Mark Grabe

Affiliations: 
Psychology The University of North Dakota 
Area:
General Psychology, General Education, Social Psychology
Google:
"Mark Grabe"
Mean distance: 26716.5
 
BETA: Related publications

Publications

You can help our author matching system! If you notice any publications incorrectly attributed to this author, please sign in and mark matches as correct or incorrect.

Grabe M, Holfeld B. (2014) Estimating the degree of failed understanding: A possible role for online technology Journal of Computer Assisted Learning. 30: 173-186
Holfeld B, Grabe M. (2012) Middle school students' perceptions of and responses to cyber bullying Journal of Educational Computing Research. 46: 395-413
Holfeld B, Grabe M. (2012) An Examination of the History, Prevalence, Characteristics, and Reporting of Cyberbullying in the United States Cyberbullying in the Global Playground: Research From International Perspectives. 117-142
Grabe M, Christopherson K. (2008) Optional student use of online lecture resources: Resource preferences, performance and lecture attendance: Original article Journal of Computer Assisted Learning. 24: 1-10
Grabe M, Flannery K, Christopherson K. (2008) Voluntary use of online study questions as a function of previous minimal use requirements and learner aptitude Internet and Higher Education. 11: 145-151
Grabe M, Christopherson K. (2005) Evaluating the advantages and disadvantages of providing lecture notes: The role of internet technology as a delivery system and research tool Internet and Higher Education. 8: 291-298
Grabe M. (2005) Voluntary use of online lecture notes: Correlates of note use and note use as an alternative to class attendance Computers and Education. 44: 409-421
Grimstad K, Grabe M. (2004) Are online study questions beneficial? Teaching of Psychology. 31: 143-146
Grabe M, Sigler E. (2002) Studying online: Evaluation of an online study environment Computers and Education. 38: 375-383
Grabe M. (1994) Motivational Deficiencies When Multiple Examinations Are Allowed Contemporary Educational Psychology. 19: 45-52
See more...