Example of Journal of Computing in Higher Education format
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Example of Journal of Computing in Higher Education format Example of Journal of Computing in Higher Education format Example of Journal of Computing in Higher Education format Example of Journal of Computing in Higher Education format Example of Journal of Computing in Higher Education format Example of Journal of Computing in Higher Education format Example of Journal of Computing in Higher Education format Example of Journal of Computing in Higher Education format Example of Journal of Computing in Higher Education format Example of Journal of Computing in Higher Education format Example of Journal of Computing in Higher Education format Example of Journal of Computing in Higher Education format Example of Journal of Computing in Higher Education format Example of Journal of Computing in Higher Education format Example of Journal of Computing in Higher Education format Example of Journal of Computing in Higher Education format Example of Journal of Computing in Higher Education format Example of Journal of Computing in Higher Education format
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Example of Journal of Computing in Higher Education format Example of Journal of Computing in Higher Education format Example of Journal of Computing in Higher Education format Example of Journal of Computing in Higher Education format Example of Journal of Computing in Higher Education format Example of Journal of Computing in Higher Education format Example of Journal of Computing in Higher Education format Example of Journal of Computing in Higher Education format Example of Journal of Computing in Higher Education format Example of Journal of Computing in Higher Education format Example of Journal of Computing in Higher Education format Example of Journal of Computing in Higher Education format Example of Journal of Computing in Higher Education format Example of Journal of Computing in Higher Education format Example of Journal of Computing in Higher Education format Example of Journal of Computing in Higher Education format Example of Journal of Computing in Higher Education format Example of Journal of Computing in Higher Education format
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recommended Recommended

Journal of Computing in Higher Education — Template for authors

Publisher: Springer
Categories Rank Trend in last 3 yrs
Education #36 of 1319 up up by 84 ranks
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 117 Published Papers | 788 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 08/07/2020
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Journal Performance & Insights

Impact Factor

CiteRatio

Determines the importance of a journal by taking a measure of frequency with which the average article in a journal has been cited in a particular year.

A measure of average citations received per peer-reviewed paper published in the journal.

2.271

21% from 2018

Impact factor for Journal of Computing in Higher Education from 2016 - 2019
Year Value
2019 2.271
2018 1.87
2017 1.517
2016 1.44
graph view Graph view
table view Table view

6.7

68% from 2019

CiteRatio for Journal of Computing in Higher Education from 2016 - 2020
Year Value
2020 6.7
2019 4.0
2018 3.0
2017 3.3
2016 2.6
graph view Graph view
table view Table view

insights Insights

  • Impact factor of this journal has increased by 21% in last year.
  • This journal’s impact factor is in the top 10 percentile category.

insights Insights

  • CiteRatio of this journal has increased by 68% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

Measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

Measures actual citations received relative to citations expected for the journal's category.

1.282

11% from 2019

SJR for Journal of Computing in Higher Education from 2016 - 2020
Year Value
2020 1.282
2019 1.158
2018 0.923
2017 1.019
2016 1.077
graph view Graph view
table view Table view

2.116

39% from 2019

SNIP for Journal of Computing in Higher Education from 2016 - 2020
Year Value
2020 2.116
2019 1.522
2018 1.472
2017 1.829
2016 1.503
graph view Graph view
table view Table view

insights Insights

  • SJR of this journal has increased by 11% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has increased by 39% in last years.
  • This journal’s SNIP is in the top 10 percentile category.

Journal of Computing in Higher Education

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Springer

Journal of Computing in Higher Education

Journal of Computing in Higher Education, JCHE, publishes original research, literature reviews, implementation and evaluation studies, and theoretical, conceptual, and policy papers that contribute to our understanding of the issues, problems, and research associated with ins...... Read More

Education

Social Sciences

i
Last updated on
08 Jul 2020
i
ISSN
1042-1726
i
Impact Factor
Medium - 0.783
i
Open Access
No
i
Sherpa RoMEO Archiving Policy
Green faq
i
Plagiarism Check
Available via Turnitin
i
Endnote Style
Download Available
i
Bibliography Name
SPBASIC
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Citation Type
Author Year
(Blonder et al, 1982)
i
Bibliography Example
Beenakker CWJ (2006) Specular andreev reflection in graphene. Phys Rev Lett 97(6):067,007, URL 10.1103/PhysRevLett.97.067007

Top papers written in this journal

Journal Article DOI: 10.1007/BF02948592
Classtalk: A classroom communication system for active learning
Robert J. Dufresne1, William J. Gerace1, William J. Leonard1, Jose P. Mestre1, Laura Wenk1

Abstract:

TRADITIONAL METHODS for teaching science courses at the post-secondary level employ a lecture format of instruction in which the majority of students are passively listening to the instructor and jotting down notes. Current views of learning and instruction challenge the wisdom of this traditional pedagogic practice by stress... TRADITIONAL METHODS for teaching science courses at the post-secondary level employ a lecture format of instruction in which the majority of students are passively listening to the instructor and jotting down notes. Current views of learning and instruction challenge the wisdom of this traditional pedagogic practice by stressing the need for the learner to play an active role in constructing knowledge. The emerging technology of classroom communication systems offers a promising tool for helping instructors create a more interactive, student-centered classroom, especially when teaching large courses. In this paper we describe our experiences teaching physics with a classroom communication system calledClasstalk. Classtalk facilitated the presentation of questions for small group work as well as the collection of student answers and the display of histograms showing how the class answered, all of which fed into a class-wide discussion of students’ reasoning. We foundClasstalk to be a useful tool not only for engaging students in active learning during the lecture hour but also for enhancing the overall communication within the classroom. Equally important, students were very positive aboutClasstalk-facilitated instruction and believed that they learned more during class than they would have during a traditional lecture. read more read less

Topics:

Active learning (61%)61% related to the paper, Cooperative learning (59%)59% related to the paper, Teaching method (56%)56% related to the paper, Educational technology (56%)56% related to the paper, Computer-Assisted Instruction (55%)55% related to the paper
510 Citations
Journal Article DOI: 10.1007/BF02940852
The Laptop and the Lecture: The Effects of Multitasking in Learning Environments.
Helene Hembrooke1

Abstract:

THE EFFECTS OF MULTITASKING IN THE CLASSROOM were investigated in students in an upper level Communications course. Two groups of students heard the same exact lecture and tested immediately following the lecture. One group of students was allowed to use their laptops to engage in browsing, search, and/or social computing beh... THE EFFECTS OF MULTITASKING IN THE CLASSROOM were investigated in students in an upper level Communications course. Two groups of students heard the same exact lecture and tested immediately following the lecture. One group of students was allowed to use their laptops to engage in browsing, search, and/or social computing behaviors during the lecture. Students in the second condition were asked to keep their laptops closed for the duration of the lecture. Students in the open laptop condition suffered decrements on traditional measures of memory for lecture content. A second experiment replicated the results of the first. Data were further analyzed by “browsing style.” Results are discussed from Lang’s Limited Process Capacity model in an attempt to better understand the mechanisms involved in the decrement. read more read less

Topics:

Human multitasking (53%)53% related to the paper, Laptop (50%)50% related to the paper
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507 Citations
Journal Article DOI: 10.1007/S12528-013-9077-3
A meta-analysis of blended learning and technology use in higher education: from the general to the applied
Robert M. Bernard1, Eugene Borokhovski1, Richard F. Schmid1, Rana M. Tamim2, Philip C. Abrami1

Abstract:

This paper serves several purposes. First and foremost, it is devoted to developing a better understanding of the effectiveness of blended learning (BL) in higher education. This is achieved through a meta-analysis of a sub-collection of comparative studies of BL and classroom instruction (CI) from a larger systematic review ... This paper serves several purposes. First and foremost, it is devoted to developing a better understanding of the effectiveness of blended learning (BL) in higher education. This is achieved through a meta-analysis of a sub-collection of comparative studies of BL and classroom instruction (CI) from a larger systematic review of technology integration (Schmid et al. in Comput Educ 72:271–291, 2014). In addition, the methodology of meta-analysis is described and illustrated by examples from the current study. The paper begins with a summary of the experimental research on distance education (DE) and online learning (OL), encapsulated in meta-analyses that have been conducted since 1990. Then it introduces the Bernard et al. (Rev Educ Res 74(3):379–439, 2009) meta-analysis, which attempted to alter the DE research culture of always comparing DE/OL with CI by examining three forms of interaction treatments (i.e., student–student, student–teacher, student–content) within DE, using the theoretical framework of Moore (Am J Distance Educ 3(2):1–6, 1989) and Anderson (Rev Res Open Distance Learn 4(2):9–14, 2003). The rest of the paper revolves around the general steps and procedures (Cooper in Research synthesis and meta-analysis: a step-by-step approach, 4th edn, SAGE, Los Angeles, CA, 2010) involved in conducting a meta-analysis. This section is included to provide researchers with an overview of precisely how meta-analyses can be used to respond to more nuanced questions that speak to underlying theory and inform practice—in other words, not just answers to the “big questions.” In this instance, we know that technology has an overall positive impact on learning (g + = +0.35, p < .01, Tamim et al. in Rev Educ Res 81(3):4–28, 2011), but the sub-questions addressed here concern BL interacting with technology in higher education. The results indicate that, in terms of achievement outcomes, BL conditions exceed CI conditions by about one-third of a standard deviation (g + = 0.334, k = 117, p < .001) and that the kind of computer support used (i.e., cognitive support vs. content/presentational support) and the presence of one or more interaction treatments (e.g., student–student/–teacher/–content interaction) serve to enhance student achievement. We examine the empirical studies that yielded these outcomes, work through the methodology that enables evidence-based decision-making, and explore how this line of research can improve pedagogy and student achievement. read more read less

Topics:

Blended learning (52%)52% related to the paper
496 Citations
Journal Article DOI: 10.1007/BF02961476
Design research: A socially responsible approach to instructional technology research in higher education
Thomas C. Reeves1, Jan Herrington2, Ron Oliver3

Abstract:

DESIGN RESEARCH has grown in importance since it was first conceptualized in the early 90s, but it has not been adopted for research in instructional technology in higher education to any great extent. Many researchers continue to conduct studies that principally seek to determine the effectiveness of the delivery medium, rat... DESIGN RESEARCH has grown in importance since it was first conceptualized in the early 90s, but it has not been adopted for research in instructional technology in higher education to any great extent. Many researchers continue to conduct studies that principally seek to determine the effectiveness of the delivery medium, rather than the instructional strategies and tasks. This article explores the various incentives for conducting research on the impact of computing and other technologies in higher education, examines the social relevance of that research, and recommends design research as a particularly appropriate approach to socially responsible inquiry. A description of the characteristics of design research is given, together with an argument for the more widespread adoption of this approach to enhance the quality and usefulness of research in computers and other technologies in education. read more read less

Topics:

Instructional design (58%)58% related to the paper, Higher education (55%)55% related to the paper, Technology integration (54%)54% related to the paper, Research design (53%)53% related to the paper, Social responsibility (52%)52% related to the paper
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457 Citations
Journal Article DOI: 10.1007/S12528-018-9179-Z
Online Learning in Higher Education: Exploring Advantages and Disadvantages for Engagement.
Amber D. Dumford1, Angie L. Miller2

Abstract:

As the popularity of online education continues to rise, many colleges and universities are interested in how to best deliver course content for online learners. This study explores the ways in which taking courses through an online medium impacts student engagement, utilizing data from the National Survey of Student Engageme... As the popularity of online education continues to rise, many colleges and universities are interested in how to best deliver course content for online learners. This study explores the ways in which taking courses through an online medium impacts student engagement, utilizing data from the National Survey of Student Engagement. Data was analyzed using a series of ordinary least squares regression models, also controlling for relevant student and institutional characteristics. The results indicated numerous significant relationships between taking online courses and student engagement for both first-year students and seniors. Those students taking greater numbers of online courses were more likely to engage in quantitative reasoning. However, they were less likely to engage in collaborative learning, student-faculty interactions, and discussions with diverse others, compared to their more traditional classroom counterparts. The students with greater numbers of online courses also reported less exposure to effective teaching practices and lower quality of interactions. The relationship between these engagement indicators and the percentage of classes taken online suggests that an online environment might benefit certain types of engagement, but may also be somewhat of a deterrent to others. Institutions should consider these findings when designing online course content, and encourage faculty to contemplate ways of encouraging student engagement across a variety of delivery types. read more read less

Topics:

National Survey of Student Engagement (69%)69% related to the paper, Student engagement (66%)66% related to the paper, Collaborative learning (55%)55% related to the paper, Educational technology (54%)54% related to the paper, Cooperative learning (53%)53% related to the paper
418 Citations
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Frequently asked questions

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Yes, the template is compliant with the Journal of Computing in Higher Education guidelines. Our experts at SciSpace ensure that. If there are any changes to the journal's guidelines, we'll change our algorithm accordingly.

3. Can I cite my article in multiple styles in Journal of Computing in Higher Education?

Of course! We support all the top citation styles, such as APA style, MLA style, Vancouver style, Harvard style, and Chicago style. For example, when you write your paper and hit autoformat, our system will automatically update your article as per the Journal of Computing in Higher Education citation style.

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Sign up for our free trial, and you'll be able to use all our features for seven days. You'll see how helpful they are and how inexpensive they are compared to other options, Especially for Journal of Computing in Higher Education.

5. Can I use a manuscript in Journal of Computing in Higher Education that I have written in MS Word?

Yes. You can choose the right template, copy-paste the contents from the word document, and click on auto-format. Once you're done, you'll have a publish-ready paper Journal of Computing in Higher Education that you can download at the end.

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12. Is Journal of Computing in Higher Education's impact factor high enough that I should try publishing my article there?

To be honest, the answer is no. The impact factor is one of the many elements that determine the quality of a journal. Few of these factors include review board, rejection rates, frequency of inclusion in indexes, and Eigenfactor. You need to assess all these factors before you make your final call.

13. What is Sherpa RoMEO Archiving Policy for Journal of Computing in Higher Education?

SHERPA/RoMEO Database

We extracted this data from Sherpa Romeo to help researchers understand the access level of this journal in accordance with the Sherpa Romeo Archiving Policy for Journal of Computing in Higher Education. The table below indicates the level of access a journal has as per Sherpa Romeo's archiving policy.

RoMEO Colour Archiving policy
Green Can archive pre-print and post-print or publisher's version/PDF
Blue Can archive post-print (ie final draft post-refereeing) or publisher's version/PDF
Yellow Can archive pre-print (ie pre-refereeing)
White Archiving not formally supported
FYI:
  1. Pre-prints as being the version of the paper before peer review and
  2. Post-prints as being the version of the paper after peer-review, with revisions having been made.

14. What are the most common citation types In Journal of Computing in Higher Education?

The 5 most common citation types in order of usage for Journal of Computing in Higher Education are:.

S. No. Citation Style Type
1. Author Year
2. Numbered
3. Numbered (Superscripted)
4. Author Year (Cited Pages)
5. Footnote

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16. Can I download Journal of Computing in Higher Education in Endnote format?

Yes, SciSpace provides this functionality. After signing up, you would need to import your existing references from Word or Bib file to SciSpace. Then SciSpace would allow you to download your references in Journal of Computing in Higher Education Endnote style according to Elsevier guidelines.

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