| Issue |
Title |
| Vol 22 (2014) |
Taking over someone else's e-learning design: challenges trigger change in e-learning beliefs and practices |
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Karen M. Scott |
| Vol 26 (2018) |
Analysing the impact of e-learning technology on students’ engagement, attendance and performance |
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Raj Kapur Shah, Linda Anne Barkas |
| Vol 26 (2018) |
Digital literacy: a Palestinian refugee perspective |
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John Traxler |
| Vol 18, No 2 (2010) |
Sustainability factors for e-learning initiatives |
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Cathy Gunn |
| Vol 17, No 2 (2009) |
The role of learning technologists in supporting e-research |
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Susi Peacock, Ann Robertson, Sarah Williams, Maria Giatsi Clausen |
| Vol 17, No 1 (2009) |
Virtual learning environments – help or hindrance for the ‘disengaged’ student? |
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Alice Maltby, Sarah Mackie |
| Vol 22 (2014) |
Using social media to engage and develop the online learner in self-determined learning |
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Lisa Marie Blaschke |
| Vol 17, No 1 (2009) |
A comparative analysis of the effects of instructional design factors on student success in e-learning: multiple-regression versus neural networks |
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Halil Ibrahim Cebeci, Harun Resit Yazgan, Abdulkadir Geyik |
| Vol 21 (2013) |
Combining the formative with the summative: the development of a twostage online test to encourage engagement and provide personal feedback in large classes |
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Susanne Voelkel |
| Vol 17, No 1 (2009) |
A systemic framework for managing e-learning adoption in campus universities: individual strategies in context |
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Carol Russell |
| Vol 20 (2012) |
Information and communication technology related needs of college and university students with disabilities |
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Catherine S. Fichten, Jennison V. Asuncion, Joan Wolforth, Maria Barile, Jillian Budd, Natalie Martiniello, Rhonda Amsel |
| Vol 18, No 3 (2010) |
Change, technology and higher education: are universities capable of organisational change? |
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Stephen Marshall |
| Vol 19, No 1 (2011) |
Learners’ reflexivity and the development of an e-learning community among students in China |
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Zhen Li |
| Vol 18, No 2 (2010) |
Integrating technology with literacy: using teacher-guided collaborative online learning to encourage critical thinking |
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Alyson Simpson |
| Vol 20 (2012) |
Applying a framework to evaluate assignment marking software: a case study on Lightwork |
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Eva Heinrich, John Milne |
| Vol 25 (2017) |
How do medium naturalness and personality traits shape academic achievement and perceived learning? An experimental study of face-to-face and synchronous e-learning |
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Ina Blau, Orli Weiser, Yoram Eshet-Alkalai |
| Vol 20 (2012) |
Cross-discipline investigation of the relationship between academic performance and online resource access by distance education students |
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Andrea Crampton, Angela T. Ragusa, Heather Cavanagh |
| Vol 18, No 1 (2010) |
Effective e-learning? Multi-tasking, distractions and boundary management by graduate students in an online environment |
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Jennie Winter, Debby Cotton, Joan Gavin, Jon D. Yorke |
| Vol 25 (2017) |
Development of an institutional framework to guide transitions into enhanced blended learning in higher education |
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Josephine Adekola, Vicki H.M. Dale, Kerr Gardiner |
| Vol 16, No 2 (2008) |
Introducing e-developers to support a university’s blended learning developments |
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ann Ooms, Linda Burke, Tim Linsey, Celayne Heaton-Shrestha |
| Vol 19, No 2 (2011) |
Undergraduate paramedic students’ attitudes to e-learning: findings from five university programs |
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Brett Williams, Malcolm Boyle, Andrew Molloy, Richard Brightwell, Graham Munro, Melinda Service, Ted Brown |
| Vol 25 (2017) |
How to merge courses via Skype™†? Lessons from an International Blended Learning Project‡ |
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Yasemin Akbaba, Filiz Başkan |
| Vol 16, No 2 (2008) |
Building institutional capability in e-learning design |
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Gilly Salmon, Sylvia Jones, Alejandro Armellini |
| Vol 19 (2011): Special Issue |
Effectiveness of technology to support work based learning: the stakeholders’ perspective |
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Rebecca Strachan, Lalith Liyanage, Biddy Casselden, Roger Penlington |
| Vol 24 (2016) |
Developing the digital literacies of academic staff: an institutional approach |
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Barbara Newland, Fiona Handley |
| Vol 16, No 1 (2008) |
Towards a user-oriented analytical approach to learning design |
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Jonathan P. San Diego, Diana Laurillard, Tom Boyle, Claire Bradley, Dejan Ljubojevic, Tim Neumann, Darren Pearce |
| Vol 23 (2015) |
Using LectureTools to enhance student–instructor relations and student engagement in the large class |
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Jerie Shaw, Sofiya Kominko, Jenepher Lennox Terrion |
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