Perceptions of University Students Toward Blended Learning During COVID-19.

• Authors : Almahasees, Zakaryia¹; Husienat, Islam²; Husienat, Ahmad³

• Source: Journal of Higher Education Theory & Practice; 2022, Vol. 22 Issue 18, p78-91, 14p

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INSTITUTIONAL ADOPTION AND IMPLEMENTATION OF BLENDED LEARNING: DIFFERENCES IN STUDENT PERCEPTIONS.

• Authors : ALI, Ramiz¹,

• Source: Turkish Online Journal of Distance Education (TOJDE); Jan2023, Vol. 24 Issue 1, p37-53, 17p

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Does the ARCS Motivational Model Affect Students' Achievement and Motivation? A Meta-Analysis

• Authors : Goksu, Idris; Islam Bolat, Yusuf

Subjects: Models; Student Motivation; Academic Achievement

• Source: Review of Education, v9 n1 p27-52 Feb 2021.

• Abstract: In this meta-analysis, the aim is to determine the overall effect of the ARCS (attention, relevance, confidence, satisfaction) model of motivation on students' academic achievement, ... As Provided

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Education and New Developments 2017

• Authors : Carmo, Mafalda, Ed.

Subjects: Educational Quality; Models; Vocational EducationTaiwan; Turkey; United StatesProgram for International Student Assessment; Trends in International Mathematics and Science Study

• Source: Online Submission.

• Abstract: This book contains a compilation of papers presented at the International Conference on Education and New Developments (END 2017), organized by the World Institute for Advanced ... As Provided

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Prioritizing the Implementation of E-Learning Tools to Enhance the Post-Secondary Learning Environment

• Authors : Percival, Jennifer Catherine; Muirhead, Bill

Subjects: Information Technology; Foreign Countries; Curriculum ImplementationCanada

• Source: Journal of Distance Education, v23 n1 p89-106 2009.

• Abstract: The implementation of both blended learning and web-based programs is becoming more prevalent within higher education in ... As Provided

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Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (Fort Worth, Texas, October 22-24, 2013)

• Authors : Sampson, Demetrios G., Ed.; Spector, J. Michael, Ed.; Ifenthaler, Dirk, Ed.

Subjects: Conference Papers; Cognitive Processes; Learning ProcessesBrazil; China; Thailand

• Source: International Association for Development of the Information Society.

• Abstract: These proceedings contain the papers of the IADIS International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2013), October 22... ERIC

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Effects of Teacher Support on Chinese EFL University Students' Listening Ability in a Blended Learning Environment.

• Authors : Ting Yang¹ ; Na-Young Kim²

Subjects: *Teachers; Learning ability; Blended learning

• Source: Journal of Digital Convergence. 2021, Vol. 19 Issue 12, p63-77. 15p.

• Abstract: This study aims to explore the differential effects of teacher support on Chinese EFL students’ listening ability in a blended

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Institutional Adoption of Blended Learning: Analysis of an Initiative in Action.

• Authors : Groen, Jovan¹, ; Ghani, Shehzad¹, ; Germain-Rutherford, Aline¹,

• Source: Canadian Journal for the Scholarship of Teaching & Learning; 2020, Vol. 11 Issue 3, p1-17, 19p

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Comparative research in the digital competence of the pre-service education teacher: face-to-face vs blended education and gender.

• Authors : Guillen-Gamez, Francisco D.¹, ; Mayorga-Fernández, Maria Jose²; Del Moral, María Teresa³

• Source: Journal of E-Learning & Knowledge Society; Sep2020, Vol. 16 Issue 3, p1-9, 9p

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Supporting the less-adaptive student: the role of learning analytics, formative assessment and blended learning.

• Authors : Tempelaar, Dirk¹

Subjects: *BLENDED learning; *EMOTIONS; *PEER review of studentsNETHERLANDS

• Source: Assessment & Evaluation in Higher Education. Jun2020, Vol. 45 Issue 4, p579-593. 15p. 5 Graphs.

• Abstract: How can we best facilitate students most in need of learning support, entering a challenging quantitative methods module at the start ... Copyright of Assessment & Evaluation in Higher Education is the property of Routledge and its content may not be copied or emailed to multiple sites ...

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