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Emotional intelligence (EI) and self‐directed learning: Examining their relation and contribution to better student learning outcomes in higher education

British educational research journal, 2018-12, Vol.44 (6), p.982-1004

2018

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Implicit theories of self‐regulated learning: Interplay with students’ achievement goals, learning strategies, and metacognition

British journal of educational psychology, 2021-09, Vol.91 (3), p.972-996

2021

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Design and co-configuration for hybrid learning : Theorising the practices of learning space design

British journal of educational technology, 2020-07, Vol.51 (4), p.1045-1060

Goodyear, Peter

2020

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Technology‐enhanced learning in higher education: How to enhance student engagement through blended learning

European journal of education, 2019-06, Vol.54 (2), p.273-286

2019

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Age-Related Differences in the Motivation of Learning English as a Foreign Language: Attitudes, Selves, and Motivated Learning Behavior

Language learning, 2008-06, Vol.58 (2), p.327-355

2008

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Rethinking the flipped learning pre‐class: Its influence on the success of flipped learning and related factors

British journal of educational technology, 2019-03, Vol.50 (2), p.934-945

2019

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m-Learning: An experiment in using SMS to support learning new English language words

British journal of educational technology, 2009-01, Vol.40 (1), p.78-91

2009

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Higher education students' experiences and opinion about distance learning during the Covid‐19 pandemic

Journal of computer assisted learning, 2021-12, Vol.37 (6), p.1682-1693

2021

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From reflective thinking to learning engagement awareness: A reflective thinking promoting approach to improve students’ dance performance, self‐efficacy and task load in flipped learning

British journal of educational technology, 2020-11, Vol.51 (6), p.2461-2477

2020

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The role of digital informal learning in the relationship between students' digital competence and academic engagement during the COVID‐19 pandemic

Journal of computer assisted learning, 2021-08, Vol.37 (4), p.1154-1166

2021

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Why do college students continue to use mobile learning? Learning involvement and self‐determination theory

British journal of educational technology, 2019-03, Vol.50 (2), p.626-637

2019

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Effects of performance goal orientations on learning performance and in‐game performance in digital game‐based learning

Journal of computer assisted learning, 2022-04, Vol.38 (2), p.422-439

2022

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Evaluating the effects of analogy enriched text on the learning of science : The importance of learning indexes

Journal of research in science teaching, 2019-08, Vol.56 (6), p.732-764

2019

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Mapping active and collaborative learning in higher education through annotations in hyper‐video by learning analytics

Journal of computer assisted learning, 2022-12, Vol.38 (6), p.1752-1764

2022

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Learning as immersive experiences: Using the four-dimensional framework for designing and evaluating immersive learning experiences in a virtual world

British journal of educational technology, 2010-01, Vol.41 (1), p.69-85

2010

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Supporting self-regulated learning in computer-based learning environments: systematic review of effects of scaffolding in the domain of science education

Journal of computer assisted learning, 2012-12, Vol.28 (6), p.557-573

2012

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What makes learners a good fit for hybrid learning? Learning competences as predictors of experience and satisfaction in hybrid learning space

British journal of educational technology, 2020-07, Vol.51 (4), p.1203-1219

2020

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Self‐regulated learning from illustrated text: Eye movement modelling to support use and regulation of cognitive processes during learning from multimedia

British journal of educational psychology, 2018-03, Vol.88 (1), p.80-94

2018

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Explaining university students’ effective use of e‐learning platforms

British journal of educational technology, 2017-07, Vol.48 (4), p.995-1009

2017

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Factors impacting university students' online learning experiences during the COVID‐19 epidemic

Journal of computer assisted learning, 2021-12, Vol.37 (6), p.1578-1590

2021

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Student engagement in online learning in Latin American higher education during the COVID‐19 pandemic: A systematic review

British journal of educational technology, 2022-05, Vol.53 (3), p.593-619

2022

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The effect of authentic project‐based learning on attitudes and career aspirations in STEM

Journal of research in science teaching, 2019-01, Vol.56 (1), p.3-23

2019

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Exploring collaborative learning effect in blended learning environments

Journal of computer assisted learning, 2017-12, Vol.33 (6), p.575-587

2017

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Students' privacy concerns in learning analytics: Model development

British journal of educational technology, 2022-07, Vol.53 (4), p.932-951

2022

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Procedural knowledge acquisition in a second‐year nursing course. Effectiveness of a digital video‐based collaborative learning‐by‐design activity using hypervideo

Journal of computer assisted learning, 2023-04, Vol.39 (2), p.501-516

2023

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Emotional intelligence (EI) and self‐directed learning: Examining their relation and contribution to better student learning outcomes in higher education

Implicit theories of self‐regulated learning: Interplay with students’ achievement goals, learning strategies, and metacognition

Design and co-configuration for hybrid learning : Theorising the practices of learning space design

Technology‐enhanced learning in higher education: How to enhance student engagement through blended learning

Age-Related Differences in the Motivation of Learning English as a Foreign Language: Attitudes, Selves, and Motivated Learning Behavior

Rethinking the flipped learning pre‐class: Its influence on the success of flipped learning and related factors

m-Learning: An experiment in using SMS to support learning new English language words

Higher education students' experiences and opinion about distance learning during the Covid‐19 pandemic

From reflective thinking to learning engagement awareness: A reflective thinking promoting approach to improve students’ dance performance, self‐efficacy and task load in flipped learning

The role of digital informal learning in the relationship between students' digital competence and academic engagement during the COVID‐19 pandemic

Why do college students continue to use mobile learning? Learning involvement and self‐determination theory

Effects of performance goal orientations on learning performance and in‐game performance in digital game‐based learning

Evaluating the effects of analogy enriched text on the learning of science : The importance of learning indexes

Mapping active and collaborative learning in higher education through annotations in hyper‐video by learning analytics

Learning as immersive experiences: Using the four-dimensional framework for designing and evaluating immersive learning experiences in a virtual world

Supporting self-regulated learning in computer-based learning environments: systematic review of effects of scaffolding in the domain of science education

What makes learners a good fit for hybrid learning? Learning competences as predictors of experience and satisfaction in hybrid learning space

Self‐regulated learning from illustrated text: Eye movement modelling to support use and regulation of cognitive processes during learning from multimedia

Explaining university students’ effective use of e‐learning platforms

Factors impacting university students' online learning experiences during the COVID‐19 epidemic

Student engagement in online learning in Latin American higher education during the COVID‐19 pandemic: A systematic review

The effect of authentic project‐based learning on attitudes and career aspirations in STEM

Exploring collaborative learning effect in blended learning environments

Students' privacy concerns in learning analytics: Model development

Procedural knowledge acquisition in a second‐year nursing course. Effectiveness of a digital video‐based collaborative learning‐by‐design activity using hypervideo

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