| Issue |
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| Vol 26 (2018) |
UK higher education institutions’ technology-enhanced learning strategies from the perspective of disruptive innovation |
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Michael Flavin, Valentina Quintero |
| Vol 23 (2015) |
Material matters for learning in virtual networks: A case study of a professional learning programme hosted in a Google+ online community. |
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Aileen Ackland, Ann Swinney |
| Vol 23 (2015) |
Boundary breaking for interdisciplinary learning |
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Adi Kidron, Yael Kali |
| Vol 23 (2015) |
Handling disruptive innovations in HE: lessons from two contrasting case studies |
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Stephen Powell, Bill Olivier, Li Yuan |
| 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 19, No 2 (2011) |
Educators’ perceptions, attitudes and practices: blended learning in business and management education |
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Vladlena Benson, Deborah Anderson, Ann Ooms |
| 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 24 (2016) |
Fostering postgraduate student engagement: online resources supporting self-directed learning in a diverse cohort |
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Luciane V. Mello |
| Vol 21 (2013) |
Is it cheating – or learning the craft of writing? Using Turnitin to help students avoid plagiarism |
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Lynne Graham-Matheson, Simon Starr |
| Vol 23 (2015) |
First year university student engagement using digital curation and career goal setting |
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Amy Antonio, David Tuffley |
| Vol 19, No 3 (2011) |
Mobilities, moorings and boundary marking in developing semantic technologies in educational practices |
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Richard Edwards, Fran Tracy, Katy Jordan |
| Vol 23 (2015) |
Interdisciplinary project-based learning: technology for improving student cognition |
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Natalia Stozhko, Boris Bortnik, Ludmila Mironova, Albina Tchernysheva, Ekaterina Podshivalova |
| Vol 20 (2012) |
Worth it? Findings from a study of how academics assess students’ Web 2.0 activities |
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Kathleen Gray, Jenny Waycott, Rosemary Clerehan, Margaret Hamilton, Joan Richardson, Judithe Sheard, Celia Thompson |
| Vol 20 (2012) |
Perceptions of the effects of clicker technology on student learning and engagement: a study of freshmen Chemistry students |
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Jenepher Lennox Terrion, Victoria Aceti |
| Vol 17, No 3 (2009) |
A case of a laptop learning campus: how do technology choices affect perceptions? |
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Jennifer Percival, Nathan Percival |
| Vol 23 (2015) |
Assuring best practice in technology-enhanced learning environments |
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Mike Keppell, Gordon Suddaby, Natasha Hard |
| Vol 17, No 2 (2009) |
Guidelines for supporting re-use of existing digital learning materials and methods in higher education |
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Judith Schoonenboom, Henk Sligte, Eja Kliphuis |
| Vol 22 (2014) |
Students’ engagement with a collaborative wiki tool predicts enhanced written exam performance |
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Tom Stafford, Herman Elgueta, Harriet Cameron |
| Vol 17, No 2 (2009) |
Students make a plan: understanding student agency in constraining conditions |
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Laura Czerniewicz, Kevin Williams, Cheryl Brown |
| Vol 18, No 3 (2010) |
Web-based lecture technologies and learning and teaching: a study of change in four Australian universities |
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M. Gosper, M. Mcneill, R. Phillips, G. Preston, K. Woo, D. Green |
| 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 18, No 1 (2010) |
Blended learning in Saudi universities: challenges and perspectives |
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Reem Alebaikan, Salah Troudi |
| Vol 24 (2016) |
To BYOD or not to BYOD: factors affecting academic acceptance of student mobile devices in the classroom |
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Christopher Graham Mckercher Gillies |
| Vol 20 (2012) |
Digital exclusion or learning exclusion? An ethnographic study of adult male distance learners in English prisons |
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Anne Pike, Anne Adams |
| Vol 24 (2016) |
CrashEd – A live immersive, learning experience embedding STEM subjects in a realistic, interactive crime scene |
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Marie L. Bassford, Annette Crisp, Angela O'Sullivan, Joanne Bacon, Mark Fowler |
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