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Journal of Educational Media is a peer-reviewed journal published by Taylor & Francis, covering Online and Blended Learning, Digital Games and Media, Web and Library Services.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Journal of Educational Media 12 (3): 45–58.
Formats any DOI in Journal of Educational Media style. No sign-up. |
| Publishes research in | Online and Blended Learning Digital Games and Media Web and Library Services Innovative Teaching and Learning Methods Literacy, Media, and Education |
| ISSN | 1358-1651 |
| h-index | 31 |
| i10-index | 59 |
| Total citations | 4,427 |
| Top institutions publishing here | The Open University |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
The role that affective states play in learning was investigated from the perspective of a constructivist learning framework. We observed six different affect states (frustration, boredom, flow, confusion, eureka and neutral) that potentially occur during the process of learning introductory computer literacy with AutoTutor, an intelligent tutoring system with tutorial dialogue in natural language. Observational…
Abstract A general model for motivational design of instruction is described and reviewed in terms of its application to E-learning contexts. Following a description of what is meant by E-learning environments and an overview of the four category model and design process known as the ARCS model, a variety of studies are summarized. The ARCS…
Blended learning arrangements combine technology based learning with face-to-face learning and have become quite popular in different contexts. However, models for their didactical design that are based on theoretical concepts are still missing. The article presents a general framework that describes didactical design decisions regarding the elements of a blended learning arrangement (content, communication, construction)…
The aim of the project was to improve student success rates in learning to program. The project team introduced a number of changes in module organization, tutorial support and online resources. The blend represents a mixture of traditional and novel elements, with the novel elements more marked in the online developments. More than 600 students…
Abstract This paper examines students’ perceptions of e‐learning taking students at Jönköping University in Sweden as an example. The students had experiences from two years of e‐learning on campus. Students (n = 150) filled in a questionnaire with closed as well as open‐ended questions. The answers were analysed in a multiple regression analysis, putting the…
