Subjects -> EDUCATION (Total: 2346 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1996 journals)
    - HIGHER EDUCATION (140 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

ONLINE EDUCATION (42 journals)

Showing 1 - 41 of 41 Journals sorted alphabetically
Aprendo con NooJ     Open Access   (Followers: 1)
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
Asian Journal of Distance Education     Open Access   (Followers: 2)
Campus Virtuales     Open Access   (Followers: 3)
Current Issues in Emerging eLearning     Open Access   (Followers: 11)
Designs for Learning     Open Access   (Followers: 12)
Digital Education Review     Open Access   (Followers: 7)
Edu Komputika Journal     Open Access   (Followers: 1)
Edutec : Revista Electrónica de Tecnología Educativa     Open Access  
European Journal of Open, Distance and E-Learning     Open Access   (Followers: 4)
ICT Learning     Open Access   (Followers: 4)
IEEE Transactions on Learning Technologies     Full-text available via subscription   (Followers: 12)
International Journal of Computer-Assisted Language Learning and Teaching     Full-text available via subscription   (Followers: 14)
International Journal of Cyber Ethics in Education     Full-text available via subscription   (Followers: 2)
International Journal of Educational Technology     Open Access   (Followers: 10)
International Journal of Educational Technology in Higher Education     Open Access   (Followers: 26)
International Journal of Game-Based Learning     Hybrid Journal   (Followers: 17)
International Journal of Mobile and Blended Learning     Full-text available via subscription   (Followers: 25)
International Journal of Mobile Learning and Organisation     Hybrid Journal   (Followers: 16)
International Journal of Virtual and Personal Learning Environments     Full-text available via subscription   (Followers: 18)
International Journal of Web-Based Learning and Teaching Technologies     Hybrid Journal   (Followers: 20)
International Journal on Advances in ICT for Emerging Regions (ICTer)     Open Access   (Followers: 2)
International Review of Research in Open and Distance Learning     Open Access   (Followers: 24)
International Technology and Education Journal     Open Access   (Followers: 1)
Irish Journal of Academic Practice     Open Access   (Followers: 1)
Irish Journal of Technology Enhanced Learning     Open Access   (Followers: 2)
Journal of Computers in Education     Hybrid Journal   (Followers: 9)
Journal of Digital Learning in Teacher Education     Hybrid Journal   (Followers: 25)
Journal of Learning and Teaching in Digital Age     Open Access   (Followers: 6)
Journal of Learning for Development     Open Access   (Followers: 4)
Journal of Open, Flexible and Distance Learning     Open Access   (Followers: 29)
Journal of Research on Technology in Education     Hybrid Journal   (Followers: 16)
Journal of Teaching and Learning with Technology     Open Access   (Followers: 10)
Multicultural Education Review     Hybrid Journal   (Followers: 8)
Networks : An Online Journal for Teacher Research     Open Access   (Followers: 1)
OUSL Journal     Open Access  
Research and Practice in Technology Enhanced Learning     Open Access   (Followers: 7)
Revista Interuniversitaria de Investigación en Tecnología Educativa     Open Access  
Smart Learning Environments     Open Access   (Followers: 6)
Teknodika     Open Access  
Theory and methods of e-learning     Open Access   (Followers: 11)
Similar Journals
Journal Cover
International Journal of Mobile Learning and Organisation
Journal Prestige (SJR): 0.85
Citation Impact (citeScore): 2
Number of Followers: 16  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1746-725X - ISSN (Online) 1746-7268
Published by Inderscience Publishers Homepage  [451 journals]
  • Investigate the factors that influence the users' engagement,
           satisfaction, and loyalty towards smartphone apps notifications in Jordan
           from students' perspective

    • Free pre-print version: Loading...

      Authors: Jehad Mohammed Imlawi, Mohammed-Issa Riad Mousa Jaradat
      Pages: 123 - 149
      Abstract: The current study extends the customer value, satisfaction, and loyalty framework (VSL) to investigate factors that influence the students' engagement, satisfaction, and loyalty towards smartphone apps notifications in Jordan. Furthermore, this study focused on identifying the moderating effects of gender, experience, apps popularity, and income. To test the research model, we collected data from 272 students via paper-based survey method. 250 respondents have returned the survey, leading to a 91.9% valid return rate. The findings showed that the students' perceived usefulness, perceived value, and the results' demonstrability out of apps notifications, have a positive effect on students' loyalty, engagement, and satisfaction. Except that, perception of the notification usefulness does not influence students' satisfaction. Students' engagement in mobile apps, their satisfaction, and their perceptions of the app value, positively affect their loyalty to the notifying app. The results also showed that gender, experience, app popularity and income, have moderated some of the relationships in the research model. Contributions to both theory and practice are also addressed by the authors.
      Keywords: engagement; perceived value; satisfaction; loyalty; smartphone apps; apps notifications
      Citation: International Journal of Mobile Learning and Organisation, Vol. 16, No. 2 (2022) pp. 123 - 149
      PubDate: 2022-04-07T23:20:50-05:00
      DOI: 10.1504/IJMLO.2022.121847
      Issue No: Vol. 16, No. 2 (2022)
       
  • Trends and research issues of technology-enhanced self-regulated learning
           in the mobile era: a review of SSCI journal articles

    • Free pre-print version: Loading...

      Authors: Jehad Mohammed Imlawi, Mohammed-Issa Riad Mousa Jaradat
      Pages: 150 - 172
      Abstract: In this study, bibliographic analysis was performed to examine the research trends of technology-enhanced self-regulated learning. We collected 948 papers that had been published in SSCI journals from 2001 to 2020. Co-occurrence and citation analysis was employed to explore the frequently used keywords, active countries, and active authors. The papers were also divided into four time periods to explore the research change in terms of educational issues, learning contexts, and educational objectives. The findings showed that the research issues and the use of technologies differed between countries and author groups. Some researchers discussed self-regulation in collaborative learning, whereas others explored the effectiveness of interactive systems for learning. It was found that motivation and metacognition were core concerns throughout the entire period. Finally, learning analysis and rarely discussed issues (e.g., reading comprehension and procrastination) have been highlighted in recent years. Based on the findings, some suggestions are recommended for future studies.
      Keywords: self-regulated learning; research trend; motivation; metacognition; collaborative learning
      Citation: International Journal of Mobile Learning and Organisation, Vol. 16, No. 2 (2022) pp. 150 - 172
      PubDate: 2022-04-07T23:20:50-05:00
      DOI: 10.1504/IJMLO.2022.121879
      Issue No: Vol. 16, No. 2 (2022)
       
  • Understanding mobile learning, imagination capacity, and team creativity
           through people-learn-framework and creativity theory perspective

    • Free pre-print version: Loading...

      Authors: Jehad Mohammed Imlawi, Mohammed-Issa Riad Mousa Jaradat
      Pages: 173 - 197
      Abstract: Though empirically unevidenced assertions posit that m-learning enhances online participation and achieves learning outcomes, instructors continue observing a low rate of students' virtual participation. Such an observation gets instructors sceptical if m-learning achieves learning outcomes. In parallel, employers complain of graduates lacking team creativity skills. This study investigated the m-learning and learning outcomes relationship through the How People Learn framework and comprehended how imagination capacity and team creativity allow digital learning to enhance online participation and facilitate m-learning for achieving learning outcomes, using the creativity theory. Hence, this study proposed a model bearing five hypotheses. This model was tested via an adopted questionnaire and received 307 higher-education students. Multiple regression analysis reveals a partial mediation of m-learning between imagination capacity and team creativity. Such mediation helps achieve the desired learning outcomes, improves online participation, and enhances team creativity. This study also proposes theoretical and practical implications.
      Keywords: how people learn framework; creativity theory; m-learning; imaginative capacity; team creativity; learning outcomes; higher education
      Citation: International Journal of Mobile Learning and Organisation, Vol. 16, No. 2 (2022) pp. 173 - 197
      PubDate: 2022-04-07T23:20:50-05:00
      DOI: 10.1504/IJMLO.2022.121885
      Issue No: Vol. 16, No. 2 (2022)
       
  • Implementation of a robotic-transformed five-phase inquiry learning to
           foster students' computational thinking and engagement: a mobile
           learning perspective

    • Free pre-print version: Loading...

      Authors: Sasithorn Chookaew, Patcharin Panjaburee
      Pages: 198 - 220
      Abstract: Many studies have used a robot to engage students in higher-order thinking tasks. With such a learning task, it remains challenging to design instruction in deriving basic knowledge through technological tools to support students in developing their higher-order thinking skills. However, a computer-controlled robot maybe not a challenge yet, and it is not convenient to get the information or supplementary materials in a learning activity. Many scholars have recognised mobile technologies as a potential tool enabling students to learn across in and out-of-classes. This study developed a mobile application to control a robot and manipulate data in authentic situations. Afterward, this study applied a five-phase inquiry-based learning approach to implementing the mobile application in a Thai high school robotic learning class. A repeated measures research design was employed to examine the effectiveness of implementing a robot-transformed five-phase inquiry learning regarding students' improvement of computational thinking concepts, practices and perspectives. Besides, the students could be engaged to learn, leading to improvement of computational thinking.
      Keywords: robot in education; engineering education; mobile application; active learning; project-based learning
      Citation: International Journal of Mobile Learning and Organisation, Vol. 16, No. 2 (2022) pp. 198 - 220
      PubDate: 2022-04-07T23:20:50-05:00
      DOI: 10.1504/IJMLO.2022.121888
      Issue No: Vol. 16, No. 2 (2022)
       
  • Effects of a mobile game on students' learning achievements and
           motivations in a clinical chemistry course: learning style differences

    • Free pre-print version: Loading...

      Authors: Natinan Bunyakul, Nuwee Wiwatwattana, Patcharin Panjaburee
      Pages: 221 - 244
      Abstract: Clinical chemistry has become an essential topic for medical technologist students to perform an authentic clinical laboratory. Therefore, it has been suggested to situate students to experience various clinical chemistry situations. Recently, it has been a common recognition that educational games can motivate students' learning and help them acquire knowledge by participating in gaming scenarios. Since there are only a few digital games in clinical chemistry, this study proposes a mobile game to simulate students in a clinical chemistry laboratory and implement the game with 155 university students on the clinical chemistry course. The results revealed that the mobile game could trigger knowledge acquisition and enable students to analyse internal quality control data, leading to less anxiety for performing clinical chemistry assessments. Moreover, the impacts of the mobile game on the learning achievements and motivations of the students with different learning styles were investigated and found that visual and verbal learning styles yielded positive results during participating in the mobile game.
      Keywords: medical education; higher education; mobile learning; ubiquitous learning; computer simulation; learning styles
      Citation: International Journal of Mobile Learning and Organisation, Vol. 16, No. 2 (2022) pp. 221 - 244
      PubDate: 2022-04-07T23:20:50-05:00
      DOI: 10.1504/IJMLO.2022.121886
      Issue No: Vol. 16, No. 2 (2022)
       
 
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