Page 288 - International Perspectives on Effective Teaching and Learning in Digital Education
P. 288

Mirko Prosen and Sabina Ličen

                       du Plooy, E., Casteleijn, D., & Franzsen, D. (4). Personalized adaptive learning
                           in higher education: A scoping review of key characteristics and impact
                           on academic performance and engagement. Heliyon, 10(1), e3963.
                       Elo, S., Kääriäinen, M., Kanste, O., Pölkki, T., Utriainen, K., & Kyngäs, H. (14).
                           Qualitative content analysis: A focus on trustworthiness. Sage Open, 4(1),
                           15844145633.
                       Eshun Yawson, D., & Amofa Yamoah, F. (1). Gender variability in e-learning
                           utility essentials: Evidence from a multi-generational higher education
                           cohort. Computers in Human Behavior, 114, 16558.
                       Flick, U. (18). An introduction to qualitative research. Sage.
                       Guest, G., Namey, E., & McKenna, K. (16). How many focus groups are
                           enough? Building an evidence base for nonprobability sample sizes. Field
                           Methods, 29(1), 3–. Hofstede, G. (11). Dimensionalizing cultures: The
                           Hofstede model in context. Online Readings in Psychology and Culture, 2(1),
                           8.
                       Jin, S., & Kim, J.-H. (4). Effectiveness synchronous e-learning in nursing
                           education: A meta-analysis and subgroup analysis. Nurse Education in
                           Practice, 78, 149.
                       Kiger, M. E., & Varpio, L. (). Thematic analysis of qualitative data: AMEE
                           Guide No. 131. Medical Teacher, 42(8), 846–854.
                       Ličen, S., Cassar, M., Filomeno, L., Yeratziotis, A., & Prosen, M. (3). Develop-
                           ment and validation of an evaluation toolkit to appraise elearning cours-
                           es in higher education: A pilot study. Sustainability, 15(8), 6361.
                       Ličen, S., Karnjuš, I., & Prosen, M. (). Evalvacija izkušenj visokošolskih učitel-
                           jev zdravstvene nege, pridobljenih na digitalnem modularnem tečaju.
                           Andragoška spoznanja, 28(1), 43–55.
                       Lincoln, S. Y., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
                       Luppicini, R., & Walabe, E. (1). Exploring the socio-cultural aspects of e-learn-
                           ing delivery in Saudi Arabia. Journal of Information, Communication and
                           Ethics in Society, 19(4), 56–579.
                       Manojlović, D., Šarabon, N., & Prosen, M. (3). The influence of an 8-week
                           therapeutic exercise program on the patient experience of patellofemo-
                           ral pain: A qualitative descriptive study. Physiotherapy: Theory and Practice
                           39(8), 167–168.
                       Mashroofa, M. M., Haleem, A., Nawaz, N., & Saldeen, M. A. (3). E-learning
                           adoption for sustainable higher education. Heliyon, 9(6), e1755.
                       Milićević, V., Denić, N., Milićević, Z., Arsić, L., Spasić-Stojković, M., Petković, D.,
                           Stoanović, J., Krkic, M., Sokolov Milovančević, N., &  Jovanović, A. (1).
                           E-learning perspectives in higher education institutions. Technological
                           Forecasting and Social Change, 166, 1618.





                  88
   283   284   285   286   287   288   289   290   291   292   293