Subjects -> COMPUTER SCIENCE (Total: 2313 journals)
    - ANIMATION AND SIMULATION (33 journals)
    - ARTIFICIAL INTELLIGENCE (133 journals)
    - AUTOMATION AND ROBOTICS (116 journals)
    - COMPUTER ARCHITECTURE (11 journals)
    - COMPUTER ENGINEERING (12 journals)
    - COMPUTER GAMES (23 journals)
    - COMPUTER PROGRAMMING (25 journals)
    - COMPUTER SCIENCE (1305 journals)
    - COMPUTER SECURITY (59 journals)
    - DATA BASE MANAGEMENT (21 journals)
    - DATA MINING (50 journals)
    - E-BUSINESS (21 journals)
    - E-LEARNING (30 journals)
    - IMAGE AND VIDEO PROCESSING (42 journals)
    - INFORMATION SYSTEMS (109 journals)
    - INTERNET (111 journals)
    - SOCIAL WEB (61 journals)
    - SOFTWARE (43 journals)
    - THEORY OF COMPUTING (10 journals)

E-LEARNING (30 journals)

Showing 1 - 30 of 30 Journals sorted alphabetically
Advanced Technology for Learning     Full-text available via subscription   (Followers: 139)
Aprendo con NooJ     Open Access   (Followers: 1)
Australasian Journal of Educational Technology     Open Access   (Followers: 17)
Computer Assisted Language Learning     Hybrid Journal   (Followers: 28)
Computer Speech & Language     Hybrid Journal   (Followers: 13)
Education in the Knowledge Society     Open Access   (Followers: 2)
Educational Technology Research and Development     Partially Free   (Followers: 45)
eLearn Magazine     Full-text available via subscription   (Followers: 4)
European Journal of Open, Distance and E-Learning - EURODL     Open Access   (Followers: 11)
Human-centric Computing and Information Sciences     Open Access   (Followers: 6)
Interdisciplinary Journal of e-Skills and Lifelong Learning     Open Access   (Followers: 4)
Interdisciplinary Journal of Information, Knowledge, and Management     Open Access   (Followers: 12)
International Journal of Adult Education and Technology     Hybrid Journal   (Followers: 17)
International Journal of Ambient Computing and Intelligence     Full-text available via subscription   (Followers: 3)
International Journal of Computer-Assisted Language Learning and Teaching     Full-text available via subscription   (Followers: 14)
International Journal of Online Pedagogy and Course Design     Full-text available via subscription   (Followers: 7)
International Journal of Research Studies in Educational Technology     Open Access   (Followers: 10)
Journal of Assistive Technologies     Hybrid Journal   (Followers: 19)
Journal of Computers in Education     Hybrid Journal   (Followers: 9)
Journal of Machine Learning Research     Open Access   (Followers: 62)
Jurnal Inovasi Teknologi Pendidikan     Open Access  
Jurnal Komtika     Open Access  
Nordic Journal of Digital Literacy     Open Access  
Online Journal of Distance Learning Administration     Open Access   (Followers: 12)
Research and Practice in Technology Enhanced Learning     Open Access   (Followers: 8)
Research in Learning Technology     Open Access   (Followers: 72)
RIED. Revista Iberoamericana de Educación a Distancia     Open Access   (Followers: 1)
RU&SC. Revista de Universidad y Sociedad del Conocimiento     Open Access   (Followers: 1)
Tidsskriftet Læring og Medier (LOM)     Open Access   (Followers: 1)
UOC Papers. Revista sobre la sociedad del conocimiento     Open Access   (Followers: 1)
Similar Journals
Journal Cover
Online Journal of Distance Learning Administration
Number of Followers: 12  

  This is an Open Access Journal Open Access journal
ISSN (Online) 1556-3847
Published by U of West Georgia Homepage  [1 journal]
  • Organizational Sustainability in Online Higher Education: Reframing
           through the Viable System Model

    • Abstract: Fall 2019 - Volume 22 Issue 3

      by Priscilla Parsons, Kaye Shelton

      Teaching observations are commonly used among educators to document and improve teaching effectiveness. Unfortunately, the necessary protocols and supporting infrastructure are not consistently available for faculty who teach online. This paper presents a brief literature review and reflective narratives of educators representing online education at multiple organization levels within a comprehensive university.  Each vignette presents strategies for implementing observations among online faculty, including considerations for teaching faculty, their peers and supervisors, and online education administrators
      PubDate: Friday, 13 September 2019 5:00
      Issue No: Vol. 22 (2019)
  • Academic Advising and Online Doctoral Student Persistence From Coursework
           to Independent ResearchFall 2019 - Volume 22 Issue 3 by Todd D. Fiore,
           Keri L. Heitner, and Melanie Shaw Approximately 50% of doctoral students
           do not complete their degrees. Attrition for online doctoral programs is
           10% to 20% higher than traditional programs. This study’s purpose was to
           understand online doctoral students’ perceptions about the role of
           academic advisement in transitioning from coursework to independent
           research. Semi-structured interviews with 18 participants revealed six
           major themes pertaining to advising’s role on persistence, the efficacy
           of advising, and potential improvements to advising. The major themes
           identified within and across three cases are: faculty advising is
           paramount, lack of process advisement, inconsistent advisement, peer
           advising is powerful, persistence comes from within, and doctoral research
           feels lonely. Further research is needed about online doctoral students’
           experience, particularly with respect to transitioning from coursework to
           independent research.
           13 September 2019 5:00:00 -0500

    • PubDate: Friday, 13 September 2019 5:00
  • Student Retention in Online Courses: University Role

    • Abstract: Fall 2019 - Volume 22 Issue 3

      by Marie St. Rose and Alicia Moore

      As the growth in technology enables academic institutions to offer online courses to students globally, it is essential for universities to provide quality services to meet the needs and expectations of learners. Student retention in online courses is one of the challenges facing universities today. This is an important concern and should be addressed. The following research question was posed to a convenience sample of 84 students enrolled in online courses at an academic institution: What can the university do to help you to remain enrolled in online courses' The data generated from the research question were entered in Nvivo to identify themes and metathemes. The analysis identified twenty-four themes. As the analysis progressed, six metathemes emerged. The students proposed six areas for universities to address: costs, resources, the number of online courses and degrees offered, support services, faculty accountability, and policies. The metathemes identified in this study have implications for university administrators to focus on the learner when addressing retention in online courses.
      PubDate: Friday, 13 September 2019 5:00
      Issue No: Vol. 22 (2019)
  • Efficient Online Instruction: Maximum Impact in Minimal Time

    • Abstract: Fall 2019 - Volume 22 Issue 3

      by Lori J. Cooper, Amanda Laster-Loftus, B. Jean Mandernach

      Higher education faculty have numerous responsibilities that are not limited to instruction of classes. While it is well established in literature that faculty have a diverse set of responsibilities that extend well beyond a 40-hour work week, this information has yet to be cohesively transferred into suggestions for institutions to utilize when promoting instructional efficiency. The present study offers both a conceptual and operational definition of faculty workload in higher education, while addressing faculty workload perceptions and the value of efficiency. In addition, this study offers specific recommendations for instructional efficiency that faculty and institutions of higher education can put into practice. This quantitative study surveyed full-time (n=50) and adjunct faculty (n=368) at a Southwest university. Survey results indicated adjunct faculty rated automatic notification higher than full-time faculty, while both faculty roles agree integration of feedback banks are valuable for increasing teaching efficiency (x'=3.91, SD=1.18); as well as push notifications to students outside the online classroom (x'=3.74, SD=1.23). Overall findings concluded that all faculty believed pedagogical tools had value in increasing the efficiency in online teaching. Therefore, recognition of instructional supplements may foster the efficiency and impact of teaching time. Higher education administrators and curriculum developers can use this evidence to promote decisions supporting improvement of pedagogical tools within online classrooms.
      PubDate: Friday, 13 September 2019 5:00
      Issue No: Vol. 22 (2019)
  • eCelebrations: Virtual Graduations to Celebrate Online Students

    • Abstract: Fall 2019 - Volume 22 Issue 3

      by Leora Waldner, Dayna McDaniel, Tammy Esteves

      Online students are often short-changed when they reach their most important milestone — graduation. For many institutions, virtual graduation has proven to be a holy grail of sorts—critically important to student experience, but illusive in form and difficult to achieve. This article explores several existing models of virtual graduations, and proposes a framework to evaluate the quality of synchronous virtual graduation events. We also present an example of a synchronous virtual graduation celebration in a master's degree program that optimizes social presence and engagement. This robust event features real-time audio and webcam participation by all participants, keynote speakers, interactive prize contests, and personalized announcement of graduates. By illuminating the logistics, we enable other universities to consider adoption of this powerful innovation to enhance the online learning experience and further engage online learners.
      PubDate: Friday, 13 September 2019 5:00
      Issue No: Vol. 22 (2019)
  • Using the Technology Adoption Model to Assess Faculty Comfort with the
           Learning Management System

    • Abstract: Fall 2019 - Volume 22 Issue 3

      by Lisa Anne Bove, Sheri Conklin

      When faculty need to use technology that is not familiar to them, it may take more time to integrate into to their teaching. The purpose of this study was to gather data on the ease of use and usefulness of the Blackboard LMS in anticipation of transitioning to a new LMS. A survey with the Technology Adoption Model (TAM) usability and perceived ease of use questions was sent to faculty in the Fall semester prior to the beginning of training for the transition to a new learning management system. Participation was voluntary and no questions were required.Most participants completed the full usefulness and ease of use Likert-style questions, but many declined to fill out other questions about years teaching, title, age, or type of employment and comfort level. We obtained a 29 % response rate. Of those who received the survey, 48.5 % were Professors (full, assistant and associate) and 51.5 % were lecturers. Faculty averaged 13 years teaching with an average of 10 years at UNCW and most were between the ages of 44 and 65.There was no significant association ('> 98%) between years teaching, title, age, or type of employment and usefulness or ease of use. Comfort level, however, demonstrated a negative association with both usefulness and ease of use. Faculty who identified themselves with lower comfort levels also reported that Blackboard was less useful and less easy to use. Based on the information gleaned in this survey, a full implementation plan including communication, opportunities for faculty buy-in for the plan, published timelines, and multiple options for training will be used to implement the new system.
      PubDate: Friday, 13 September 2019 5:00
      Issue No: Vol. 22 (2019)
  • Welcome!!! New edition of the OJDLA Journal - Winter 2012 - Volume 15
           Issue 4

    • Abstract: Here is our new edition of the OJDLA Journal - Winter 2012 - Volume 15 Issue 4 (Double click on the article titles to see the entire article).
      Here is a letter from our editor:

      Dear Readers:It’s our last day before the holiday break, and it seems that each year we leave with even more tasks unfinished. Others in the field confirm that we’ve all gotten busier and the work has become increasingly complex. Nworie’s article on DE Leadership (in this journal edition) is compelling in that it addresses the nature of this work, and applies useful theoretical frameworks. The author seems to support the notion that “distance education leadership is different from leadership in other areas of higher education,” and to some extent, I agree. While general principles of systems thinking, charisma, and audaciousness are applicable to most leadership roles, distance education is different in part because of the extremely rapid rate of change and need to adapt. Many of the rock-solid goals we made in August are nearly irrelevant as winter approaches. We rewrite job descriptions constantly, only to respond to emerging new responsibilities before the laser ink dries. This is surely not a field for those who have strong needs for certainty, are risk-averse, or thrive on having projects completed. Yet, it is fabulous challenge for those who enjoy a life completely void of laid-back days and repetition. Best wishes for a wonderful holiday. Take time to enjoy a dull moment or two.Best, Melanie N. Clay, Ph.D. December 15, 2012
      PubDate: Friday, 15 December 2012 12:00
      Issue No: Vol. 15, No. 4 (2012)
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Tel: +00 44 (0)131 4513762

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