# data[].attributes.headline
weijia- Journal: The Internet and higher education

# data[].attributes.subject
weijia- Journal: The Internet and higher education

# data[].attributes.body
Arvaja, Maarit & Hämäläinen, Raija, 2021. Dialogicality in making sense of online collaborative interaction: A conceptual perspective. The Internet and higher education, 2021–01, Vol.48.

https://www.sciencedirect.com/science/article/pii/S1096751620300476

paradigmatic assumptions: positivist

# data[].attributes.headline
weijia- Journal: The Internet and higher education

# data[].attributes.subject
weijia- Journal: The Internet and higher education

# data[].attributes.body
3.  Lock & Redmond, 2021. Embedded experts in online collaborative learning: A case study. The Internet and higher education,2021-01, Vol. 48.

https://www.sciencedirect.com/science/article/pii/S109675162030049X

paradigmatic assumptions: pragmatist

# data[].attributes.headline
weijia- Journal: The Internet and higher education

# data[].attributes.subject
weijia- Journal: The Internet and higher education

# data[].attributes.body
4. Crook, Charles & Nixon, Elizabeth, 2021. How internet essay mill websites portray the student experience of higher education. The Internet and higher education, 2021–01, Vol.48.

https://www.sciencedirect.com/science/article/pii/S1096751620300518

paradigmatic assumptions: realist

# data[].attributes.headline
weijia- Journal: The Internet and higher education

# data[].attributes.subject
weijia- Journal: The Internet and higher education

# data[].attributes.body
2.	Bruggeman, Bram et al., 2021. Experts speaking: Crucial teacher attributes for implementing blended learning in higher education. The Internet and higher education, 2021–01, Vol.48.
https://www.sciencedirect.com/science/article/pii/S1096751620300488
paradigmatic assumptions: interpretivist

# data[].attributes.headline
weijia- Journal: The Internet and higher education

# data[].attributes.subject
weijia- Journal: The Internet and higher education

# data[].attributes.body
5. Anon, 2021. Modeling undergraduates' selection of course modality: A large sample, multi-discipline study. The Internet and higher education, 2021–01, Vol.48.

https://www.sciencedirect.com/science/article/pii/S109675162030052X

paradigmatic assumptions: realist

# data[].attributes.headline
weijia- Journal: The Internet and higher education

# data[].attributes.subject
weijia- Journal: The Internet and higher education

# data[].attributes.body
6. Mehall, 2021. Purposeful interpersonal interaction and the point of diminishing returns for graduate learners. The Internet and higher education, 2021–01, Vol.48.

https://www.sciencedirect.com/science/article/pii/S1096751620300506

paradigmatic assumptions: pragmatist

# data[].attributes.headline
weijia- Journal: The Internet and higher education

# data[].attributes.subject
weijia- Journal: The Internet and higher education

# data[].attributes.body
7. Jivet, Ioana et al., 2020. From students with love: An empirical study on learner goals, self-regulated learning and sense-making of learning analytics in higher education. The Internet and higher education, 2020, Vol.47.

https://www.sciencedirect.com/science/article/pii/S1096751620300348

paradigmatic assumptions: interpretivist

# data[].attributes.headline
weijia- Journal: The Internet and higher education

# data[].attributes.subject
weijia- Journal: The Internet and higher education

# data[].attributes.body
8.	Littenberg-Tobias, Joshua & Reich, Justin, 2020. Evaluating access, quality, and equity in online learning: A case study of a MOOC-based blended professional degree program. The Internet and higher education, 47, p.100759.
https://www.sciencedirect.com/science/article/abs/pii/S109675162030035X
paradigmatic assumptions: realist

# data[].attributes.headline
weijia- Journal: The Internet and higher education

# data[].attributes.subject
weijia- Journal: The Internet and higher education

# data[].attributes.body
9.  Vareberg, Kyle R et al., 2020. For a good class, email: Technologically-mediated out-of-class communication and instructional outcomes. The Internet and higher education, 47, p.100761.

https://www.sciencedirect.com/science/article/abs/pii/S1096751620300373

paradigmatic assumptions: realist

# data[].attributes.headline
weijia- Journal: The Internet and higher education

# data[].attributes.subject
weijia- Journal: The Internet and higher education

# data[].attributes.body
10. Sun, Zhiru & Xie, Kui, 2020. How do students prepare in the pre-class setting of a flipped undergraduate math course? A latent profile analysis of learning behavior and the impact of achievement goals. The Internet and higher education, 46, p.100731.

https://www.sciencedirect.com/science/article/abs/pii/S1096751620300075

paradigmatic assumptions: pragmatist

# data[].attributes.body
1. Education : the professional's voice.

Crediton, Devon, England : Education Pub. Co. ; 2000

https://discovered.ed.ac.uk/permalink/f/1njkql8/44UOE_ALMA51131096680002466

Paradigmatic assumption: realist

# data[].attributes.body
2.British journal of special education

National Council for Special Education (Great Britain)

Stratford-upon-Avon, Warwickshire: National Council for Special Education ; 1985

https://discovered.ed.ac.uk/permalink/f/1s15qcp/TN_cdi_crl_catalog_b1025237x
Paradigmatic assumption:realist

# data[].attributes.body
3.Young children

National Association for the Education of Young Children

Washington [etc.]: National Association for the Education of Young Children

https://discovered.ed.ac.uk/permalink/f/1s15qcp/TN_cdi_crl_catalog_b12968237
Paradigmatic assumption: pragmatist

# data[].attributes.body
4.The Journal of school health

American School Health Association

Kent, OH, etc: American School Health Association, etc.

https://discovered.ed.ac.uk/permalink/f/1s15qcp/TN_cdi_crl_catalog_b13021102
Paradigmatic assumption:pragmatist

# data[].attributes.body
5.Early childhood education

Alberta Teachers' Association. Alberta Teachers' Association. Early Childhood Education Council

Edmonton: Alberta Teachers' Association

https://discovered.ed.ac.uk/permalink/f/1s15qcp/TN_cdi_crl_catalog_b13052913
Paradigmatic assumption: realist

# data[].attributes.body
6.Asia Pacific journal of education

Institute of Education (Singapore)

Singapore: Published for Nanyang Institute of Education by Oxford University Press ; 1996

https://discovered.ed.ac.uk/permalink/f/1s15qcp/TN_cdi_crl_catalog_b1477074x
Paradigmatic assumption:realist

# data[].attributes.body
7.Australian journal of early childhood

Australian Pre-School Association. Australian Early Childhood Association

Watson, A.C.T: Australian Pre-School Association

https://discovered.ed.ac.uk/permalink/f/1s15qcp/TN_cdi_crl_catalog_b12198717
Paradigmatic assumption: pragmatist

# data[].attributes.body
8.The Education digest

Ann Arbor, Mich: Prakken Publications

https://discovered.ed.ac.uk/permalink/f/1s15qcp/TN_cdi_crl_catalog_b12959108
Paradigmatic assumption:pragmatist

# data[].attributes.body
9.Education review : a journal of book reviews.

Arizona State University. College of Education.

Tempe, Ariz.? : College of Education, Arizona State University ; 1997

https://discovered.ed.ac.uk/permalink/f/1njkql8/44UOE_ALMA51131898140002466
Paradigmatic assumption:positivist

# data[].attributes.body
10.Journal of correctional education : official publication of the Correctional Education Association.

Correctional Education Association (U.S.)

Glen Mills, Pa. : Correctional Education Association ; https://discovered.ed.ac.uk/permalink/f/1njkql8/44UOE_ALMA51132042340002466
Paradigmatic assumption: positivist

# data[].attributes.body
1.GÓMEZ-HURTADO, I., GONZÁLEZ-FALCÓN, I., CORONEL-LLAMAS, J. and MARÍA DEL PILAR GARCÍA-RODRÍGUEZ, 2020. Distributing Leadership or Distributing Tasks? The Practice of Distributed Leadership by Management and Its Limitations in Two Spanish Secondary Schools. Education Sciences, 10(5), pp. 122.

https://www-proquest-com.ezproxy.is.ed.ac.uk/docview/2396562817?accountid=1067

Paradigm assumption: Interpretivism

# data[].attributes.body
2.MSOSA, S.K., 2020. A Comparative Trend Analysis of Changes in Teacher Rate of Absenteeism in South Africa. Education Sciences, 10(8), pp. 189.

https://www-proquest-com.ezproxy.is.ed.ac.uk/docview/2427630243?accountid=106P73

Paradigm assumption: realism

# data[].attributes.body
3.GLAZE-CRAMPES, A., 2020. Leveraging Communities of Practice as Professional Learning Communities in Science, Technology, Engineering, Math (STEM) Education. Education Sciences, 10(8), pp. 190.

https://www-proquest-com.ezproxy.is.ed.ac.uk/docview/2427633713?accountid=10673

Paradigm assumption: pragmatism

# data[].attributes.body
4.ANAMOVA, R.R., BYKOV, L.V. and KOZOREZ, D.A., 2020. Algorithm for Designing Professional Retraining Programs Based on a Competency Approach. Education Sciences, 10(8), pp. 191.

https://www-proquest-com.ezproxy.is.ed.ac.uk/docview/2427631938?accountid=10673

Paradigm assumption: realism

# data[].attributes.body
5.ESPOZ-LAZO, S., RAQUEL RODRÍGUEZ HUETE, ESPOZ-LAZO, P., FARÍAS-VALENZUELA, C. and VALDIVIA-MORAL, P., 2020. Emotional Education for the Development of Primary and Secondary School Students Through Physical Education: Literature Review. Education Sciences, 10(8), pp. 192.

https://www-proquest-com.ezproxy.is.ed.ac.uk/docview/2427630110?accountid=10673

Paradigm assumption: critical

# data[].attributes.body
6.KENDRICK, M., NAMAZZI, E., BECKER-ZAYAS, A. and TIBWAMULALA, E.N., 2020. Closing the HIV and AIDS “Information Gap” Between Children and Parents: An Exploration of Makerspaces in a Ugandan Primary School. Education Sciences, 10(8), pp. 193.

https://www-proquest-com.ezproxy.is.ed.ac.uk/docview/2427633564?accountid=10673

Paradigm assumption: positivism

# data[].attributes.body
7.AMM, S.U., TASHI, KUBO, A. and HARIB, K.H., 2020. Tutorials for Integrating 3D Printing in Engineering Curricula. Education Sciences, 10(8), pp. 194.

https://www-proquest-com.ezproxy.is.ed.ac.uk/docview/2429472109?accountid=10673

Paradigm assumption: pragmatism

# data[].attributes.body
8.CERVERA, N., DIAGO, P.D., ORCOS, L. and YÁÑEZ, D.,F., 2020. The Acquisition of Computational Thinking through Mentoring: An Exploratory Study. Education Sciences, 10(8), pp. 202.

https://www-proquest-com.ezproxy.is.ed.ac.uk/docview/2432983123?accountid=10673

Paradigm assumption: realism

# data[].attributes.body
9.BEDNAREK, M., BUCZACKI, A., BIELAKOWSKI, L., GLADYSZ, B. and BRYKE, M., 2020. Postgraduate Studies on Lean Management—A Review of Initiatives. Education Sciences, 10(8), pp. 197.

https://www-proquest-com.ezproxy.is.ed.ac.uk/docview/2430477236?accountid=10673

Paradigm assumption: interpretivism

# data[].attributes.body
10.HIGUERAS-RODRÍGUEZ, L., MEDINA-GARCÍA, M. and Mª DEL CARMEN PEGALAJAR-PALOMINO, 2020. Use of Twitter as an Educational Resource. Analysis of Concepts of Active and Trainee Teachers. Education Sciences, 10(8), pp. 200.

https://www-proquest-com.ezproxy.is.ed.ac.uk/docview/2432146313?accountid=10673

Paradigm assumption: interpretivism

# data[].attributes.body
Thank you for your work, I have given some notes and have tried to look at one paper form each paper. I suggest you have a discussion on the pragmatists paradigm as there seems to some confusion. Often, the text will give it you, as there is often a key word in the text.

It would have helped if you had explained why you chose the particular paradigm and then given the epistemological and ontological positions of the paper.