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Journal of Interactive Learning Research

April 2016 Volume 27, Number 2

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Table of Contents

Number of articles: 5

  1. Attitude of Teachers and Students towards formal Learning through Online Social Networks

    Elham Akbari, Utrecht University, Netherlands; Ahmad Naderi & Mahdi Hosseinzadeh Yazdi, University of Tehran, Iran (Islamic Republic Of); Robert-Jan Simons & Albert Pilot, Utrecht University, Netherlands

    Despite the potential of social networks in formal learning, there should be more knowledge on the students and teachers attitudes toward such technology and more recent information in the context ... More

    pp. 101-123

  2. Exploring the link between e-learning and performance through a learning analytics lens

    Kenneth David Strang, State University of New York, United States

    Researchers have demonstrated the capability of learning data analytics for student retention but it remains unclear if e-learning course activity is related to, or can predict, academic learning. ... More

    pp. 125-152

  3. Games in Schools: Teachers’ Perceptions of Barriers to Game-based Learning

    William Watson & Sha Yang, Purdue University, United States

    This study explored inhibiting factors teachers in the United States have encountered or perceived using games for instruction, and how teacher perceptions of barriers were influenced by their... More

    pp. 153-170

  4. Effectiveness of Collaborative Learning of Computer Programming Under Different Learning Group Formations According to Students' Prior Knowledge: A Cognitive Load Perspective

    Liming Zhang, University of Macau, Macau; Slava Kalyuga & Chee Lee, University of New South Wales, Australia; Cheokpong Lei, University of Macau, Macau

    This paper reports the results of an experiment designed to investigate the effectiveness of different collaborative group formations (homogeneous vs. heterogeneous in terms of prior computer... More

    pp. 171-192

  5. Interactive Assessment: An Approach to Enhance Teaching and Learning

    Celina Byers, Oakland University

    Instruction gains value when measurement shows that objectives have been achieved and learning has occurred. Making the measurement an integral part of class activity allows the identification of... More

    pp. 359-374