Vol. 37 No. 6 (2021): AJET

Published: 2021-12-20

Editorial

The role of change in AJET in 2021: reflections, bibliometrics, and future plans

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

1-6
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Articles

A WSQ-based mobile peer assessment approach to enhancing university students’ vocal music skills and learning perceptions

Chenchen Liu, Ping Wan, Yun-Fang Tu, Kai Chen, Youmei Wang

1-17
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Effects of smartphone-based collaborative vlog projects on EFL learners’ speaking performance and learning engagement

Hui-Wen Huang

18-40
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Acting in secret: Interaction, knowledge construction and sequential discussion patterns of partial role-assignment in a MOOC

Ken-Zen Chen, Hsiao-Han Yeh

41-60
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The effect of Chinese EFL students’ learning motivation on learning outcomes within a blended learning environment

Renzhong Peng, Rongrong Fu

61-74
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Student achievement emotions: Examining the role of frequent online assessment

Kaitlin Riegel, Tanya Evans

75-87
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Developing and investigating an electronic performance support system (EPSS) for academic performance

Baris Sezer

88-101
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Repositioning students as co-creators of curriculum for online learning resources

Aaron McDonald, Heath McGowan, Mollie Dollinger, Ryan Naylor, Hassan Khosravi

102-118
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Co-word analysis and academic performance from the Australasian Journal of Educational Technology in Web of Science

Jesús López-Belmonte, Antonio-José Moreno-Guerrero, Santiago Pozo-Sánchez; José-Antonio Marín-Marín

119-140
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Development and verification of the programming resilience scale for university students

Qian Fu, Li-Wen Zhang, Jon-Chao Hong, Yan Dong

141-155
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Instructional design and instructional effectiveness in virtual classrooms: Research trends and challenges Instructional Design and Instructional Effectiveness in Virtual Classroom

Baris Cukurbasi, Mubin Kiyici

156-174
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Self-regulation strategies in blended learning environments in higher education: A systematic review

Jan Hein Eggers, Prof. dr. Ron Oostdam, Prof. dr. Joke Voogt

175-192
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Factors affecting student-teacher satisfaction with a multi-college online collaborative course

Miri Shonfeld

193-205
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