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1
Academic stress and burnout among distance education students in a Ghanaian higher education institution
Academic stress and burnout among distance education students in a Ghanaian higher education institution
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Academic stress and burnout among distance education students in a Ghanaian higher education institution

Cogent education, 2024-12, Vol.11 (1) [Peer Reviewed Journal]

EISSN: 2331-186X ;DOI: 10.1080/2331186X.2024.2334686

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2
Adult female learners’ perceptions of and experiences with distance education at University of Ghana
Adult female learners’ perceptions of and experiences with distance education at University of Ghana
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Adult female learners’ perceptions of and experiences with distance education at University of Ghana

Cogent education, 2024-12, Vol.11 (1) [Peer Reviewed Journal]

ISSN: 2331-186X ;EISSN: 2331-186X ;DOI: 10.1080/2331186X.2023.2292836

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3
How to design effective educational videos for teaching evidence-based medicine to undergraduate learners - systematic review with complementing qualitative research to develop a practicable guide
How to design effective educational videos for teaching evidence-based medicine to undergraduate learners - systematic review with complementing qualitative research to develop a practicable guide
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How to design effective educational videos for teaching evidence-based medicine to undergraduate learners - systematic review with complementing qualitative research to develop a practicable guide

Medical education online, 2024-12, Vol.29 (1), p.2339569-2339569 [Peer Reviewed Journal]

2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2024 The Author(s) ;EISSN: 1087-2981 ;DOI: 10.1080/10872981.2024.2339569 ;PMID: 38615337

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4
Sociodigital practices, competences, mindsets, and profiles of Finnish students before and after the COVID-19 distance learning period
Sociodigital practices, competences, mindsets, and profiles of Finnish students before and after the COVID-19 distance learning period
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Sociodigital practices, competences, mindsets, and profiles of Finnish students before and after the COVID-19 distance learning period

Cogent education, 2024-12, Vol.11 (1) [Peer Reviewed Journal]

EISSN: 2331-186X ;DOI: 10.1080/2331186X.2024.2334575

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5
Impact of flipped classroom on EFL learners’ self- regulated learning and higher-order thinking skills during the Covid19 pandemic
Impact of flipped classroom on EFL learners’ self- regulated learning and higher-order thinking skills during the Covid19 pandemic
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Impact of flipped classroom on EFL learners’ self- regulated learning and higher-order thinking skills during the Covid19 pandemic

Asian-Pacific journal of second and foreign language education, 2024-12, Vol.9 (1), p.24-15, Article 24 [Peer Reviewed Journal]

The Author(s) 2024 ;The Author(s) 2024. 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: 2363-5169 ;EISSN: 2363-5169 ;DOI: 10.1186/s40862-023-00246-w

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6
The impact of mobile learning in English language classrooms in Pakistan
The impact of mobile learning in English language classrooms in Pakistan
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The impact of mobile learning in English language classrooms in Pakistan

Asian-Pacific journal of second and foreign language education, 2024-12, Vol.9 (1), p.62-19 [Peer Reviewed Journal]

The Author(s) 2024 ;The Author(s) 2024. 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. ;EISSN: 2363-5169 ;DOI: 10.1186/s40862-024-00274-0

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7
A Response to COVID: From Traditional to Remote Learning Using a Flipped Classroom Pedagogy and Its Impact on BI Skills Attainment
A Response to COVID: From Traditional to Remote Learning Using a Flipped Classroom Pedagogy and Its Impact on BI Skills Attainment
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A Response to COVID: From Traditional to Remote Learning Using a Flipped Classroom Pedagogy and Its Impact on BI Skills Attainment

Journal of information systems education, 2024-12, Vol.35 (1), p.99-111 [Peer Reviewed Journal]

Copyright EDSIG Winter 2024 ;ISSN: 1055-3096 ;EISSN: 2574-3872 ;DOI: 10.62273/NOBF5942

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8
Face-to-face vs. blended learning in higher education: a quantitative analysis of biological science student outcomes
Face-to-face vs. blended learning in higher education: a quantitative analysis of biological science student outcomes
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Face-to-face vs. blended learning in higher education: a quantitative analysis of biological science student outcomes

International Journal of Educational Technology in Higher Education, 2024-12, Vol.21 (1), p.2-16, Article 2 [Peer Reviewed Journal]

The Author(s) 2023 ;The Author(s) 2023. 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: 2365-9440 ;EISSN: 2365-9440 ;DOI: 10.1186/s41239-023-00435-0

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9
The mixed classroom: a pedagogical experiment with students and policymakers
The mixed classroom: a pedagogical experiment with students and policymakers
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The mixed classroom: a pedagogical experiment with students and policymakers

Humanities & social sciences communications, 2024-12, Vol.11 (1), p.669-10 [Peer Reviewed Journal]

The Author(s) 2024. 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. ;EISSN: 2662-9992 ;DOI: 10.1057/s41599-024-03146-7

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10
The teaching of evolutionary theory and the Cosmos–Evidence–Ideas model
The teaching of evolutionary theory and the Cosmos–Evidence–Ideas model
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The teaching of evolutionary theory and the Cosmos–Evidence–Ideas model

Evolution education & outreach, 2024-12, Vol.17 (1), p.4-13 [Peer Reviewed Journal]

The Author(s) 2024 ;The Author(s) 2024. 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: 1936-6426 ;EISSN: 1936-6434 ;DOI: 10.1186/s12052-024-00196-y

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11
Educating for variability and climate change in Uruguay, a case study
Educating for variability and climate change in Uruguay, a case study
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Educating for variability and climate change in Uruguay, a case study

Climate Action, 2024-12, Vol.3 (1), p.14-6 [Peer Reviewed Journal]

The Author(s) 2024. corrected publication 2024. 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. ;EISSN: 2731-3263 ;EISSN: 2731-9814 ;DOI: 10.1038/s44168-023-00093-y

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12
A personal social knowledge network (PSKN) facilitates learners’ wayfinding and its differences in behavior patterns between high and low performers in connectivist learning
A personal social knowledge network (PSKN) facilitates learners’ wayfinding and its differences in behavior patterns between high and low performers in connectivist learning
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A personal social knowledge network (PSKN) facilitates learners’ wayfinding and its differences in behavior patterns between high and low performers in connectivist learning

International Journal of Educational Technology in Higher Education, 2024-12, Vol.21 (1), p.22-30 [Peer Reviewed Journal]

The Author(s) 2024 ;The Author(s) 2024. 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. ;EISSN: 2365-9440 ;DOI: 10.1186/s41239-024-00454-5

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13
Evaluating the determinants on students’ switching intentions towards distance learning: an extension of the theory of planned behavior
Evaluating the determinants on students’ switching intentions towards distance learning: an extension of the theory of planned behavior
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Evaluating the determinants on students’ switching intentions towards distance learning: an extension of the theory of planned behavior

Cogent social sciences, 2024-12, Vol.10 (1) [Peer Reviewed Journal]

EISSN: 2331-1886 ;DOI: 10.1080/23311886.2024.2356721

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14
Saudi female students’ perceptions of the Community of Inquiry in online learning environments
Saudi female students’ perceptions of the Community of Inquiry in online learning environments
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Saudi female students’ perceptions of the Community of Inquiry in online learning environments

Humanities & social sciences communications, 2024-12, Vol.11 (1), p.698-13 [Peer Reviewed Journal]

The Author(s) 2024. 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. ;EISSN: 2662-9992 ;DOI: 10.1057/s41599-024-03197-w

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15
Collaborative reflection and discussion using the narrative medicine approach: speech acts and physician identity
Collaborative reflection and discussion using the narrative medicine approach: speech acts and physician identity
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Article 		Add to My Research

Collaborative reflection and discussion using the narrative medicine approach: speech acts and physician identity

Humanities & social sciences communications, 2024-12, Vol.11 (1), p.651-12 [Peer Reviewed Journal]

The Author(s) 2024. 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. ;EISSN: 2662-9992 ;DOI: 10.1057/s41599-024-03046-w

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16
Exploring the direct and indirect effects of EFL learners’ online motivational self-system on their online language learning acceptance: the new roles of current L2 self and digital self-authenticity
Exploring the direct and indirect effects of EFL learners’ online motivational self-system on their online language learning acceptance: the new roles of current L2 self and digital self-authenticity
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Article 		Add to My Research

Exploring the direct and indirect effects of EFL learners’ online motivational self-system on their online language learning acceptance: the new roles of current L2 self and digital self-authenticity

Asian-Pacific journal of second and foreign language education, 2024-12, Vol.9 (1), p.49-22 [Peer Reviewed Journal]

The Author(s) 2024 ;The Author(s) 2024. 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. ;EISSN: 2363-5169 ;DOI: 10.1186/s40862-024-00266-0

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17
Online vs in-person learning in higher education: effects on student achievement and recommendations for leadership
Online vs in-person learning in higher education: effects on student achievement and recommendations for leadership
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Online vs in-person learning in higher education: effects on student achievement and recommendations for leadership

Humanities & social sciences communications, 2024-12, Vol.11 (1), p.86-8, Article 86 [Peer Reviewed Journal]

The Author(s) 2024. 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: 2662-9992 ;EISSN: 2662-9992 ;DOI: 10.1057/s41599-023-02590-1

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18
Prerequisites-based course recommendation: recommending learning objects using concept prerequisites and metadata matching
Prerequisites-based course recommendation: recommending learning objects using concept prerequisites and metadata matching
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Prerequisites-based course recommendation: recommending learning objects using concept prerequisites and metadata matching

Smart learning environments, 2024-12, Vol.11 (1), p.16-24 [Peer Reviewed Journal]

The Author(s) 2024 ;The Author(s) 2024. 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. ;EISSN: 2196-7091 ;DOI: 10.1186/s40561-024-00301-0

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19
Impacting life expectancies of incarcerated people through dialogic scientific gatherings and dialogic scientific workshops in prisons
Impacting life expectancies of incarcerated people through dialogic scientific gatherings and dialogic scientific workshops in prisons
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Impacting life expectancies of incarcerated people through dialogic scientific gatherings and dialogic scientific workshops in prisons

Humanities & social sciences communications, 2024-12, Vol.11 (1), p.354-9 [Peer Reviewed Journal]

The Author(s) 2024. corrected publication 2024. 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. ;EISSN: 2662-9992 ;DOI: 10.1057/s41599-024-02844-6

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20
Driving STEM learning effectiveness: dropout prediction and intervention in MOOCs based on one novel behavioral data analysis approach
Driving STEM learning effectiveness: dropout prediction and intervention in MOOCs based on one novel behavioral data analysis approach
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Driving STEM learning effectiveness: dropout prediction and intervention in MOOCs based on one novel behavioral data analysis approach

Humanities & social sciences communications, 2024-12, Vol.11 (1), p.430-19 [Peer Reviewed Journal]

The Author(s) 2024. 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. ;EISSN: 2662-9992 ;DOI: 10.1057/s41599-024-02882-0

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