Ina Blau, PhD
Ina Blau, PhD
Professor (Full) of Educational Technology & CyberPsychology, The Open University of Israel
Verified email at - Homepage
Cited by
Cited by
Scaffolding game-based learning: Impact on learning achievements, perceived learning, and game experiences
S Barzilai, I Blau
Computers & Education 70, 65-79, 2014
Social presence in online discussion groups: Testing three conceptions and their relations to perceived learning
A Caspi, I Blau
Social Psychology of Education 11, 323-346, 2008
How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students?
I Blau, T Shamir-Inbal, O Avdiel
The internet and higher education 45, 100722, 2020
Measuring digital literacies: Junior high-school students' perceived competencies versus actual performance
E Porat, I Blau, A Barak
Computers & Education 126, 23-36, 2018
Digital competences and long-term ICT integration in school culture: The perspective of elementary school leaders
I Blau, T Shamir-Inbal
Education and Information Technologies 22, 769-787, 2017
Re-designed flipped learning model in an academic course: The role of co-creation and co-regulation
I Blau, T Shamir-Inbal
Computers & Education 115, 69-81, 2017
Online teaching effectiveness: A tale of two instructors
P Gorsky, I Blau
The International Review of Research in Open and Distance Learning 10 (3), 1-27, 2009
Facilitating emergency remote K-12 teaching in computing-enhanced virtual learning environments during COVID-19 pandemic-blessing or curse?
T Shamir-Inbal, I Blau
Journal of Educational Computing Research 59 (7), 1243-1271, 2021
What type of collaboration helps? Psychological ownership, perceived learning and outcome quality of collaboration using Google Docs
I Blau, A Caspi
Learning in the Technological Era, 48-55, 2009
e-Leadership of school principals: Increasing school effectiveness by a school data management system
I Blau, O Presser
British Journal of Educational Technology 44 (6), 1000-1011, 2013
How do medium naturalness, teaching-learning interactions and students' personality traits affect participation in synchronous e-learning?
O Weiser, I Blau, Y Eshet-Alkalai
The Internet and Higher Education 37, 40-51, 2018
Technological, pedagogical and content knowledge in one-to-one classroom: teachers developing “digital wisdom”
I Blau, Y Peled, A Nusan
Interactive Learning Environments 24 (6), 1215-1230, 2016
Collaboration and psychological ownership: How does the tension between the two influence perceived learning?
A Caspi, I Blau
Social Psychology of Education 14, 283-298, 2011
How do medium naturalness and personality traits shape academic achievement and perceived learning? An experimental study of face-to-face and synchronous e-learning.
I Blau, O Weiser, Y Eshet-Alkalai
Research in Learning Technology 25, 2017
Digital technologies for promoting “student voice” and co-creating learning experience in an academic course
I Blau, T Shamir-Inbal
Instructional Science 46, 315-336, 2018
How do personality, synchronous media, and discussion topic affect participation?
I Blau, A Barak
Journal of Educational Technology & Society 15 (2), 12-24, 2012
Ubiquitous mobile educational data management by teachers, students and parents: Does technology change school-family communication and parental involvement?
I Blau, M Hameiri
Education and Information Technologies 22 (3), 1231-1247, 2017
Ubiquitous mobile educational data management by teachers, students, and parents: Does technology change school-family communication and parental involvement?
I Blau, M Hameiri
Education and Information Technologies, 2016
The relationship between academic discipline and dialogic behavior in Open University course forums
P Gorsky, A Caspi, A Antonovsky, I Blau, A Mansur
International Review of Research in Open & Distance Learning 11 (2), 49-72, 2010
The ethical dissonance in digital and non-digital learning environments: Does technology promotes cheating among middle school students?
I Blau, Y Eshet-Alkalai
Computers in Human Behavior 73, 629-637, 2017
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