Vol. 37 No. 4 (2021): AJET

Published: 2021-10-16

Editorial

Open Science and Educational Technology Research

Jason M. Lodge, Linda Corrin, Gwo-Jen Hwang, Kate Thompson

1-6
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Articles

Flipped learning design fidelity, self-regulated learning, satisfaction, and continuance intention in a university flipped learning course

Nam Hui Kim, Hyo-Jeong So, Young Ju Joo

1-19
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Learning from error episodes in dialogue-videos: The influence of prior knowledge

Lu Ding, Katelyn M. Cooper, Michelle D. Stephens, Michelene T.H. Chi, Sara E. Brownell

20-32
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Structural relationships between self-regulated learning, teachers’ credibility, information and communications technology literacy and academic performance in blended learning

Liang Yu, Shijian Chen, Mimi Recker

33-50
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Flipping a classroom with a three-stage collaborative instructional model (3-CI) for graduate students

Feng-Kuang Chiang, Zhenhua Wu

51-67
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Tele-mentoring using augmented reality technology in healthcare: A systematic review

Dung Trung Bui, Tony Barnett, Ha Hoang, Winyu Chinthammit

68-88
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Unbundling teaching and learning in a flipped thermal physics classroom in higher education powered by emerging innovative technology

Hui-Chun Hung, Shelley Shwu-Ching Young

89-99
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A study of meta-analyses reporting quality in the large and expanding literature of educational technology

Rana M. Tamim, Evgueni Borokhovski, Robert M. Bernard, Richard F. Schmid, Philip C. Abrami, David I. Pickup

100-115
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What kind of support do teachers really need in a blended learning context?

Shurong Zhao, Junxia Song

116-129
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Predicting at-risk university students based on their e-book reading behaviours by using machine learning classifiers

Cheng-Huan Chen, Stephen J. H. Yang, Jian-Xuan Weng, Hiroaki Ogata, Chien-Yuan Su

130-144
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Students' preference for the use of gamification in virtual learning environments

Julieth Katherin Acosta-Medina, Martha Liliana Torres-Barreto, Andrés Felipe Cárdenas-Parga

145-158
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The online student experience: A MAC-ICE thematic structure

Mel Henry

159-172
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The effect on student behaviour and achievement of removing incentives to complete online formative assessments

Dr Stephen Agnew, Dr Jane Kerr, Professor Richard Watt

173-185
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