Journal: Internet High. Educ.

Volume 12, Issue Issues

117 -- 125Anthony R. Artino. Online learning: Are subjective perceptions of instructional context related to academic success?
126 -- 135Curtis J. Bonk, Mimi Miyoung Lee, Nari Kim, Meng Fen Grace Lin. The tensions of transformation in three cross-institutional wikibook projects
136 -- 145Fengfeng Ke, Kui Xie. Toward deep learning for adult students in online courses
146 -- 151Anthony R. Artino, Jason M. Stephens. Academic motivation and self-regulation: A comparative analysis of undergraduate and graduate students learning online
152 -- 155Craig Bailey, Karen A. Card. Effective pedagogical practices for online teaching: Perception of experienced instructors
156 -- 164Pavlina Radia, Paul Stapleton. Unconventional sources as a new convention: The shifting paradigm of undergraduate writing
165 -- 172Martin Valcke, Bram de Wever, Chang Zhu, Craig Deed. Supporting active cognitive processing in collaborative groups: The potential of Bloom's taxonomy as a labeling tool
173 -- 178Oksana Wasilik, Doris U. Bolliger. Faculty satisfaction in the online environment: An institutional study
179 -- 180Ray Angelo. Distance learning in higher education: a programmatic approach to planning, design, instruction, evaluation, and accreditation, Rovai, A., Ponton, M., & Baker, J., (2008), New York: Teachers College Press, 212 pages, ISBN: 978-0-8077-4878-7 (hardcover), US$29.65
181 -- 0Dean Sheetz. Bonk, Curtis J. (2009). The world is open: How web technology is revolutionizing education. San Francisco: Jossey-Bass. US$29.95. ISBN#9780470461303
182 -- 0Chad E. Smith. Online Science Learning: Best Practices and Technologies, Downing Kevin F., Holtz Jennifer K.. (2008), Hershey, PA, 372 pages, ISBN 978-159904986-1 (hardcover), US$99.95

Volume 12, Issue 2

61 -- 62Steven R. Terrell. Introduction to the special issue on online teaching and learning
63 -- 70George Veletsianos, Annita Eliadou. Conceptualizing the use of technology to foster peace via Adventure Learning
71 -- 87J. B. Arbaugh, Michael R. Godfrey, Marianne Johnson, Birgit Leisen Pollack, Bruce Niendorf, William Wresch. Research in online and blended learning in the business disciplines: Key findings and possible future directions
88 -- 92Steven Lonn, Stephanie D. Teasley. Podcasting in higher education: What are the implications for teaching and learning?
93 -- 97Charles B. Hodges, Pamela F. Murphy. Sources of self-efficacy beliefs of students in a technology-intensive asynchronous college algebra course
98 -- 103Glenn Gordon Smith, Denise Passmore, Timber Faught. The challenges of online nursing education
104 -- 111Art W. Bangert. Building a validity argument for the community of inquiry survey instrument
112 -- 116Steven R. Terrell, Martha Snyder, Laurie P. Dringus. Doctoral Student Connectedness Scale

Volume 12, Issue 1

1 -- 6Lucy Barnard, William Y. Lan, Yen M. To, Valerie Osland Paton, Shu-Ling Lai. Measuring self-regulation in online and blended learning environments
7 -- 13Alfred P. Rovai, Mervyn J. Wighting, Jason D. Baker, Linda D. Grooms. Development of an instrument to measure perceived cognitive, affective, and psychomotor learning in traditional and virtual classroom higher education settings
14 -- 25Anthony J. Nichols, Yair Levy. Empirical assessment of college student-athletes' persistence in e-learning courses: A case study of a U.S. National Association of Intercollegiate Athletics (NAIA) institution
26 -- 34Marie A. Tapanes, Glenn Gordon Smith, James A. White. Cultural diversity in online learning: A study of the perceived effects of dissonance in levels of individualism/collectivism and tolerance of ambiguity
35 -- 44Marie Källkvist, Stephen Gomez, Holger Andersson, David Lush. Personalised virtual learning spaces to support undergraduates in producing research reports: Two case studies
45 -- 52Elena Karpova, Ana-Paula Correia, Evrim Baran. Learn to use and use to learn: Technology in virtual collaboration experience
53 -- 59Mark J. W. Lee, Charlynn Miller, Leon Newnham. Podcasting syndication services and university students: Why don't they subscribe?