Article

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

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

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

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

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

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

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

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

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