Eurasia Journal of Mathematics, Science and Technology Education

• Abu-Auad, F. M., & Noafl, M. B. (2012). Validity and reliability significant learning styles scale for –Felder, Soloman. and the degree of preference for Jordan universities students. Demascus University Journal, 28(1), 483-445.
• Abu-Hashem, E. M. (2010). Constructive validity of Felder and Silverman learning style model for university students. King Saud University. Journal of King Saud university for educational sciences and Islamic. (35), 1-24.
• Afifi, M. K., & Alamri, S. S. (2014). Effective principles in designing e-course in light of learning theories. Turkish Online Journal of Distance Education, 15(1).‏ https://doi.org/10.17718/tojde.43806.
• Branch, R. M. (2009). Instructional design: The ADDIE approach (Vol. 722). Springer Science & Business Media.‏ https://doi.org/10.1007/978-0-387-09506-6.
• Chang, N. (2011). Pre-Service Teachers’ Views: How Did E-Feedback through Assessment Facilitate Their Learning? Journal of the Scholarship of Teaching and Learning, 11(2), 16-33.‏.
• Chen, G. D., Chang, C. K., & Wang, C. Y. (2008). Ubiquitous learning website: Scaffold learners by mobile devices with information-aware techniques. Computers & Education, 50(1), 77-90.‏ https://doi.org/10.1016/j.compedu.2006.03.004.
• Collison, S., Davis, C. J., Heilemann, M., Oxton, J., Powers, D., Rutter, R., & Sherry, P. (2006). Blog Design Solutions. Friends of ED.‏.
• DeLucenay, A. J., Conn, K. M., & Corigliano, A. (2017). An evaluation of the impact of immediate compared to delayed feedback on the development of counselling skills in pharmacy students. Pharmacy Education, 17.‏.
• Evans, C., & Waring, M. (2011). Student teacher assessment feedback preferences: The influence of cognitive styles and gender. Learning and Individual Differences, 21(3), 271-280.‏ https://doi.org/10.1016/j.lindif.2010.11.011.
• Felder, R. M., & Silverman, L. K. (1988). Learning and teaching styles in engineering education. Engineering education, 78(7), 674-681.‏.
• Filippidis, S. K., &Tsoukalas, I. A. (2009). On the use of adaptive instructional images based on the sequential–global dimension of the Felder–Silverman learning style theory. Interactive Learning Environments, 17(2), 135-150. https://doi.org/10.1080/10494820701869524.
• Freney, M. H. P., & Wood, D. (2008). The Delivery and Management of Feedback and Assessment in an E-learning Environment. The international journal of learning, 15(2), 169-178. https://doi.org/10.18848/1447-9494/CGP/v15i02/45607.
• Harrati, N., Bouchrika, I., Tari, A., & Ladjailia, A. (2016). Exploring user satisfaction for e-learning systems via usage-based metrics and system usability scale analysis. Computers in Human Behavior, 61, 463-471.‏ https://doi.org/10.1016/j.chb.2016.03.051.
• Harvey, H. L., Parahoo, S., & Santally, M. (2017). Should gender differences be considered when assessing student satisfaction in the online learning environment for millennials? Higher Education Quarterly, 71(2), 141-158.‏ https://doi.org/10.1111/hequ.12116.
• Hsu, C. C. (2011). Factors affecting webpage’s visual interface design and style. Procedia Computer Science, 3, 1315-1320.‏ https://doi.org/10.1016/j.procs.2011.01.009.
• Hsu, C. C. (2012). Evaluation criteria for blog design and analysis of causal relationships using factor analysis and dematel. Expert Systems with Applications, 39(1), 187-193.‏ https://doi.org/10.1016/j.eswa.2011.07.006.
• Huang, Y. M., Kuo, Y. H., Lin, Y. T., & Cheng, S. C. (2008). Toward interactive mobile synchronous learning environment with context-awareness service. Computers & Education, 51(3), 1205-1226.‏ https://doi.org/10.1016/j.compedu.2007.11.009.
• Hwang, G. J., & Chang, H. F. (2011). A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students. Computers & Education, 56(4), 1023-1031.‏ https://doi.org/10.1016/j.compedu.2010.12.002.
• Khamis, M. A. (2009). E- Supporting. Egypt Educational technology, 19(2), 1-2.
• Lefevre, D., & Cox, B. (2017). Delayed instructional feedback may be more effective, but is this contrary to learners’ preferences?. British Journal of Educational Technology, 48(6), 1357-1367.‏ https://doi.org/10.1111/bjet.12495.
• Litzinger, T. A., Lee, S. H., Wise, J. C., & Felder, R. M. (2007). A psychometric study of the index of learning styles©. Journal of Engineering Education, 96(4), 309-319. https://doi.org/10.1002/j.2168-9830.2007.tb00941.x.
• Narciss, S. (2013). Designing and Evaluating Tutoring Feedback Strategies for digital learning environments on the basis of the Interactive Tutoring Feedback Model. Digital Education Review, (23), 7-26.‏.
• Narciss, S., Sosnovsky, S., Schnaubert, L., Andrès, E., Eichelmann, A., Goguadze, G., & Melis, E. (2014). Exploring feedback and student characteristics relevant for personalizing feedback strategies. Computers & Education, 71, 56-76.‏ https://doi.org/10.1016/j.compedu.2013.09.011.
• Nortcliffe, A., & Middleton, A. (2011). Smartphone feedback: Using an iPhone to improve the distribution of audio feedback. International Journal of Electrical Engineering Education, 48(3), 280-293.‏ https://doi.org/10.7227/IJEEE.48.3.6.
• Raspopovic, M., & Jankulovic, A. (2017). Performance measurement of e-learning using student satisfaction analysis. Information Systems Frontiers, 19(4), 869-880.‏ https://doi.org/10.1007/s10796-016-9636-z.
• Sorensen, P. (2008). Feedback and Assessment. Malaysian Journal of Distance Education, 10(2), 85-105.‏.
• Taylor, P., Schugar, J., & Penny, C. (2014, March). Reinventing the Classroom with Google+. In Society for Information Technology & Teacher Education International Conference (Vol. 2014, No. 1, pp. 1352-1353).‏.
• Vandewaetere, M., Desmet, P., & Clarebout, G. (2011). The contribution of learner characteristics in the development of computer-based adaptive learning environments. Computers in Human Behavior, 27(1), 118-130.‏ https://doi.org/10.1016/j.chb.2010.07.038.
• Violante, M. G., & Vezzetti, E. (2015). Virtual interactive e‐learning application: An evaluation of the student satisfaction. Computer Applications in Engineering Education, 23(1), 72-91.‏ https://doi.org/10.1002/cae.21580.
• Virtanen, M. A., Kääriäinen, M., Liikanen, E., & Haavisto, E. (2017). The comparison of students’ satisfaction between ubiquitous and web-based learning environments. Education and Information Technologies, 22(5), 2565-2581.‏ https://doi.org/10.1007/s10639-016-9561-2.
• Wu, J. H., Tennyson, R. D., & Hsia, T. L. (2010). A study of student satisfaction in a blended e-learning system environment. Computers & Education, 55(1), 155-164.‏ https://doi.org/10.1016/j.compedu.2009.12.012.
• Xu, Y. (2010). Examining the Effects of Digital Feedback on Student Engagement and Achievement. Journal of Educational Computing Research, 43(3), 275-291.‏ https://doi.org/10.2190/EC.43.3.a.
• Zywno, M. S. (2003, June). A contribution to validation of score meaning for Felder-Soloman’s index of learning styles. American Society for Engineering Education annual conference & exposition, 119, 1-5.‏.

APA

Afify, M. K. (2018). The Impact of Interaction between Timing of Feedback Provision in Distance E-Learning and Learning Styles on achieving Learning Outcomes among Arab Open University Students. Eurasia Journal of Mathematics, Science and Technology Education, 14(7), 3053-3068. https://doi.org/10.29333/ejmste/91619

Vancouver

Afify MK. The Impact of Interaction between Timing of Feedback Provision in Distance E-Learning and Learning Styles on achieving Learning Outcomes among Arab Open University Students. EURASIA J Math Sci Tech Ed. 2018;14(7):3053-68. https://doi.org/10.29333/ejmste/91619

AMA

Afify MK. The Impact of Interaction between Timing of Feedback Provision in Distance E-Learning and Learning Styles on achieving Learning Outcomes among Arab Open University Students. EURASIA J Math Sci Tech Ed. 2018;14(7), 3053-3068. https://doi.org/10.29333/ejmste/91619

Chicago

Afify, Mohammed Kamal. "The Impact of Interaction between Timing of Feedback Provision in Distance E-Learning and Learning Styles on achieving Learning Outcomes among Arab Open University Students". Eurasia Journal of Mathematics, Science and Technology Education 2018 14 no. 7 (2018): 3053-3068. https://doi.org/10.29333/ejmste/91619

Harvard

Afify, M. K. (2018). The Impact of Interaction between Timing of Feedback Provision in Distance E-Learning and Learning Styles on achieving Learning Outcomes among Arab Open University Students. Eurasia Journal of Mathematics, Science and Technology Education, 14(7), pp. 3053-3068. https://doi.org/10.29333/ejmste/91619

MLA

Afify, Mohammed Kamal "The Impact of Interaction between Timing of Feedback Provision in Distance E-Learning and Learning Styles on achieving Learning Outcomes among Arab Open University Students". Eurasia Journal of Mathematics, Science and Technology Education, vol. 14, no. 7, 2018, pp. 3053-3068. https://doi.org/10.29333/ejmste/91619