Vol. 17 No. 2 (2019)

Articles

• The Patras Blended Strategy Model for Deep and Meaningful Learning in Quality Life‑Long Distance Education

  Stylianos Mystakidis, Eleni Berki, Juri Valtanen

  pp66‑78

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• Critical Components of Formative Assessment in Process‑Oriented Guided Inquiry Learning for Online Labs

  Saptarshi Purkayastha, Asha K. Surapaneni, Pallavi Maity, Anushri S. Rajapuri, Judy W. Gichoya

  pp79‑92

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• Using Gamification in a Teaching Innovation Project at the University of Alcalá: A New Approach to Experimental Science Practices

  Dolores López Carrillo, Amelia Calonge García, Teresa Rodríguez Laguna, Germán Ros Magán, José Alberto Lebrón Moreno

  pp93‑106

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• Exploring the Potential of the Learning Designer as a Teacher Support Tool

  Eleni Zalavra, Kyparisia Papanikolaou

  pp107‑117

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• Driving High Inclination to Complete Massive Open Online Courses (MOOCs): Motivation and Engagement Factors for Learners

  Lee Yen Chaw, Chun Meng Tang

  pp118‑130

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• 3‑M Model for Uncovering the Impact of Multi‑level Identity Issues on Learners’ Social Interactive Engagement Online

  Paula Charbonneau-Gowdy, Jessica Chavez

  pp131‑143

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• Bridging Audio and Augmented Reality towards a new Generation of Serious Audio‑only Games

  Emmanouel Rovithis, Andreas Floros, Nikos Moustakas, Konstantinos Vogklis, Lily Kotsira

  pp144‑156

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• A Use Case of the Application of Advanced Gaming and Immersion Technologies for Professional Training: The GAMEPHARM Training Environment for Physiotherapists

  Dimitra Pappa, Homer Papadopoulos

  pp157‑170

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• Editorial for EJEL Volume 17 Issue 2 2019

  Antonios Andreatos

  pp171‑172

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