveness of Online Collaborative Learning on Students Writing Skills T2 - EDUCATIO: Journal of Education TI - The Effectiveness of Online Collaborative Learning on Students Writing Skills VL - 5 ID - 56 ER - TY - JOUR AU - Mayende, Godfrey AU - Isabwe, Ghislain Maurice Norbert AU - Muyinda, Paul Birevu AU - Prinz, Andreas PY - 2015 SP - 668-672 ST - Peer assessment based assignment to enhance interactions in online learning groups T2 - 2015 International Conference on Interactive Collaborative Learning (ICL) TI - Peer assessment based assignment to enhance interactions in online learning groups ID - 186 ER - TY - JOUR AU - McBrien, J Lynn AU - Cheng, Rui AU - Jones, Phyllis IS - 3 PY - 2009 SN - 1492-3831 ST - Virtual spaces: Employing a synchronous online classroom to facilitate student engagement in online learning T2 - International review of research in open and distributed learning TI - Virtual spaces: Employing a synchronous online classroom to facilitate student engagement in online learning VL - 10 ID - 297 ER - TY - JOUR AU - McCarthy, Patricia AU - Meier, Scott AU - Rinderer, Regina IS - 4 PY - 1985 SN - 0010-096X SP - 465-471 ST - Self-efficacy and writing: A different view of self-evaluation T2 - College composition and communication TI - Self-efficacy and writing: A different view of self-evaluation VL - 36 ID - 202 ER - TY - JOUR AU - McCulley, George A. PY - 1985 ST - Writing Quality, Coherence, and Cohesion T2 - Research in The Teaching of English TI - Writing Quality, Coherence, and Cohesion VL - 19 ID - 232 ER - TY - JOUR AU - Mee, Rita Wong Mee AU - Shahdan, Tengku Shahrom Tengku AU - Ismail, Rozihan AU - Ghani, Khatipah Abd AU - Pek, Lim Seong AU - Von, Wong Yee AU - Woo, Adelaide AU - Rao, Yugeshineey Subba PY - 2020 SP - 684-690 ST - Role of gamification in classroom teaching: Pre-service teachers’ view T2 - International Journal of Evaluation and Research in Education TI - Role of gamification in classroom teaching: Pre-service teachers’ view VL - 9 ID - 149 ER - TY - JOUR AU - Mehall, Scott IS - 1 PY - 2020 SN - 2472-5749 SP - 182-204 ST - Purposeful Interpersonal Interaction in Online Learning: What Is It and How Is It Measured? T2 - Online Learning TI - Purposeful Interpersonal Interaction in Online Learning: What Is It and How Is It Measured? VL - 24 ID - 330 ER - TY - JOUR AU - Mehta, Sandhya Rao AU - Al-Mahrooqi, Rahma Ibrahim PY - 2015 SP - 23 - 36 ST - Can Thinking be Taught? Linking Critical Thinking and Writing in an EFL Context T2 - RELC Journal TI - Can Thinking be Taught? Linking Critical Thinking and Writing in an EFL Context VL - 46 ID - 212 ER - TY - JOUR AU - Meihami, Hussein AU - Esfandiari, Rajab PY - 2020 ST - Comparative effects of self-assessment, peer-assessment, and teacher assessment on EFL learners’ writing performance T2 - XLinguae TI - Comparative effects of self-assessment, peer-assessment, and teacher assessment on EFL learners’ writing performance ID - 91 ER - TY - JOUR AU - Merrill, M David IS - 7 PY - 2002 SN - 1090-8811 SP - 41-46 ST - A pebble‐in‐the‐pond model for instructional design T2 - Performance improvement TI - A pebble‐in‐the‐pond model for instructional design VL - 41 ID - 422 ER - TY - JOUR AU - Messuri, Kristin IS - 15 PY - 2016 SN - 2325-9205 SP - 86-88 ST - Writing Effective Paragraphs T2 - The Southwest Respiratory and Critical Care Chronicles TI - Writing Effective Paragraphs VL - 4 ID - 235 ER - TY - JOUR AB - The present mixed method study investigated the effects of an integrated curriculum which included core creativity and meditation training in graduate level writing students. Participants who completed a creative writing course (n = 7) demonstrated a significant increase in creativity overall, and in particular a significant increase in originality and flexibility of creative ideas in verbal expression. There was a significant increase in aspects of working memory, divided attention and positive affect, as well as a tendency to be less judgemental. Introspective knowledge was a central feature of the qualitative findings in this study. The analysis revealed the discernment of seven stages of the creative process. Interdependence- sense of community and belonging enhanced students’ creativity. This study reveals that creativity can be learned. AU - Milicevic, Anita AU - Woolfe, Sue AU - Blazely, Angela AU - Lenroot, Rhoshel AU - Sewell, Stephen DA - 2020/12/01/ DO - https://doi.org/10.1016/j.tsc.2020.100712 KW - Creativity training Meditation training Introspection Emotional Regulation Seven stages of the creative process PY - 2020 SN - 1871-1871 SP - 100712 ST - Enhancing creativity through seven stages of transformation in a graduate level writing course—A mixed method study T2 - Thinking Skills and Creativity TI - Enhancing creativity through seven stages of transformation in a graduate level writing course—A mixed method study UR - https://www.sciencedirect.com/science/article/pii/S1871187120301863 VL - 38 ID - 85 ER - TY - JOUR AB - Situated within the historical and current state of writing and adolescent literacy research, this systematic literature review screened 3504 articles to determine the prevalent themes in current research on writing tasks in content-area classrooms. Each of the 3504 studies was evaluated and coded using seven methodological quality indicators. The qualitative synthesis of studies is organized by the overarching categories of context, cognition, and content. The studies are further grouped by relevant themes to explore how the incorporation of writing tasks into content-area instruction benefits the secondary students’ content-area learning and knowledge acquisition. Primary themes include the elements of explicit strategy and inquiry-based instruction, the impact of prewriting models, the role of metacognition and journaling, and the writing-related implications for content-area assessment. Recommendations for future research are offered. Additionally, practical implications for secondary content-area teachers are presented. AU - Miller, Diane M. AU - Scott, Chyllis E. AU - McTigue, Erin M. DA - 2018/03/01 DO - 10.1007/s10648-016-9393-z IS - 1 PY - 2018 SN - 1573-336X SP - 83-120 ST - Writing in the Secondary-Level Disciplines: a Systematic Review of Context, Cognition, and Content T2 - Educational Psychology Review TI - Writing in the Secondary-Level Disciplines: a Systematic Review of Context, Cognition, and Content UR - https://doi.org/10.1007/s10648-016-9393-z VL - 30 ID - 230 ER - TY - GOVDOC AU - Ministry of Education PB - Kurusapa Ladprao Publishing PY - 2008 TI - Basic education core curriculum B.E. 2551 (A.D. 2008) ID - 10 ER - TY - JOUR AB - This longitudinal case-study aimed at examining whether purposely teaching for the promotion of higher order thinking skills enhances students’ critical thinking (CT), within the framework of science education. Within a pre-, post-, and post–post experimental design, high school students, were divided into three research groups. The experimental group (n = 57) consisted of science students who were exposed to teaching strategies designed for enhancing higher order thinking skills. Two other groups: science (n = 41) and non-science majors (n = 79), were taught traditionally, and acted as control. By using critical thinking assessment instruments, we have found that the experimental group showed a statistically significant improvement on critical thinking skills components and disposition towards critical thinking subscales, such as truth-seeking, open-mindedness, self-confidence, and maturity, compared with the control groups. Our findings suggest that if teachers purposely and persistently practice higher order thinking strategies for example, dealing in class with real-world problems, encouraging open-ended class discussions, and fostering inquiry-oriented experiments, there is a good chance for a consequent development of critical thinking capabilities. AU - Miri, Barak AU - David, Ben-Chaim AU - Uri, Zoller DA - 2007/10/01 DO - 10.1007/s11165-006-9029-2 IS - 4 PY - 2007 SN - 1573-1898 SP - 353-369 ST - Purposely Teaching for the Promotion of Higher-order Thinking Skills: A Case of Critical Thinking T2 - Research in Science Education TI - Purposely Teaching for the Promotion of Higher-order Thinking Skills: A Case of Critical Thinking UR - https://doi.org/10.1007/s11165-006-9029-2 VL - 37 ID - 277 ER - TY - JOUR AU - Mohsen, Mohamed AU - Anter, M IS - 2/1 PY - 2021 ST - The Impact of Online Learning on Post-Secondary Students in Canada Post-COVID-19: A Case Study on Hospitality and Tourism Students T2 - Journal of the Faculty of Tourism and Hotels-University of Sadat City TI - The Impact of Online Learning on Post-Secondary Students in Canada Post-COVID-19: A Case Study on Hospitality and Tourism Students VL - 5 ID - 332 ER - TY - JOUR AU - Molenda, Michael IS - 5 PY - 2003 SP - 34-37 ST - In search of the elusive ADDIE model T2 - Performance improvement TI - In search of the elusive ADDIE model VL - 42 ID - 361 ER - TY - CONF AU - Moore, Trevor D AU - Serva, Mark A PY - 2007 SP - 153-158 ST - Understanding member motivation for contributing to different types of virtual communities: a proposed framework T2 - Proceedings of the 2007 ACM SIGMIS CPR conference on Computer personnel research: The global information technology workforce TI - Understanding member motivation for contributing to different types of virtual communities: a proposed framework ID - 400 ER - TY - BOOK AU - Morales, Jose Wiltshier AU - Miller, John PB - Pearson Education Limited PY - 2020 SN - 1292346043 ST - Our Discovery Island 6 Students Book AME and Interactive Resources Pack TI - Our Discovery Island 6 Students Book AME and Interactive Resources Pack ID - 193 ER - TY - MAPP AU - Morten Versvik, Johan Brand, Jamie Brooker PB - https://kahoot.com PY - 2012 SP - System Requirement ST - Kahoot! TI - Kahoot! ID - 70 ER - TY - JOUR AU - Mukhtar, Khadijah AU - Javed, Kainat AU - Arooj, Mahwish AU - Sethi, Ahsan IS - COVID19-S4 PY - 2020 SP - S27 ST - Advantages, Limitations and Recommendations for online learning during COVID-19 pandemic era T2 - Pakistan journal of medical sciences TI - Advantages, Limitations and Recommendations for online learning during COVID-19 pandemic era VL - 36 ID - 352 ER - TY - JOUR AU - Munawar, Sumaira AU - Chaudhary, Abid Hussain IS - 3 PY - 2019 SN - 0555-7747 SP - 35-44 ST - Effect of Cooperative Learning on the Writing Skill at Elementary Level in the Subject of English T2 - Bulletin of education and research TI - Effect of Cooperative Learning on the Writing Skill at Elementary Level in the Subject of English VL - 41 ID - 59 ER - TY - JOUR AB - Process writing is often used as the methodology of choice on writing courses in EFL countries, where there is, however, a greater need for writing courses to be able to contribute to more general language improvement than exists in the ESL contexts for which it was designed. To see if a process writing approach was useful in improving the vocabulary of students at a Japanese university, a timed composition, and the first and final drafts of a composition written through process writing, were analysed using the Lexical Frequency Profile (LFP). The first and final drafts were also analysed together. The results showed that there was no significant difference between the LFPs of the three compositions. The LFPs of the revisions made between the first and final draft did, however, show a higher percentage of more sophisticated vocabulary than those of the compositions as a whole. It is therefore assumed that process writing can be a useful means of helping students to stretch their vocabulary, although it is suggested that explicitly concentrating on vocabulary in the pre-writing stage may encourage even greater vocabulary development. Such an adjustment to the approach could help make it more suitable for teachers and students in EFL contexts. AU - Muncie, James DA - 2002/06/01/ DO - https://doi.org/10.1016/S0346-251X(02)00006-4 IS - 2 KW - Process writing Vocabulary development Lexical frequency EFL PY - 2002 SN - 0346-251X SP - 225-235 ST - Process writing and vocabulary development: comparing Lexical Frequency Profiles across drafts T2 - System TI - Process writing and vocabulary development: comparing Lexical Frequency Profiles across drafts UR - https://www.sciencedirect.com/science/article/pii/S0346251X02000064 VL - 30 ID - 38 ER - TY - CONF AU - Murtiningsih, RR Siti AU - Nugroho, Hastanti Widy AU - Samawi, Ahmad PB - Atlantis Press PY - 2020 SN - 9462392722 SP - 122-126 ST - Considering the Effective Online Learning Design: Distance Learning and Digital Divide in the Pandemic Era T2 - 2nd Early Childhood and Primary Childhood Education (ECPE 2020) TI - Considering the Effective Online Learning Design: Distance Learning and Digital Divide in the Pandemic Era ID - 339 ER - TY - JOUR AU - Musdalifah, Musdalifah IS - 1 PY - 2019 SN - 2657-0157 SP - 26-42 ST - The Effectiveness of Reflection Learning Method to Increase the First Grade Students’ Writing Skill of SMA Negeri 2 Sungguminasa Gowa Regency T2 - MAJESTY JOURNAL TI - The Effectiveness of Reflection Learning Method to Increase the First Grade Students’ Writing Skill of SMA Negeri 2 Sungguminasa Gowa Regency VL - 1 ID - 239 ER - TY - JOUR AU - Naghdipour, Bakhtiar PY - 2021 SP - 100815 ST - English writing pedagogy at the crossroads: The case of Oman T2 - Journal of Second Language Writing TI - English writing pedagogy at the crossroads: The case of Oman VL - 52 ID - 96 ER - TY - JOUR AU - Nair, Subadrah Madhawa AU - Hui, Liang Lok PY - 2018 SP - 28-42 ST - An Analysis of Common Errors in ESL Descriptive Writing among Chinese Private School Students in Malaysia T2 - International Journal of Education TI - An Analysis of Common Errors in ESL Descriptive Writing among Chinese Private School Students in Malaysia VL - 6 ID - 223 ER - TY - JOUR AU - Nashruddin, Nashruddin AU - Alam, Fiptar Abdi AU - Tanasy, Novalia IS - 2 PY - 2020 SN - 2622-8335 SP - 182-194 ST - Perceptions of teacher and students on the Use of e-mail as a medium in distance learning T2 - Berumpun: International Journal of Social, Politics, and Humanities TI - Perceptions of teacher and students on the Use of e-mail as a medium in distance learning VL - 3 ID - 40 ER - TY - JOUR AU - Neumann, David L AU - Neumann, Michelle M AU - Hood, Michelle IS - 2 PY - 2011 SN - 1449-5554 ST - Evaluating computer-based simulations, multimedia and animations that help integrate blended learning with lectures in first year statistics T2 - Australasian Journal of Educational Technology TI - Evaluating computer-based simulations, multimedia and animations that help integrate blended learning with lectures in first year statistics VL - 27 ID - 367 ER - TY - JOUR AU - Nguyen, Tuyet-Mai AU - Ngo, Liem Viet AU - Gregory, Gary PY - 2021 SN - 1367-3270 ST - Motivation in organisational online knowledge sharing T2 - Journal of Knowledge Management TI - Motivation in organisational online knowledge sharing ID - 399 ER - TY - JOUR AU - Nichols Hess, Amanda AU - Greer, Katie IS - 2 PY - 2016 SN - 1933-5954 SP - 6 ST - Designing for engagement: Using the ADDIE model to integrate high-impact practices into an online information literacy course T2 - Communications in information literacy TI - Designing for engagement: Using the ADDIE model to integrate high-impact practices into an online information literacy course VL - 10 ID - 424 ER - TY - JOUR AU - Nicolás-Conesa, Florentina AU - Larios, Julio Roca de AU - Coyle, Yvette PY - 2014 SP - 1-19 ST - Development of EFL students’ mental models of writing and their effects on performance T2 - Journal of Second Language Writing TI - Development of EFL students’ mental models of writing and their effects on performance VL - 24 ID - 200 ER - TY - RPRT AU - NIETS PY - 2020 ST - Individual school’s O–NET reports TI - Individual school’s O–NET reports UR - Retrieved from the National Institute of Educational Testing Service database ID - 11 ER - TY - JOUR AU - Noel, Lesley-Ann AU - Liub, Tsai Lu IS - 1 PY - 2017 SN - 1360-1431 SP - n1 ST - Using design thinking to create a new education paradigm for elementary level children for higher student engagement and success T2 - Design and Technology Education TI - Using design thinking to create a new education paradigm for elementary level children for higher student engagement and success VL - 22 ID - 258 ER - TY - BOOK AU - Norris, Stephen P AU - Ennis, Robert H PB - ERIC PY - 1989 SN - 0894553801 ST - Evaluating Critical Thinking. The Practitioners' Guide to Teaching Thinking Series TI - Evaluating Critical Thinking. The Practitioners' Guide to Teaching Thinking Series ID - 284 ER - TY - JOUR AB - This article reports instruction supporting the development of fifth grade English learners’ argumentative writing in an English language arts setting. Arguments analyzed for the study were produced by the same students on two occasions, roughly 3 months apart. In the first instance, students discussed the source text in detail, but were given no genre-specific support for writing. Following professional development, the teacher introduced students to the stages, or structural elements, expected in argumentation, with genre-specific scaffolds. Classroom data illustrate how the teacher scaffolded students’ argumentative writing. Analysis of writing data identifies the text- and stage-level features of students’ responses, with particular attention paid to students’ construction of the reason stage, in which writers must explain why textual evidence supports their overall position on a question about a character or theme. Findings describe the range of responses and point to characteristics of texts and prompt that may influence children’s written argumentation. AU - O’Hallaron, Catherine L. DO - 10.1177/0741088314536524 IS - 3 KW - elementary,writing instruction,argumentation,English language learners (ELLs),Systemic Functional Linguistics (SFL),genre PY - 2014 SP - 304-331 ST - Supporting Fifth-Grade ELLs’ Argumentative Writing Development T2 - Written Communication TI - Supporting Fifth-Grade ELLs’ Argumentative Writing Development UR - https://journals.sagepub.com/doi/abs/10.1177/0741088314536524 VL - 31 ID - 231 ER - TY - JOUR AU - Ogange, Betty Obura AU - Agak, John O AU - Okelo, Kevin Odhiambo AU - Kiprotich, Peter IS - 1 PY - 2018 SN - 2304-070X SP - 29-39 ST - Student perceptions of the effectiveness of formative assessment in an online learning environment T2 - Open Praxis TI - Student perceptions of the effectiveness of formative assessment in an online learning environment VL - 10 ID - 353 ER - TY - JOUR AU - Ohiwerei, Franklin Ohiole AU - Ohiwerei, Mary Emohiomeu ST - Comparative Analysis of Teaching Pedagogy of English Language and Business Education Courses and Its Effects on the Academic Performance of Students in Nigerian Universities TI - Comparative Analysis of Teaching Pedagogy of English Language and Business Education Courses and Its Effects on the Academic Performance of Students in Nigerian Universities ID - 365 ER - TY - JOUR AU - Oliveira, Ana Cristina AU - Mattos, Sandra da Silva AU - Coimbra, Miguel Tavares PY - 2017 ST - Development and Assessment of an E-learning Course on Pediatric Cardiology Basics T2 - JMIR Medical Education TI - Development and Assessment of an E-learning Course on Pediatric Cardiology Basics VL - 3 ID - 301 ER - TY - JOUR AB - SUMMARY This paper presents a new blended instruction model incorporating mobile-based e-Learning into a traditional nonwired classroom in foreign language teaching. The mobile tool adopted is iPod Touch. Our lesson was designed on the basis of the motivational model proposed by John M. Keller, which is widely known as the ARCS model. Our study considers the effect of this teaching model on students' vocabulary retention and oral speaking ability, and evaluates the course model in terms of the ARCS model, conducted at a Japanese national college of technology. The results suggest that the course stimulated the learners' interest sufficiently and changed the attitude of their learning strategies in a more communicative direction. AU - Ono, Yuichi AU - Ishihara, Manabu AU - Yamashiro, Mitsuo DO - https://doi.org/10.1002/eej.22717 IS - 2 PY - 2015 SN - 0424-7760 SP - 1-11 ST - Blended Instruction Utilizing Mobile Tools in English Teaching at Colleges of Technology T2 - Electrical Engineering in Japan TI - Blended Instruction Utilizing Mobile Tools in English Teaching at Colleges of Technology UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/eej.22717 VL - 192 ID - 441 ER - TY - GEN AU - Palvia, Shailendra AU - Aeron, Prageet AU - Gupta, Parul AU - Mahapatra, Diptiranjan AU - Parida, Ratri AU - Rosner, Rebecca AU - Sindhi, Sumita M1 - 4 PB - Taylor & Francis PY - 2018 SN - 1097-198X SP - 233-241 ST - Online education: Worldwide status, challenges, trends, and implications TI - Online education: Worldwide status, challenges, trends, and implications VL - 21 ID - 327 ER - TY - JOUR AU - Pang, Weiguo PY - 2015 SP - 122-127 ST - Promoting creativity in the classroom: A generative view T2 - Psychology of Aesthetics, Creativity, and the Arts TI - Promoting creativity in the classroom: A generative view VL - 9 ID - 89 ER - TY - JOUR AU - Park, Sungjin AU - Kim, Sangkyun N1 - (Sean) PY - 2021 ST - Is Sustainable Online Learning Possible with Gamification?—The Effect of Gamified Online Learning on Student Learning T2 - Sustainability TI - Is Sustainable Online Learning Possible with Gamification?—The Effect of Gamified Online Learning on Student Learning ID - 146 ER - TY - JOUR AU - Parsons, Jim AU - Taylor, Leah G PY - 2011 ST - Improving Student Engagement T2 - Current Issues in Education TI - Improving Student Engagement VL - 14 ID - 411 ER - TY - JOUR AU - Parviz, Birjandi AU - Masood, Siyyari PY - 2010 SP - 23-45 ST - Self-assessment and Peer-assessment: A Comparative Study of Their Effect on Writing Performance and Rating Accuracy T2 - Iranian Journal of Applied Linguistics TI - Self-assessment and Peer-assessment: A Comparative Study of Their Effect on Writing Performance and Rating Accuracy VL - 13 ID - 113 ER - TY - BOOK AU - Paul, Richard AU - Elder, Linda PB - Sonoma State University Rohnert Park, CA PY - 1990 ST - Critical thinking TI - Critical thinking ID - 273 ER - TY - JOUR AU - Payne, Thomas Edward PY - 2006 SP - 367-383 ST - A grammar as a communicative act: or: What does a grammatical description really describe? T2 - Studies in Language TI - A grammar as a communicative act: or: What does a grammatical description really describe? VL - 30 ID - 224 ER - TY - JOUR AU - Pei, Leisi AU - Wu, Hongbin DA - 2019/01/01 DO - 10.1080/10872981.2019.1666538 IS - 1 PY - 2019 SN - null SP - 1666538 ST - Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis T2 - Medical Education Online TI - Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis UR - https://doi.org/10.1080/10872981.2019.1666538 VL - 24 ID - 310 ER - TY - JOUR AU - Perera-Diltz, Dilani M AU - Moe, Jeffry L IS - 1 PY - 2014 ST - Formative and summative assessment in online education T2 - Journal of research in innovative teaching TI - Formative and summative assessment in online education VL - 7 ID - 374 ER - TY - JOUR AB - Distance education, which began as correspondence courses in the nineteenth century and grew into educational television during the twentieth century, evolved into learning on the Web by the mid-1990s. Accompanying the rise in online learning has been a similar rise in organizations and publications dedicated to serving the needs of online educators and exploring issues related to this evolving instructional modality. Online learning has become entrenched in the educational scene. It is only expected to grow during the coming years as more students demand it and as more faculty accept it. Despite the growth of online instruction and the unique needs it addresses, it has not achieved universal acceptance, and there are those who hold distance education to higher standards than traditional instruction. Any institution or teacher seeking to venture into the online realm needs to be fully aware of these emerging challenges. The prospect of greater scrutiny, however, may prompt the development of online offerings that exceed traditional quality and effectiveness expectations. This chapter provides a brief history of online learning and a discussion of the empirical evidence for its acceptance and effectiveness. AU - Perry, Edward H. AU - Pilati, Michelle L. PY - 2011 SP - 95-104 ST - Online Learning T2 - New Directions for Teaching and Learning TI - Online Learning VL - 128 ID - 118 ER - TY - JOUR AU - Perry, Martha W. AU - Mittelmark, Maurice B. PY - 2006 SP - 197 - 202 ST - The use of emerging technology to build health promotion capacity in regions with diversity in language and culture 1 T2 - Global Health Promotion TI - The use of emerging technology to build health promotion capacity in regions with diversity in language and culture 1 VL - 13 ID - 75 ER - TY - CONF AU - Perwitasari, Farah AU - Astuti, Nur Baiti AU - Atmojo, Suryo PB - Atlantis Press PY - 2021 SN - 9462393702 SP - 133-137 ST - Online Learning and Assessment: Challenges and Opportunities during Pandemic COVID-19 T2 - International Conference on Educational Assessment and Policy (ICEAP 2020) TI - Online Learning and Assessment: Challenges and Opportunities during Pandemic COVID-19 ID - 343 ER - TY - JOUR AU - Peterson, Christine IS - 3 PY - 2003 SN - 1055-8896 SP - 227-241 ST - Bringing ADDIE to life: Instructional design at its best T2 - Journal of Educational Multimedia and Hypermedia TI - Bringing ADDIE to life: Instructional design at its best VL - 12 ID - 425 ER - TY - JOUR AU - Philippines, EC AU - Tan, MJ IS - 2 PY - 2020 SP - 45-57 ST - Effectiveness of Using a Flipped Classroom in Improving English Grammar Proficiency T2 - International Journal of Sciences: Basic and Applied Research (IJSBAR) TI - Effectiveness of Using a Flipped Classroom in Improving English Grammar Proficiency VL - 51 ID - 26 ER - TY - JOUR AU - Phumpho, Rungkaew AU - Nomnian, Singhanat PY - 2019 ST - Challenges for Thai business people using English in ASEAN T2 - Kasetsart Journal of Social Sciences TI - Challenges for Thai business people using English in ASEAN ID - 155 ER - TY - JOUR AB - Abstract The ability to analyze and evaluate online sources for credibility continues to be a universal concern. In a 2006 study by the University of Connecticut, seventh graders lacked the ability to discredit a hoax website about a tree octopus. Using the same website in this qualitative study, 68 elementary students shared rationales about the source's authenticity during an exploration of reliability reasoning. Student responses provided insight into the application of web literacy skills and highlighted a need for increased instructional emphasis on critical thinking and explicit modeling of reliability reasoning during online searches. AU - Pilgrim, Jodi AU - Vasinda, Sheri AU - Bledsoe, Christie AU - Martinez, Elda DO - https://doi.org/10.1002/trtr.1800 IS - 1 PY - 2019 SN - 0034-0561 SP - 85-93 ST - Critical Thinking Is Critical: Octopuses, Online Sources, and Reliability Reasoning T2 - The Reading Teacher TI - Critical Thinking Is Critical: Octopuses, Online Sources, and Reliability Reasoning UR - https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/trtr.1800 VL - 73 ID - 104 ER - TY - JOUR AU - Plass, Jan L AU - O'Keefe, Paul A AU - Homer, Bruce D AU - Case, Jennifer AU - Hayward, Elizabeth O AU - Stein, Murphy AU - Perlin, Ken IS - 4 PY - 2013 SN - 1433817136 SP - 1050 ST - The impact of individual, competitive, and collaborative mathematics game play on learning, performance, and motivation T2 - Journal of educational psychology TI - The impact of individual, competitive, and collaborative mathematics game play on learning, performance, and motivation VL - 105 ID - 33 ER - TY - JOUR AU - Prameswari, Salvina Wahyu AU - Suharno, Suharno AU - Sarwanto, Sarwanto PY - 2018 ST - Inculcate critical thinking skills in primary schools T2 - Social, Humanities, and Educational Studies (SHEs): Conference Series TI - Inculcate critical thinking skills in primary schools ID - 107 ER - TY - CONF AU - Prasetya, Didik Dwi AU - Wibawa, Aji Prasetya AU - Ahmar, Ansari Saleh M1 - 1 PB - IOP Publishing PY - 2018 SN - 1742-6596 SP - 012059 ST - Design of Web-based lightweight interactive multimedia for distance learning T2 - Journal of Physics: Conference Series TI - Design of Web-based lightweight interactive multimedia for distance learning VL - 1028 ID - 369 ER - TY - JOUR AU - Pratt, Daniel D IS - 93 PY - 2002 SN - 1052-2891 SP - 5-16 ST - Good teaching: One size fits all? T2 - New directions for adult and continuing education TI - Good teaching: One size fits all? VL - 2002 ID - 176 ER - TY - JOUR AU - Prensky, Marc PY - 2001 SN - 1074-8121 ST - Digital natives, digital immigrants part 2: Do they really think differently? T2 - On the horizon TI - Digital natives, digital immigrants part 2: Do they really think differently? ID - 381 ER - TY - JOUR AU - Priyadarshini, Anita AU - Bhaumik, Rikisha IS - 1 PY - 2020 SN - 1347-9008 SP - 244-256 ST - E-readiness of senior school learners to online learning transition amid COVID-19 lockdown T2 - Asian Journal of Distance Education TI - E-readiness of senior school learners to online learning transition amid COVID-19 lockdown VL - 15 ID - 317 ER - TY - JOUR AU - Puegphrom, Puritchaya AU - Chiramanee, Tanyapa AU - Chiramanee, Thanyapa PY - 2014 ST - The effectiveness of implementing peer assessment on students’ writing proficiency TI - The effectiveness of implementing peer assessment on students’ writing proficiency ID - 49 ER - TY - CONF AU - Putra, Arda Purnama AU - Roebyanto, Goenawan AU - Arafik, Muh PB - Atlantis Press PY - 2021 SN - 9462394806 SP - 62-67 ST - Development of Interactive Web Based Multimedia for Online Learning in Elementary School T2 - International Conference on Information Technology and Education (ICITE 2021) TI - Development of Interactive Web Based Multimedia for Online Learning in Elementary School ID - 356 ER - TY - JOUR AU - Putri, Arie Nursela AU - Suparman, S AU - Sotlikova, R PY - 2022 ST - Development of Mathematical Communication Skill through Worksheets Integrated Problem Based Learning using ADDIE Model T2 - Asian J. Assess TI - Development of Mathematical Communication Skill through Worksheets Integrated Problem Based Learning using ADDIE Model ID - 431 ER - TY - JOUR AU - Pyatt, Graham IS - 3 PY - 1988 SN - 0161-8938 SP - 327-352 ST - A SAM approach to modeling T2 - Journal of policy modeling TI - A SAM approach to modeling VL - 10 ID - 362 ER - TY - CONF AU - Racheva, Veronica M1 - 1 PB - AIP Publishing LLC PY - 2018 SN - 0735417741 SP - 020032 ST - Social aspects of synchronous virtual learning environments T2 - AIP Conference Proceedings TI - Social aspects of synchronous virtual learning environments VL - 2048 ID - 293 ER - TY - JOUR AU - Rahmat, Azwar AU - Syakhrani, Abdul Wahab AU - Satria, Erwinsyah IS - 4 PY - 2021 SP - 126-35 ST - Promising online learning and teaching in digital age: Systematic review analysis T2 - International Research Journal of Engineering, IT & Scientific Research TI - Promising online learning and teaching in digital age: Systematic review analysis VL - 7 ID - 283 ER - TY - JOUR AU - Raman, K. AU - Yamat, H. PY - 2014 SP - 11-19 ST - Barriers Teachers Face in Integrating ICT during English Lessons: A Case Study T2 - Malaysian Online Journal of Educational Technology TI - Barriers Teachers Face in Integrating ICT during English Lessons: A Case Study VL - 2 ID - 1 ER - TY - JOUR AU - Ranaut, Bindu PY - 2018 ST - Importance of Good Business Writing Skills T2 - International Journal of Language and Linguistics TI - Importance of Good Business Writing Skills VL - 5 ID - 79 ER - TY - JOUR AU - Rao, Kavita AU - Tanners, Adam IS - 3 PY - 2011 SP - 211-229 ST - Curb cuts in cyberspace: Universal instructional design for online courses T2 - Journal of Postsecondary Education and Disability TI - Curb cuts in cyberspace: Universal instructional design for online courses VL - 24 ID - 366 ER - TY - JOUR AU - Rao, Parupalli Srinivas IS - 2 PY - 2019 SP - 6-18 ST - The importance of speaking skills in English classrooms T2 - Alford Council of International English & Literature Journal (ACIELJ) TI - The importance of speaking skills in English classrooms VL - 2 ID - 45 ER - TY - CONF AU - Ravid, Dorit PY - 2001 ST - Teachers' perception of spelling patterns and children's spelling errors: A cross-linguistic perspective TI - Teachers' perception of spelling patterns and children's spelling errors: A cross-linguistic perspective ID - 221 ER - TY - JOUR AU - Raymond, Emmanuel AU - Atsumbe, Bernad AU - Okwori, Robert AU - Jebba, Adamu Muhammaed PY - 2016 SP - 4-9 ST - Comparative Effects of the Synchronous and the Asynchronous Instructional Approaches Concerning the Students' Achievements and Interests in Electrical Engineering at the Niger State College of Education T2 - Int. J. Eng. Pedagog. TI - Comparative Effects of the Synchronous and the Asynchronous Instructional Approaches Concerning the Students' Achievements and Interests in Electrical Engineering at the Niger State College of Education VL - 6 ID - 295 ER - TY - CONF AU - Reiners, Torsten AU - Wood, Lincoln C. PY - 2015 ST - Gamification in Education and Business TI - Gamification in Education and Business ID - 413 ER - TY - JOUR AU - Reynders, Gil AU - Lantz, Juliette AU - Ruder, Suzanne M AU - Stanford, Courtney L AU - Cole, Renée S IS - 1 PY - 2020 SN - 2196-7822 SP - 1-15 ST - Rubrics to assess critical thinking and information processing in undergraduate STEM courses T2 - International Journal of STEM Education TI - Rubrics to assess critical thinking and information processing in undergraduate STEM courses VL - 7 ID - 276 ER - TY - BOOK AU - Rice, William AU - William, H PB - Packt publishing Birmingham PY - 2006 SN - 1847190197 ST - Moodle TI - Moodle ID - 69 ER - TY - JOUR AB - Analogical reasoning, the ability to understand phenomena as systems of structured relationships that can be aligned, compared, and mapped together, plays a fundamental role in the technology rich, increasingly globalized educational climate of the 21st century. Flexible, conceptual thinking is prioritized in this view of education, and schools are emphasizing ‘higher order thinking’, rather than memorization of a cannon of key topics. The lack of a cognitively grounded definition for higher order thinking, however, has led to a field of research and practice with little coherence across domains or connection to the large body of cognitive science research on thinking. We review literature on analogy and disciplinary higher order thinking to propose that relational reasoning can be productively considered the cognitive underpinning of higher order thinking. We highlight the utility of this framework for developing insights into practice through a review of mathematics, science, and history educational contexts. In these disciplines, analogy is essential to developing expert-like disciplinary knowledge in which concepts are understood to be systems of relationships that can be connected and flexibly manipulated. At the same time, analogies in education require explicit support to ensure that learners notice the relevance of relational thinking, have adequate processing resources available to mentally hold and manipulate relations, and are able to recognize both the similarities and differences when drawing analogies between systems of relationships. WIREs Cogn Sci 2015, 6:177–192. doi: 10.1002/wcs.1336 This article is categorized under: Psychology > Reasoning and Decision Making Psychology > Learning AU - Richland, Lindsey Engle AU - Simms, Nina DO - https://doi.org/10.1002/wcs.1336 IS - 2 PY - 2015 SN - 1939-5078 SP - 177-192 ST - Analogy, higher order thinking, and education T2 - WIREs Cognitive Science TI - Analogy, higher order thinking, and education UR - https://wires.onlinelibrary.wiley.com/doi/abs/10.1002/wcs.1336 VL - 6 ID - 267 ER - TY - JOUR AU - Rokni, Seyed Jalal Abdolmanafi AU - Seifi, Asieh PY - 2013 SP - 57-67 ST - The effect of dialog journal writing on EFL learners’ grammar knowledge T2 - Journal of Language and Linguistic Studies TI - The effect of dialog journal writing on EFL learners’ grammar knowledge VL - 9 ID - 161 ER - TY - JOUR AU - Ryan, Allison M AU - Gheen, Margaret H AU - Midgley, Carol IS - 3 PY - 1998 SN - 1939-2176 SP - 528 ST - Why do some students avoid asking for help? An examination of the interplay among students' academic efficacy, teachers' social–emotional role, and the classroom goal structure T2 - Journal of educational psychology TI - Why do some students avoid asking for help? An examination of the interplay among students' academic efficacy, teachers' social–emotional role, and the classroom goal structure VL - 90 ID - 404 ER - TY - JOUR AU - Sabri, Pirzada Sami Ullah AU - Ilyas, Muhammad AU - Amjad, Zahra IS - 2 PY - 2015 SN - 0555-7747 ST - Organizational learning culture and its effects on critical thinking skills on female teachers of public sector HEI T2 - Bulletin of Education and Research TI - Organizational learning culture and its effects on critical thinking skills on female teachers of public sector HEI VL - 37 ID - 268 ER - TY - JOUR AU - Sadeghi, Manijeh IS - 1 PY - 2019 SP - 80-88 ST - A shift from classroom to distance learning: Advantages and limitations T2 - International Journal of Research in English Education TI - A shift from classroom to distance learning: Advantages and limitations VL - 4 ID - 312 ER - TY - JOUR AU - Saengboon, Saksit AU - Panyaatisin, Kosin AU - Toomaneejinda, Anuchit PY - 2022 SN - 0125-2488 SP - 179-204 ST - The Roles of Grammar in English Language Teaching: Local Viewpoints T2 - PASAA: Journal of Language Teaching and Learning in Thailand TI - The Roles of Grammar in English Language Teaching: Local Viewpoints VL - 63 ID - 100 ER - TY - JOUR AU - Sahoo, Sonali PY - 2020 ST - E-readiness and perception of student teachers’ towards online learning in the midst of COVID-19 pandemic T2 - Available at SSRN 3666914 TI - E-readiness and perception of student teachers’ towards online learning in the midst of COVID-19 pandemic ID - 336 ER - TY - JOUR AU - Sailer, Michael AU - Hense, Jan Ulrich AU - Mandl, Heinz AU - Klevers, Markus PY - 2013 SP - 28-37 ST - Psychological Perspectives on Motivation through Gamification T2 - IxD&A TI - Psychological Perspectives on Motivation through Gamification VL - 19 ID - 147 ER - TY - JOUR AU - Salem, Ashraf Atta IS - 7 PY - 2013 SN - 1916-4742 SP - 33-45 ST - The Effect of Using Writer's Workshop Approach on Developing Basic Writing Skills (Mechanics of Writing) of Prospective Teachers of English in Egypt T2 - English Language Teaching TI - The Effect of Using Writer's Workshop Approach on Developing Basic Writing Skills (Mechanics of Writing) of Prospective Teachers of English in Egypt VL - 6 ID - 57 ER - TY - JOUR AU - Salter, Diane AU - Richards, Leslie AU - Carey, Tom DA - 2004/09/01 DO - 10.1080/09523980410001680824 IS - 3 PY - 2004 SN - 0952-3987 SP - 207-218 ST - The ‘T5’ Design Model: An Instructional Model and Learning Environment to Support the Integration of Online and Campus‐Based Courses T2 - Educational Media International TI - The ‘T5’ Design Model: An Instructional Model and Learning Environment to Support the Integration of Online and Campus‐Based Courses UR - https://doi.org/10.1080/09523980410001680824 VL - 41 ID - 35 ER - TY - JOUR AU - Salter, Diane AU - Richards, Leslie AU - Carey, Tom DA - 2004/09/01 DO - 10.1080/09523980410001680824 IS - 3 PY - 2004 SN - 0952-3987 SP - 207-218 ST - The ‘T5’ Design Model: An Instructional Model and Learning Environment to Support the Integration of Online and Campus‐Based Courses T2 - Educational Media International TI - The ‘T5’ Design Model: An Instructional Model and Learning Environment to Support the Integration of Online and Campus‐Based Courses UR - https://doi.org/10.1080/09523980410001680824 VL - 41 ID - 36 ER - TY - JOUR AN - doi:10.3390/su13041858 AU - Sánchez-Cruzado, Cristina AU - Santiago Campión, Raúl AU - Sánchez-Compaña, Mª Teresa IS - 4 PY - 2021 SN - 2071-1050 SP - 1858 ST - Teacher Digital Literacy: The Indisputable Challenge after COVID-19 T2 - Sustainability TI - Teacher Digital Literacy: The Indisputable Challenge after COVID-19 UR - https://www.mdpi.com/2071-1050/13/4/1858 VL - 13 ID - 2 ER - TY - JOUR AU - Sanmugam, Mageswaran AU - Selvarajoo, Anurita AU - Ramayah, Bavani AU - Lee, Kean Wah PY - 2019 SP - 8908-8915 ST - Use of nearpod as interactive learning method T2 - Inted2019 Proceedings TI - Use of nearpod as interactive learning method VL - 1 ID - 346 ER - TY - JOUR AU - Santika, Ade Ria AU - Purwianingsih, Widi AU - Nuraeni, E PY - 2018 ST - Analysis of students critical thinking skills in socio-scientific issues of biodiversity subject T2 - Journal of Physics: Conference Series TI - Analysis of students critical thinking skills in socio-scientific issues of biodiversity subject VL - 1013 ID - 261 ER - TY - CONF AU - Sarkar, Nina AU - Ford, Wendy AU - Manzo, Christina PB - Association for the Advancement of Computing in Education (AACE) PY - 2015 SP - 909-913 ST - Engaging Students with Technology in an Asynchronous Learning Environment T2 - E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education TI - Engaging Students with Technology in an Asynchronous Learning Environment ID - 305 ER - TY - JOUR AU - Savich, Carl PY - 2009 SP - 180-180 ST - Improving Critical Thinking Skills in History T2 - Networks: An Online Journal for Teacher Research TI - Improving Critical Thinking Skills in History VL - 11 ID - 269 ER - TY - JOUR AU - Schillings, Marlies AU - Roebertsen, Herma AU - Savelberg, Hans Hcm AU - van Dijk, Anne AU - Dolmans, Diana PY - 2020 SP - 1100 - 1116 ST - Improving the understanding of written peer feedback through face-to-face peer dialogue: students’ perspective T2 - Higher Education Research & Development TI - Improving the understanding of written peer feedback through face-to-face peer dialogue: students’ perspective VL - 40 ID - 173 ER - TY - JOUR AU - Schunk, Dale PY - 1989 SP - 14 - 22 ST - Self-Efficacy and Cognitive Achievement T2 - Journal of Learning Disabilities TI - Self-Efficacy and Cognitive Achievement VL - 22 ID - 124 ER - TY - JOUR AU - Searby, Michael AU - Ewers, Tim PY - 1997 SP - 371-383 ST - An evaluation of the use of peer assessment in higher education: a case study in the School of Music, Kingston University T2 - Assessment & Evaluation in Higher Education TI - An evaluation of the use of peer assessment in higher education: a case study in the School of Music, Kingston University VL - 22 ID - 137 ER - TY - CONF AU - Septiwan, Reni AU - Al Hafizh, Muhammad PB - Atlantis Press PY - 2021 SN - 9462394709 SP - 134-141 ST - An Analysis of Coherence in Writing Essay Written by Students at Universitas Negeri Padang T2 - Proceedings of the Tenth International Conference on Languages and Arts (ICLA 2021) TI - An Analysis of Coherence in Writing Essay Written by Students at Universitas Negeri Padang ID - 240 ER - TY - JOUR AB - This paper describes how a multimedia design team at Wayne State University, working on an engineering education project funded by the National Science Foundation, incorporated Keller's ARCS (attention, relevance, confidence, and satisfaction) model into the design and development of a computer-based instructional (CBI) module for a college engineering course in economics. A discussion of how and why the components were incorporated into the traditional instructional design phases of definition, design, development, implementation, and evaluation is presented. AU - Shellnut, Bonnie AU - Knowltion, Allie AU - Savage, Tim DA - 1999/06/01 DO - 10.1007/BF02299469 IS - 2 PY - 1999 SN - 1556-6501 SP - 100-110 ST - Applying the ARCS model to the design and development of computer-based modules for manufacturing engineering courses T2 - Educational Technology Research and Development TI - Applying the ARCS model to the design and development of computer-based modules for manufacturing engineering courses UR - https://doi.org/10.1007/BF02299469 VL - 47 ID - 440 ER - TY - CONF AU - Shernoff, David J. PY - 2013 ST - Optimal Learning Environments to Promote Student Engagement TI - Optimal Learning Environments to Promote Student Engagement ID - 407 ER - TY - JOUR AU - Sherry, Lorraine IS - 4 PY - 1996 SP - 337-365 ST - Issues in distance learning T2 - International journal of educational telecommunications TI - Issues in distance learning VL - 1 ID - 371 ER - TY - JOUR AU - Shishakly, Rima AU - Sabah, Ariba IS - 1 PY - 2021 SP - 1-24 ST - Challenges of Online Learning Systems during COVID-19 in the UAE universities and its Effect on Business Students’ Academic Performance T2 - American Journal of Online and Distance Learning TI - Challenges of Online Learning Systems during COVID-19 in the UAE universities and its Effect on Business Students’ Academic Performance VL - 3 ID - 344 ER - TY - JOUR AU - Simões, Jorge AU - Redondo, Rebeca Díaz AU - Vilas, Ana Fernández IS - 2 PY - 2013 SN - 0747-5632 SP - 345-353 ST - A social gamification framework for a K-6 learning platform T2 - Computers in Human Behavior TI - A social gamification framework for a K-6 learning platform VL - 29 ID - 376 ER - TY - JOUR AB - This study aimed to examine the impact of electronic interactive teaching materials (EITMs) distributed and operated on students’ mobile phones. In improving their critical thinking skills, compared to electronic textbooks using the theme of food and health. To this end, a quantitative research method with a quasi-experimental design was chosen. The sample was determined with the purposive sampling technique and consisted of junior high school students who are divided into the experimental class and control class, of 23 students each. The instruments used included a critical thinking ability test and a four-rating scale questionnaire. The data were analysed by determining the average normalized gain, t-test means, and effect size, and descriptively analysing the questionnaire. The results of data analysis show that (1) The critical thinking skills of the experimental group increased with high criteria, and the control group increased with medium criteria. (2) The increase in the critical thinking skills of students who used the EITMs, both in the overall and per-item mean scores, was higher than that of students who used electronic textbooks; (3) There was a significant difference in the increased critical thinking skills between the experimental class and control class, and (4) Students responded positively to the EITMs stored and operated on their individual mobile phones. AU - Sinaga, Parlindungan AU - Setiawan, Wawan AU - liana, Mey DA - 2022/12/01/ DO - https://doi.org/10.1016/j.tsc.2022.101066 KW - Interactive instructional materials Electronic instructional materials Critical thinking skills Junior high school Distance learning PY - 2022 SN - 1871-1871 SP - 101066 ST - The impact of electronic interactive teaching materials (EITMs) in e-learning on junior high school students’ critical thinking skills T2 - Thinking Skills and Creativity TI - The impact of electronic interactive teaching materials (EITMs) in e-learning on junior high school students’ critical thinking skills UR - https://www.sciencedirect.com/science/article/pii/S1871187122000694 VL - 46 ID - 429 ER - TY - JOUR AU - Smith, Kara M. AU - Caplan, David N. PY - 2018 SP - 38-46 ST - Communication impairment in Parkinson’s disease: Impact of motor and cognitive symptoms on speech and language T2 - Brain and Language TI - Communication impairment in Parkinson’s disease: Impact of motor and cognitive symptoms on speech and language VL - 185 ID - 226 ER - TY - JOUR AU - Song, Donggil AU - Bonk, Curtis J. PY - 2016 ST - Motivational factors in self-directed informal learning from online learning resources T2 - Cogent Education TI - Motivational factors in self-directed informal learning from online learning resources VL - 3 ID - 127 ER - TY - JOUR AU - Strover, Sharon IS - 5 PY - 2001 SN - 0308-5961 SP - 331-347 ST - Rural internet connectivity T2 - Telecommunications policy TI - Rural internet connectivity VL - 25 ID - 334 ER - TY - JOUR AU - Su, C‐H AU - Cheng, C‐H IS - 3 PY - 2015 SN - 0266-4909 SP - 268-286 ST - A mobile gamification learning system for improving the learning motivation and achievements T2 - Journal of Computer Assisted Learning TI - A mobile gamification learning system for improving the learning motivation and achievements VL - 31 ID - 377 ER - TY - JOUR AU - Sugita, Yoshihito PY - 2012 SP - 18-25 ST - Enhancing Students’ Fluency in Writing: Learning to Use Transition Words T2 - Open Journal of Modern Linguistics TI - Enhancing Students’ Fluency in Writing: Learning to Use Transition Words VL - 02 ID - 242 ER - TY - CONF AU - Suhartoyo, Eko PY - 2017 SP - 2598-0653 ST - The importance of critical thinking competence: An investigation of students’ writing experiences T2 - Proceedings at International Seminar on Language, Education, and Culture (ISoLEC) TI - The importance of critical thinking competence: An investigation of students’ writing experiences ID - 109 ER - TY - JOUR AU - Sulak, Suleyman Erkam PY - 2018 SP - 497-504 ST - Investigation of Writing Habits of Primary School Teachers T2 - International Electronic Journal of Elementary Education TI - Investigation of Writing Habits of Primary School Teachers VL - 10 ID - 171 ER - TY - JOUR AU - Sullivan, Nancy PY - 1998 SP - 41-55 ST - Developing critical reading and writing skills: Empowering minority students in a networked computer classroom T2 - Language learning online: Theory and practice in the ESL and L2 computer classroom TI - Developing critical reading and writing skills: Empowering minority students in a networked computer classroom ID - 201 ER - TY - BOOK AU - Sullo, Bob PB - ASCD PY - 2009 SN - 1416616357 ST - The motivated student: Unlocking the enthusiasm for learning TI - The motivated student: Unlocking the enthusiasm for learning ID - 401 ER - TY - CONF AU - Syawaludin, Ahmad AU - Marmoah, Sri M1 - 1 PY - 2018 SN - 2620-9292 ST - Reward and punishment in the perspective of behaviorism learning theory and its implementation in elementary school T2 - Social, Humanities, and Educational Studies (SHEs): Conference Series TI - Reward and punishment in the perspective of behaviorism learning theory and its implementation in elementary school VL - 1 ID - 143 ER - TY - JOUR AU - Tai, Hung-Cheng IS - 5 PY - 2016 SN - 1916-4742 SP - 119-133 ST - Effects of Collaborative Online Learning on EFL Learners' Writing Performance and Self-Efficacy T2 - English Language Teaching TI - Effects of Collaborative Online Learning on EFL Learners' Writing Performance and Self-Efficacy VL - 9 ID - 55 ER - TY - JOUR AU - Tate, Tamara AU - Warschauer, Mark DA - 2022/07/03 DO - 10.1080/00461520.2022.2062597 IS - 3 PY - 2022 SN - 0046-1520 SP - 192-206 ST - Equity in online learning T2 - Educational Psychologist TI - Equity in online learning UR - https://doi.org/10.1080/00461520.2022.2062597 VL - 57 ID - 333 ER - TY - JOUR AU - Tathahira, Tathahira PY - 2020 ST - Promoting students’ critical thinking through online learning in higher education: Challenges and strategies T2 - Englisia Journal of Language Education and Humanities TI - Promoting students’ critical thinking through online learning in higher education: Challenges and strategies ID - 111 ER - TY - JOUR AU - Temizkan, Mehmet C PY - 2011 SP - 933-939 ST - The Effect of Creative Writing Activities on the Story Writing Skill T2 - Kuram Ve Uygulamada Egitim Bilimleri TI - The Effect of Creative Writing Activities on the Story Writing Skill VL - 11 ID - 246 ER - TY - JOUR AU - Todd, Vicki AU - Hudson, Jerry C. PY - 2011 SP - 39-46 ST - Using Graded Peer Evaluation to Improve Students' Writing Skills, Critical Thinking Ability, and Comprehension of Material in a Principles of Public Relations Course T2 - Journal of College Teaching & Learning TI - Using Graded Peer Evaluation to Improve Students' Writing Skills, Critical Thinking Ability, and Comprehension of Material in a Principles of Public Relations Course VL - 4 ID - 139 ER - TY - JOUR AU - Trust, Torrey AU - Pektas, Emrah DA - 2018/10/02 DO - 10.1080/21532974.2018.1494521 IS - 4 PY - 2018 SN - 2153-2974 SP - 219-233 ST - Using the ADDIE Model and Universal Design for Learning Principles to Develop an Open Online Course for Teacher Professional Development T2 - Journal of Digital Learning in Teacher Education TI - Using the ADDIE Model and Universal Design for Learning Principles to Develop an Open Online Course for Teacher Professional Development UR - https://doi.org/10.1080/21532974.2018.1494521 VL - 34 ID - 427 ER - TY - JOUR AU - Tsarapkina, Julia M AU - Vaganova, Olga I AU - Lapshova, Anna V AU - Koldina, Margarita I AU - Sedov, Ivan A IS - 3 PY - 2021 SN - 2665-0223 SP - 192-203 ST - Gamification in modern education T2 - Revista Eduweb TI - Gamification in modern education VL - 15 ID - 389 ER - TY - JOUR AU - Tu, Chih-Hsiung AU - Corry, Michael PY - 2003 SP - 51 - 59 ST - Building Active Online Interaction via a Collaborative Learning Community T2 - Computers in the Schools TI - Building Active Online Interaction via a Collaborative Learning Community VL - 20 ID - 185 ER - TY - JOUR AU - Tung, Chi-An AU - Chang, Shu-Ying IS - 1 PY - 2009 SP - 287-317 ST - Developing critical thinking through literature reading T2 - Feng Chia Journal of Humanities and Social Sciences TI - Developing critical thinking through literature reading VL - 19 ID - 108 ER - TY - JOUR AU - Turner, Ellen PY - 2021 ST - Dialogic feedback and literary disciplinary knowledge in L2 writing instruction: how attitude to feedback influences academic achievement T2 - Research Papers in Education TI - Dialogic feedback and literary disciplinary knowledge in L2 writing instruction: how attitude to feedback influences academic achievement ID - 191 ER - TY - JOUR AU - Ulla, Mark B. 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No.98CH36214) TI - Using writing to enhance collaborative learning in engineering courses VL - 1 ID - 156 ER - TY - CONF AU - Wibowo, Sujatmiko PY - 2019 ST - Edmodo: Improving students’ writing skill TI - Edmodo: Improving students’ writing skill ID - 190 ER - TY - JOUR AU - Wichadee, Saovapa PY - 2014 ST - Students' Learning Behavior, Motivation and Critical Thinking in Learning Management Systems T2 - Journal of Educators Online TI - Students' Learning Behavior, Motivation and Critical Thinking in Learning Management Systems VL - 11 ID - 181 ER - TY - JOUR AU - Williams, Marion AU - Burden, Robert IS - 3 PY - 1997 SP - 19-27 ST - Motivation in language learning: A social constructivist approach T2 - Cahiers de l'APLIUT TI - Motivation in language learning: A social constructivist approach VL - 16 ID - 390 ER - TY - JOUR AU - Williams, Robert L. AU - Oliver, Renee AU - Allin, Jessica L. AU - Winn, Beth D. 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TI - Web-based Interactive Writing Environment: Development and Evaluation VL - 8 ID - 248 ER - TY - JOUR AU - Yao, Chunlin PY - 2019 ST - How peer review affects Chinese adult college students’ English writing acquisition in a computer assisted online learning environment? T2 - Journal of Physics: Conference Series TI - How peer review affects Chinese adult college students’ English writing acquisition in a computer assisted online learning environment? VL - 1176 ID - 188 ER - TY - JOUR AU - Yildirim, Ozen AU - Demir, Safiye Bilican AU - Kutlu, Ömer PY - 2020 ST - Testing the Bidirectional Relationship Between Reading and Writing Skills T2 - International Journal of Progressive Education TI - Testing the Bidirectional Relationship Between Reading and Writing Skills ID - 208 ER - TY - JOUR AU - Yoke, Soo Kum AU - Rajendran, C. AU - Sain, Noridah AU - Kamaludin, Puteri Nur Hidayah AU - Nawi, Sofwah Md AU - Yusof, Suhaili Mohd PY - 2013 SP - 175-180 ST - The Use of Online Corrective Feedback in Academic Writing by L1 Malay Learners T2 - English Language Teaching TI - The Use of Online Corrective Feedback in Academic Writing by L1 Malay Learners VL - 6 ID - 180 ER - TY - CONF AU - Yusnilita, Nopa PY - 2020 ST - The Impact of Online Learning: Student’s Views TI - The Impact of Online Learning: Student’s Views ID - 323 ER - TY - JOUR AU - Zenteno, A AU - Mortera, F IS - 1 PY - 2011 ST - Integración y apropiación de las TIC en los profesores y alumnos de educación media superior T2 - Revista Apertura de Innovación Educativa TI - Integración y apropiación de las TIC en los profesores y alumnos de educación media superior VL - 3 ID - 4 ER - TY - JOUR AU - Zhan, Ju AU - Sun, Qiyu AU - Zhang, Lawrence Jun PY - 2021 ST - Effects of manipulating writing task complexity on learners’ performance in completing vocabulary and syntactic tasks T2 - Language Teaching Research TI - Effects of manipulating writing task complexity on learners’ performance in completing vocabulary and syntactic tasks ID - 83 ER - TY - JOUR AU - Zheng, Binbin AU - Lawrence, Joshua Fahey AU - Warschauer, Mark AU - Lin, Chin Hsi PY - 2014 SP - 201 - 229 ST - Middle School Students’ Writing and Feedback in a Cloud-Based Classroom Environment T2 - Technology, Knowledge and Learning TI - Middle School Students’ Writing and Feedback in a Cloud-Based Classroom Environment VL - 20 ID - 449 ER - TY - JOUR AB - Flipped classroom, as an innovative and effective approach, has been widely applied in language teaching and learning, but little is known about primary students’ and teachers’ perceptions of gamified flipped classroom. This research conducted a 1-year project on gamified flipped English as a foreign language classroom among 277 primary students and 8 teachers. Data concerning students’ and teachers’ perceptions were collected by means of in-class observations, interviews, meeting minutes, researchers’ observation logs, and teachers’ and students’ self-reflections and were analyzed according to the grounded theory and thematic analysis. The results showed that both students and teachers agreed on such advantages of gamified flipped classroom: increased learning motivation and engagement, developed learning skills and confidence, and improved learning performance and outcomes. However, teachers considered pre-class self-learning as an essential part of flipped classroom and played an important role in helping students remember and understand the basic knowledge so that more time was available in class for gamified and interactive activities that aimed to assist students’ applying, analyzing, and evaluating of the knowledge, yet not all students indicated favorable attitude toward it. Such differences were probably related to the students’ understandings of the flipped classroom, English proficiency levels, self-regulated learning skills, and ages. AU - Zou, Di DA - 2020/06/01 DO - 10.1007/s40692-020-00153-w IS - 2 PY - 2020 SN - 2197-9995 SP - 213-228 ST - Gamified flipped EFL classroom for primary education: student and teacher perceptions T2 - Journal of Computers in Education TI - Gamified flipped EFL classroom for primary education: student and teacher perceptions UR - https://doi.org/10.1007/s40692-020-00153-w VL - 7 ID - 9 ER -