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1
Effect size measures for multilevel models: definition, interpretation, and TIMSS example
Effect size measures for multilevel models: definition, interpretation, and TIMSS example
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Effect size measures for multilevel models: definition, interpretation, and TIMSS example

Large-scale assessments in education, 2018-07, Vol.6 (1), p.1-11, Article 8 [Peer Reviewed Journal]

The Author(s) 2018 ;Large-scale Assessments in Education is a copyright of Springer, (2018). All Rights Reserved. © 2018. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2196-0739 ;EISSN: 2196-0739 ;DOI: 10.1186/s40536-018-0061-2

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2
Blended Learning: Deficits and Prospects in Higher Education
Blended Learning: Deficits and Prospects in Higher Education
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Blended Learning: Deficits and Prospects in Higher Education

Australasian Journal of Educational Technology, 2018-01, Vol.34 (1), p.42 [Peer Reviewed Journal]

ISSN: 1449-5554 ;ISSN: 1449-3098 ;EISSN: 1449-5554 ;DOI: 10.14742/ajet.3100

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3
Promoting inclusion and equity in education: lessons from international experiences
Promoting inclusion and equity in education: lessons from international experiences
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Promoting inclusion and equity in education: lessons from international experiences

Nordic journal of studies in educational policy, 2020-01, Vol.6 (1), p.7-16 [Peer Reviewed Journal]

2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2020 ;2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This work is licensed under the Creative Commons Attribution – Non-Commercial License http://creativecommons.org/licenses/by-nc/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2002-0317 ;EISSN: 2002-0317 ;DOI: 10.1080/20020317.2020.1729587

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4
Factors Influencing Preservice Teachers' Intention to Use Technology: TPACK, Teacher Self efficacy, and Technology Acceptance Model
Factors Influencing Preservice Teachers' Intention to Use Technology: TPACK, Teacher Self efficacy, and Technology Acceptance Model
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Factors Influencing Preservice Teachers' Intention to Use Technology: TPACK, Teacher Self efficacy, and Technology Acceptance Model

Educational Technology ＆ Society, 2018-07, Vol.21 (3), p.48-59 [Peer Reviewed Journal]

COPYRIGHT 2018 International Forum of Educational Technology & Society ;COPYRIGHT 2018 International Forum of Educational Technology & Society ;2018. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1176-3647 ;ISSN: 1436-4522 ;EISSN: 1436-4522

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5
Transformation or evolution?: Education 4.0, teaching and learning in the digital age
Transformation or evolution?: Education 4.0, teaching and learning in the digital age
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Transformation or evolution?: Education 4.0, teaching and learning in the digital age

Higher education pedagogies, 2020-01, Vol.5 (1), p.223-246 [Peer Reviewed Journal]

2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2020 ;2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This work is licensed under the Creative Commons Attribution – Non-Commercial License http://creativecommons.org/licenses/by-nc/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2375-2696 ;EISSN: 2375-2696 ;DOI: 10.1080/23752696.2020.1816847

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6
STEM education K-12 : perspectives on integration
STEM education K-12 : perspectives on integration
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STEM education K-12 : perspectives on integration

International journal of STEM education, 2016-03, Vol.3 (3), p.1, Article 3 [Peer Reviewed Journal]

English. 2016 ;The Author(s) 2016 ;ISSN: 2196-7822 ;EISSN: 2196-7822 ;DOI: 10.1186/s40594-016-0036-1

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7
Sentiment Evolution with Interaction Levels in Blended Learning Environments: Using Learning Analytics and Epistemic Network Analysis
Sentiment Evolution with Interaction Levels in Blended Learning Environments: Using Learning Analytics and Epistemic Network Analysis
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Sentiment Evolution with Interaction Levels in Blended Learning Environments: Using Learning Analytics and Epistemic Network Analysis

Australasian Journal of Educational Technology, 2021-01, Vol.37 (2), p.81-95 [Peer Reviewed Journal]

2021. This work is published under https://creativecommons.org/licenses/by-nc-nd/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1449-5554 ;ISSN: 1449-3098 ;EISSN: 1449-5554 ;DOI: 10.14742/ajet.6749

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8
Applying Learning Analytics for the Early Prediction of Students' Academic Performance in Blended Learning
Applying Learning Analytics for the Early Prediction of Students' Academic Performance in Blended Learning
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Applying Learning Analytics for the Early Prediction of Students' Academic Performance in Blended Learning

Educational Technology ＆ Society, 2018-04, Vol.21 (2), p.220-232 [Peer Reviewed Journal]

COPYRIGHT 2018 International Forum of Educational Technology & Society ;COPYRIGHT 2018 International Forum of Educational Technology & Society ;2018. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1176-3647 ;ISSN: 1436-4522 ;EISSN: 1436-4522

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9
Key Factors in Learners' Satisfaction with the E-Learning System at the University of Dar es Salaam, Tanzania
Key Factors in Learners' Satisfaction with the E-Learning System at the University of Dar es Salaam, Tanzania
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Key Factors in Learners' Satisfaction with the E-Learning System at the University of Dar es Salaam, Tanzania

Australasian Journal of Educational Technology, 2018-01, Vol.34 (4), p.107 [Peer Reviewed Journal]

ISSN: 1449-5554 ;ISSN: 1449-3098 ;EISSN: 1449-5554 ;DOI: 10.14742/ajet.2993

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10
Perceptions of and Behavioral Intentions towards Learning Artificial Intelligence in Primary School Students
Perceptions of and Behavioral Intentions towards Learning Artificial Intelligence in Primary School Students
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Perceptions of and Behavioral Intentions towards Learning Artificial Intelligence in Primary School Students

Educational Technology ＆ Society, 2021-07, Vol.24 (3), p.89-101 [Peer Reviewed Journal]

COPYRIGHT 2021 International Forum of Educational Technology & Society ;ISSN: 1176-3647 ;ISSN: 1436-4522 ;EISSN: 1436-4522 ;DOI: 10.30191/ETS.202107_24(3).0007

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11
University Students' Digital Competence in Three Areas of the DigCom 2.1 Model: A Comparative Study at Three European Universities
University Students' Digital Competence in Three Areas of the DigCom 2.1 Model: A Comparative Study at Three European Universities
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University Students' Digital Competence in Three Areas of the DigCom 2.1 Model: A Comparative Study at Three European Universities

Australasian Journal of Educational Technology, 2020-01, Vol.36 (3), p.69-88 [Peer Reviewed Journal]

2020. This work is published under https://creativecommons.org/licenses/by-nc-nd/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1449-5554 ;ISSN: 1449-3098 ;EISSN: 1449-5554 ;DOI: 10.14742/ajet.5583

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12
An Augmented Reality-based Mobile Learning System to Improve Students’ Learning Achievements and Motivations in Natural Science Inquiry Activities
An Augmented Reality-based Mobile Learning System to Improve Students’ Learning Achievements and Motivations in Natural Science Inquiry Activities
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An Augmented Reality-based Mobile Learning System to Improve Students’ Learning Achievements and Motivations in Natural Science Inquiry Activities

Educational technology & society, 2014-10, Vol.17 (4), p.352-365 [Peer Reviewed Journal]

Copyright 2014 by International Forum of Educational Technology & Society (IFETS) ;COPYRIGHT 2014 International Forum of Educational Technology & Society ;COPYRIGHT 2014 International Forum of Educational Technology & Society ;2014. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1176-3647 ;ISSN: 1436-4522 ;EISSN: 1436-4522

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13
Studying Physics during the COVID-19 Pandemic: Student Assessments of Learning Achievement, Perceived Effectiveness of Online Recitations, and Online Laboratories
Studying Physics during the COVID-19 Pandemic: Student Assessments of Learning Achievement, Perceived Effectiveness of Online Recitations, and Online Laboratories
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Studying Physics during the COVID-19 Pandemic: Student Assessments of Learning Achievement, Perceived Effectiveness of Online Recitations, and Online Laboratories

Physical review. Physics education research, 2021-03, Vol.17 (1), p.010117, Article 010117 [Peer Reviewed Journal]

2021. This work is licensed under https://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2469-9896 ;EISSN: 2469-9896 ;DOI: 10.1103/PhysRevPhysEducRes.17.010117

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14
The Interplay of Leadership Styles, Innovative Work Behavior, Organizational Culture, and Organizational Citizenship Behavior
The Interplay of Leadership Styles, Innovative Work Behavior, Organizational Culture, and Organizational Citizenship Behavior
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The Interplay of Leadership Styles, Innovative Work Behavior, Organizational Culture, and Organizational Citizenship Behavior

SAGE open, 2020-01, Vol.10 (1), p.215824401989826 [Peer Reviewed Journal]

The Author(s) 2020 ;The Author(s) 2020. This work is licensed under the Creative Commons Attribution License https://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2158-2440 ;EISSN: 2158-2440 ;DOI: 10.1177/2158244019898264

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15
Affective Variables and Informal Digital Learning of English: Keys to Willingness to Communicate in a Second Language
Affective Variables and Informal Digital Learning of English: Keys to Willingness to Communicate in a Second Language
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Affective Variables and Informal Digital Learning of English: Keys to Willingness to Communicate in a Second Language

Australasian Journal of Educational Technology, 2019-01, Vol.35 (5), p.168 [Peer Reviewed Journal]

ISSN: 1449-5554 ;ISSN: 1449-3098 ;EISSN: 1449-5554 ;DOI: 10.14742/ajet.5177

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16
Habit and Hedonic Motivation Are the Strongest Influences in Mobile Learning Behaviours among Higher Education Students in Malaysia
Habit and Hedonic Motivation Are the Strongest Influences in Mobile Learning Behaviours among Higher Education Students in Malaysia
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Habit and Hedonic Motivation Are the Strongest Influences in Mobile Learning Behaviours among Higher Education Students in Malaysia

Australasian Journal of Educational Technology, 2019-01, Vol.35 (4), p.174 [Peer Reviewed Journal]

ISSN: 1449-5554 ;ISSN: 1449-3098 ;EISSN: 1449-5554 ;DOI: 10.14742/ajet.4432

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17
The Impact of the Flipped Classroom on Mathematics Concept Learning in High School
The Impact of the Flipped Classroom on Mathematics Concept Learning in High School
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The Impact of the Flipped Classroom on Mathematics Concept Learning in High School

Educational Technology ＆ Society, 2016-07, Vol.19 (3), p.134-142 [Peer Reviewed Journal]

Copyright 2016 by International Forum of Educational Technology & Society (IFETS) ;COPYRIGHT 2016 International Forum of Educational Technology & Society ;COPYRIGHT 2016 International Forum of Educational Technology & Society ;2016. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1176-3647 ;ISSN: 1436-4522 ;EISSN: 1436-4522

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18
Orchestrating learning analytics (OrLA) : Supporting inter-stakeholder communication about adoption of learning analytics at the classroom level
Orchestrating learning analytics (OrLA) : Supporting inter-stakeholder communication about adoption of learning analytics at the classroom level
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Orchestrating learning analytics (OrLA) : Supporting inter-stakeholder communication about adoption of learning analytics at the classroom level

Australasian Journal of Educational Technology, 2019-01, Vol.35 (4), p.14-33 [Peer Reviewed Journal]

ISSN: 1449-5554 ;ISSN: 1449-3098 ;EISSN: 1449-5554 ;DOI: 10.14742/ajet.4314

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19
Exploring the Relationships between Achievement Goals, Community Identification and Online Collaborative Reflection: A Deep Learning and Bayesian Approach
Exploring the Relationships between Achievement Goals, Community Identification and Online Collaborative Reflection: A Deep Learning and Bayesian Approach
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Exploring the Relationships between Achievement Goals, Community Identification and Online Collaborative Reflection: A Deep Learning and Bayesian Approach

Educational Technology ＆ Society, 2021-07, Vol.24 (3), p.210-223 [Peer Reviewed Journal]

COPYRIGHT 2021 International Forum of Educational Technology & Society ;ISSN: 1176-3647 ;ISSN: 1436-4522 ;EISSN: 1436-4522 ;DOI: 10.30191/ETS.202107_24(3).0015

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20
Translating Learning into Numbers: A Generic Framework for Learning Analytics
Translating Learning into Numbers: A Generic Framework for Learning Analytics
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Translating Learning into Numbers: A Generic Framework for Learning Analytics

Educational technology & society, 2012-07, Vol.15 (3), p.42-57 [Peer Reviewed Journal]

Copyright 2012 by International Forum of Educational Technology & Society (IFETS) ;COPYRIGHT 2012 International Forum of Educational Technology & Society ;COPYRIGHT 2012 International Forum of Educational Technology & Society ;2012. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the associated terms available at https://www.j-ets.net/ETS/guide.html ;ISSN: 1176-3647 ;ISSN: 1436-4522 ;EISSN: 1436-4522

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