A

Adekola, Josephine and Dale, V.H.M. and Gardiner, Kerr (2017) Development of an institutional framework to guide transitions into enhanced blended learning in higher education. Research in Learning Technology, 25. ISSN 2156-7077

Akbaba, Yasemin and Başkan, Filiz (2017) How to merge courses via Skype™†? Lessons from an International Blended Learning Project‡. Research in Learning Technology, 25. ISSN 2156-7077

Alvarez-Alvarez, Carmen and Inés-García, José (2017) The management of schools’ websites in Cantabria, Spain. Research in Learning Technology, 25. ISSN 2156-7077

B

Blau, Ina and Weiser, Orli and Eshet-Alkalai, Yoram (2017) How do medium naturalness and personality traits shape academic achievement and perceived learning? An experimental study of face-to-face and synchronous e-learning. Research in Learning Technology, 25. ISSN 2156-7077

H

Hewitt, Anne and Stubbs, Matthew (2017) Supporting law students’ skills development online – a strategy to improve skills and reduce student stress? Research in Learning Technology, 25. ISSN 2156-7077

J

Johnson, Clare S. (2017) Collaborative technologies, higher order thinking and self-sufficient learning: A case study of adult learners. Research in Learning Technology, 25. ISSN 2156-7077

K

Király, Sándor and Nehéz, Károly and Hornyák, Olivér (2017) Some aspects of grading Java code submissions in MOOCs. Research in Learning Technology, 25. ISSN 2156-7077

L

Latif, Farzana (2017) TELFest: an approach to encouraging the adoption of educational technologies. Research in Learning Technology, 25. ISSN 2156-7077

M

McCulloch, Sharon and Tusting, Karen and Hamilton, Mary (2017) The role of networked learning in academics’ writing. Research in Learning Technology, 25. ISSN 2156-7077

R

Ross, Bella and Pechenkina, Ekaterina and Aeschliman, Carl and Chase, Anne-Marie (2017) Print versus digital texts: understanding the experimental research and challenging the dichotomies. Research in Learning Technology, 25. ISSN 2156-7077

Y

Young, Suzanne and Nichols, Helen (2017) A reflexive evaluation of technology-enhanced learning. Research in Learning Technology, 25. ISSN 2156-7077