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Issue |
Title |
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Vol 11, No 1 (2021) |
E-content module for Chemistry Massive Open Online Course (MOOC): Development and students’ perceptions |
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Siti Nurshuhada Mohd Hamid, Tien Tien Lee, Hafsah Taha, Nurulsaidah Abdul Rahim, Aisyah Mohamad Sharif |
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Vol 12, No 3 (2022): Training in teaching innovation. Engineering 2030 |
Editorial: Training in Teaching Innovation. Engineering 2030 |
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Elena Cano García, Beatriz Amante García, María Martínez Martínez |
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Vol 10, No 1 (2020) |
Educational toolkit based on design methodologies to promote scientific knowledge transfer in secondary schools: A graphene-centered case study |
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Blanca Guasch, Marta González, Sergi Cortiñas |
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Vol 13, No 1 (2023) |
Effect of brain-based teaching strategy on students’ retention and self-efficacy in heat energy |
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Abiodun Bada, Loyiso Jita |
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Vol 14, No 2 (2024) |
Effect of computer simulation and animation-integrated instruction on pre-service science teacher trainees conceptual understanding and retention of Acid-Base Chemistry and Stoichiometry |
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Eshetu Desalegn Alemneh, Dereje Andargie Kidanemariam, Solomon Melesse Mengstie, Belete Bedemo Beyene |
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Vol 4, No 2 (2014): 4th international UNIVEST: Strategies towards collaborative learning |
Effect of filming errors committed by nursing students to evaluate simulated clinical situations |
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Carme Sansalvador-Comas, Montserrat Faro-Basco, Olga Isern-Farrés, Joan Carles Casas-Baroy, Maria Tió-Faro |
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Vol 8, No 4 (2018) |
Effective approach in making Capstone project a holistic learning experience to students of undergraduate computer science engineering program |
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Deepamala N, Shobha G |
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Vol 14, No 2 (2024) |
Effectiveness of project-based learning in a reinforced concrete course of civil engineering |
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Eva Oller, Marta Peña, Noelia Olmedo-Torre |
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Vol 13, No 3 (2023) |
Effectiveness of Science-Technology-Society (STS) approach on students’ learning outcomes in science education: Evidence from a meta-analysis |
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Dharel Acut, Ronilo Antonio |
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Vol 9, No 2 (2019) |
Effects of active learning methodologies on the students’ emotions, self-efficacy beliefs and learning outcomes in a science distance learning course |
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Jin Su Jeong, David González-Gómez, Florentina Cañada-Cañada, Alejandrina Gallego-Picó, Juan Carlos Bravo |
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Vol 13, No 1 (2023) |
Effects of Augmented Reality Integration (ARI) based Model Physics Independent Learning (MPIL) for facilitating 21st-century skills (21-CS) |
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Firmanul Catur Wibowo |
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Vol 14, No 2 (2024) |
Effects of colored lighting on learning processes: Towards a smart classroom |
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Jose Quiles-Rodríguez, Ramon Palau |
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Vol 4, No 4 (2014): Chemistry for engineering students: A key factor for social and technological development |
Egyptology in the service of learning chemistry in Industrial Engineering |
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Javier Gimenez |
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Vol 12, No 1 (2022) |
Elaboration and validation of the scale to measure the experience on gamification in education (EGAMEDU) |
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María-Elena Parra-González, Adrián Segura-Robles, Antonio-José Moreno-Guerrero, Jesús López-Belmonte |
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Vol 12, No 2 (2022) |
E-Learning adoption during COVID-19 crisis and its effect on achieving students’ performance: Evidence from Jordanian universities |
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Nazem Malkawi, Mohammad haider S. Mohailan |
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Vol 13, No 2 (2023): Special issue: 1st International Congress on Research, Technological Development and Innovation in University Education |
E-learning and the factors that influence the fear of failing an academic year in the era of Covid-19 |
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Olger Gutierrez, Fabiola Talavera-Mendoza, Sandra Chicaña Huanca, Sharmila Cano Villafuerte, Antonio Sotillo Velásquez |
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Vol 8, No 1 (2018) |
E-learning content design standards based on interactive digital concepts maps in light of meaningful learning theory and constructivist learning theory |
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Mohammed Afify |
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Vol 11, No 1 (2021) |
Embarking digital learning due to COVID-19: Are teachers ready? |
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David Sulistiawan Aditya |
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Vol 14, No 1 (2024): Emerging methodologies and technologies applied to university education |
Emerging methodologies and technologies applied to university education |
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Manuel Francisco Romero Oliva, Hugo Heredia Ponce, Beatriz Amante García, María Martínez Martínez |
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Vol 8, No 4 (2018) |
Emotional responses to innovative Science teaching methods: Acquiring emotional data in a General Science teacher education class |
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Jesus Sanchez-Martin, Florentina Cañada-Cañada, María Antonia Dávila-Acedo |
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Vol 10, No 2 (2020) |
Empirical verifications of web-learning environment to enhance learning effectiveness and motivation in mechanical drawing |
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Tsutomu Sekine |
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Vol 11, No 2 (2021) |
Engineering instructor perception of problem- and project- based learning: Learning, success factors and difficulties |
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Mikel Garmendia, Zaloa Aginako, Xabier Garikano, Eneko Solaberrieta |
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Vol 11, No 1 (2021) |
Enhance learning experience using technology in class |
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Luai Al-Labadi, Saurabh Sant |
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Vol 11, No 1 (2021) |
Enhanced conceptual understanding, 21st century skills and learning attitudes through an open inquiry learning model in Physics |
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Arra Abaniel |
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Vol 3, No 1 (2013): A proposal to improve your assessment skills |
Enhancement in evaluating small group work in courses with large number of students. Machine theory at industrial engineering degrees |
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Lluïsa Jordi Nebot, Rosa Pàmies-Vilà, Pau Català Calderón, Joan Puig-Ortiz |
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