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2022 19(3)
Volume 19, Issue 3, September 2022
Role of WhatsApp in Teaching and Learning Process in Schools in Pakistan
Iram Afzal, Virtual University of PakistanNauman A. Abdullah, Virtual University of PakistanMoodle as a Learning Management System: Perceived Efficacy and Actual Use
Nouwar Q. Al-Hamad, Yarmouk UniversityPotential of Viber Messenger to Foster Online Social Presence among Blended Learning Students
Ramiz Ali, University of WollongongInstructors’ Perceptions of Teaching Online during Emergency Remote Teaching: The Case of a Teacher Education College
Nayif Awad, Sakhnin College—Academic College for Teacher EducationIeda Santos, Emirates College for Advanced EducationNabil Assadi, Sakhnin College—Academic College for Teacher EducationThe Prototype of Blended Learning's Support System to Improve the Pre-Service Teacher's Digital Literacy
Ulfia Rahmi, Universitas Negeri PadangAzrul Azrul, UIN Imam Bonjol PadangRidwan Daud Mahande, Universitas Negeri MakassarCanadian Teachers’ Perceptions of Online Professional Development
Pamela Beach, Queen’s University Elena Favret, Queen’s UniversityAlexandra Minuk, Queen’s UniversityRhonda Martinussen, University of TorontoEffect of Online Flipped Classroom on Students' Self-Directed Learning: A Case of Some Universities in Indonesia
Syaiputra Wahyuda Meisa Diningrat, Universitas PGRI Adi Buana Surabaya, IndonesiaBaraka Manjale Ngussa, University of Arusha, TanzaniaThe Effect of Blended Learning on EFL Students' Performance in Research Methodology and Practice of 21st Century Skills
Hadiyanto Hadiyanto, Universitas JambiUrip Sulistiyo, Universitas JambiAmirul Mukminin, Universitas Jambi Eddy Haryanto, Universitas JambiSyaiful Syaiful, Universitas JambiComparing the Sense of Online Classroom Community between Students from Urban and Rural Areas at a Chinese University
Xi Lin, East Carolina UniversityYan Dai, Auburn UniversityHui Shi, Florida State UniversityThe Impact of Social Networks on Teaching and Learning at a Rural University in South Africa
Munienge Mbodila, Walter Sisulu UniversityClever Ndebele, Walter Sisulu UniversityEvaluating Preservice Teachers' Performance in a Blended Field Experience Course During the Quarantine of COVID-19
Laila Mohebi, Zayed UniversityAreej ElSayary, Zayed UniversityUsing MOOC and Gamification Hybrid Learning Models in Rural Public Schools in Thailand
Titie Panyajamorn, Sirindhorn International Institute of Technology, Thammasat UniversitySuthathip Suanmali, Sirindhorn International Institute of Technology , Thammasat UniversityYOUJI Kohda, Japan Advanced Institute of Science and Technology (JAIST)Digital Competencies for Online Teachers
Maria Perifanou, University of MacedoniaAnastasios A. Economides, University of MacedoniaBimodal Realities: Academic Achievement and Persistence of Traditional Undergraduate Students in Online Courses
Bethany Schultz, Northwest Nazarene UniversityRyan Longnecker, Trevecca Nazarene UniversityThe Impact of Blended-Flipped Learning on Mathematical Creative Thinking Skills
Ahmad A. S. Tabieh, Middle East University, JordanMohammad Hamzeh, Middle East University, JordanCommunicating Instructor Power Online: A Case Study Examining Communities of Inquiry
Julie Watts, University of Wisconsin-Stout---------- Grouped Links ---------
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