|
Alhija, F.N.A. (2017). Teaching in higher education: Good teaching through students’ lens. Studies in Educational Evaluation, 54, 4-12. Arbaugh, J., & Duray, R. (2002), Technological and structural characteristics, student learning and satisfaction with web-based courses, Management Learning, 33(3), 331-347. Ay, Y., Karadag, E., & Acat, M-B. (2015). The Technological Pedagogical Content Knowledge-practical (TPACK Practical) model: Examination of its validity in the Turkish culture via structural equation modeling. Computers & Education, 88, 97-108. Barr, M.L. (2017). Encouraging college student active engagement in learning: Student response methods and anonymity. Journal of Computer Assisted Learning, 33, 621–632. Beatty, I. D., Leonard, W. J., Gerace, W. J., & Dufresne, R. J. (2006). Question driven instruction: Teaching science (well) with an audience response system. Audience Response Systems in Higher Education: Applications and Cases, 96-115. Beekes, W. (2006). The ‘Millionaire’ method for encouraging participation. Active Learning in Higher Education, 7(1), 25-36. Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., & Sese, F.J. (2013). Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance. Computers & Education, 62, 102-110. Caldwell, J. E. (2007). Clickers in the large classroom: current research and best-practice tips. CBE Life Sciences Education, 6, 29–41. Chuang, Y-T. (2015). SSCLS: A Smartphone-Supported Collaborative Learning System. Telematics and Informatics, 32, 463-474. Creese, J. (2011). Self-and cohort-directed design in research training tutorials for undergraduate researchers: increasing ownership and relevance to improve learning outcomes. The Journal Academic Librarianship, 37(4), 327-332. Daniel, T. & Tivener, K. (2016). Effects of Sharing Clickers in an Active Learning Environment. Educational Technology & Society, 19 (3), 260–268. Davis, F. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(2), 319–340. Davis, F.D., Bagozzi, R.P., & Warshaw, P.R. (1989). User Acceptance of Computer Technology: A Comparison Of Two Theoretical Models. Management Science, 35(8), 982-1003. Detzler, M.L. (2000). Finance Courses on the Internet. Financial Practice & Education, 10(1), 195-204. Edwards, C., & Myers, S.A. (2007). Perceived Instructor Credibility as a Function of Instructor Aggressive Communication. Communication Research Reports, 24(1), 47-53. El-Gayar, O., Moran, M., & Hawkes, M. (2011). Students' Acceptance of Tablet PCs and Implications for Educational Institutions. Educational Technology & Society, 14 (2), 58–70. Elliott, K. M., & Healy, M. A. (2001). Key Factors Influencing Student Satisfaction Related to Recruitment and Retention. Journal of Marketing for Higher Education, 10(4), 1-12. Files, C., & Marshall, J. (2006). Classroom response systems: A review of the literature. Journal of Science Education and Technology, 15(1), 101-109. Frymier, A.B. (2005). Students’ Classroom Communication Effectiveness. Communication Quarterly, 53(2), 197-212. Geddes, D. (2009). How Am I Doing? Exploring On-Line Gradebook Monitoring as a Self-Regulated Learning Practice That Impacts Academic Achievement. Academy of Management Learning & Education, 8(4), 494-510. Goodhue, D. L. (1998). Development and measurement validity of a task-technology fit instrument for user evaluations of information system. Decision Sciences, 29(1), 105-138. Goodhue, D. L., & Thompson, R. L. (1995). Task-technology fit and individual performance. MIS Quarterly, 19(2), 213-236. Hunsu, N.J.; Adesope, O., & Bayly, D.J. (2016). A meta-analysis of the effects of audience response systems (clicker-based technologies) on cognition and affect. Computers & Education, 94, 102-119. Kay R, Knaack L (2009) Exploring the use of audience response systems in secondary school science classrooms. Journal of Science Education and Technology, 18(5),382–392. Kay, R.H., & LeSage, A. (2009). Examining the benefits and challenges of using audience response systems: A review of the literature. Computers & Education, 53, 819-827. Khee, C.W., Wei, G.W., & Jamaluddin, S.A. (2014). Students’ perception towards lecture capture based on the Technology Acceptance Model. Social and Behavioral Sciences, 123, 461-469. Koehler, M., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152. Koh, J.H.L., Woo, H.L., & Lim, W-Y. (2013). Understanding the relationship between Singapore preservice teachers’ ICT course experiences and technological pedagogical content knowledge (TPACK) through ICT course evaluation. Educational assessment, evaluation and accountability, 25, 321-339. Lee, H., & Feldman, A. (2015). Photographs and Classroom Response Systems in Middle School Astronomy Classes. Journal of Science Education and Technology, 24, 496-508. Lin, F.H., & Wu, J.H. (2004). An empirical study of end-user computing acceptance factors in small and medium enterprises in Taiwan: analyzed by structural equation modeling. Journal of Computer Information Systems 44 (3), 98–108. Lin, W-S. (2012). Perceived fit and satisfaction on web learning performance: IS continuance intention and task-technology fit perspectives. International Journal of Human-Computer Studies, 70, 498-507. López-Q, J.L., Varo-M, M., Ana, M., Luna, L., & Pontes-P, A. (2016). Opinions on “Classroom Response System” by first-year engineering students. Social and Behavioral Sciences, 228, 183-189. Love, E.G., Love, D.W., & Northcraft, G.B. (2010). Is The End in Sight? Student Regulation of In-Class and Extra-Credit Effort in Response to Performance Feedback. Academy of Management Learning & Education, 9(1), 81-97. McCombs, B., & Vakili, D. (2005). A learner-centered framework for e-learning. The Teachers College Record, 107(8), 1582e1600. McGill, T. J., & Hobbs, V. J. (2008). How students and instructors using a virtual learning environment perceive the fit between technology and task. Journal of Computer Assisted Learning, 24(3), 191-202. McGill, T.J., & Klobas, J.E. (2009) A task-technology fit view of learning management system impact. Computers & Education, 52, 496-508. Mishra, P., & Koehler, M.J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108, 1017-1054. Myers, S., & Huebner, A. (2011). The relationship between students’ motives to communicate with their instructors and perceived instructor credibility, attractiveness, and homophily. College Student Journal, 45, 84-91. Nemser, S.F. (2003). What New Teachers Need to Learn? Educational Leadership. 60(8), 25–29. Obermiller, C., Ruppert, B., & Atwood,A. (2012). Instructor Credibility Across Disciplines: Identifying Students’ Differentiated Expectations of Instructor Behaviors. Business Communication Quarterly, 75(2), 153-165. Penuel, W.R., Boscardin, C.K., Masyn, K., & Crawford, V.M. (2007). Teaching with student response systems in elementary and secondary education settings: A survey study. Educational Technology Research and Development, 55, 315-346. Proserpio, L., & Gioia, D.A. (2007). Teaching the Virtual Generation. Academy of Management Learning & Education, 6(1), 69-80. Ruppert, B., & Green, D.A. (2012). Practicing What We Teach: Credibility and Alignment in the Business Communication Classroom. Business Communication Quarterly, 75(1), 29-44. Sawang, S., Newton, C., & Jamieson, K. (2013). Increasing learners' satisfaction/intention to adopt more e-learning. Education & Training, 55(1), 83–105. Shieh, R.S., & Chang, W. (2013). Implementing the interactive response system in a high school physics context: Intervention and reflections. Australasian Journal of Educational Technology, 29(5), 748-761. Staples, D. S., & Seddon, P. (2004). Testing the technology-to-performance chain model. Journal of Organizational and End User Computing, 16(4), 17-36. Stowell, J.R. (2015). Use of clickers vs. mobile devices for classroom polling. Computers & Education, 82, 329-334. Sun, J. (2016). Multi-dimensional alignment between online instruction and course technology: A learner-centered perspective. Computers & Education, 101, 102-114. Sun, J.C.-Y., & Chen, A.Y.-Z (2016). Effects of integrating dynamic concept maps with Interactive Response System on elementary school students' motivation and learning outcome: The case of anti-phishing education. Computers & Education, 102, 117-127. Teven, J., & McCroskey, J. (1997). The relationship of perceived teacher caring with student learning and teacher evaluation. Communication Education, 46, 1-9. Wang, Y.-H. (2017). The Effectiveness of Using Cloud-Based Cross-Device IRS to Support Classical Chinese Learning. Educational Technology & Society, 20 (2), 127–141. Wong, A., & Wong, S. (2016). A cross-cohort exploratory study of a student perceptions on mobile phone-based student response system using a polling website. International Journal of Education and Development using Information and Communication Technology, 12(3), 58-78. Wu, B., & Chen, X. (2017) Continuance intention to use MOOCs: Integrating the technology acceptance model (TAM) and task technology fit (TTF) model. Computers in Human Behavior, 67, 221-232. Wu, X., & Gao, Y. (2011). Applying the Extended Technology Acceptance Model to the Use of Clickers in Student Learning: Some Evidence from Macroeconomics Classes. American Journal of Business Education, 4(7), 43-50. Wu, Y-C., Wu, T., & Li, Y. (2017). Impact of using classroom response systems on students' entrepreneurship learning experience. Computers in Human Behavior, in press, 1-12. Young, A., & Norgard, C. (2006). Assessing the quality of online courses from the students' perspective. Internet and Higher Education, 9, 107-115.
|