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  Subjects -> BUSINESS AND ECONOMICS (Total: 3075 journals)
    - ACCOUNTING (89 journals)
    - BANKING AND FINANCE (261 journals)
    - BUSINESS AND ECONOMICS (1154 journals)
    - COOPERATIVES (4 journals)
    - ECONOMIC SCIENCES: GENERAL (158 journals)
    - HUMAN RESOURCES (94 journals)
    - INSURANCE (23 journals)
    - INTERNATIONAL COMMERCE (127 journals)
    - INVESTMENTS (25 journals)
    - MACROECONOMICS (13 journals)
    - MANAGEMENT (517 journals)
    - MARKETING AND PURCHASING (86 journals)
    - MICROECONOMICS (24 journals)
    - PUBLIC FINANCE, TAXATION (32 journals)

BUSINESS AND ECONOMICS (1154 journals)                  1 2 3 4 5 6 | Last

Showing 1 - 200 of 1566 Journals sorted alphabetically
4OR: A Quarterly Journal of Operations Research     Hybrid Journal   (Followers: 9)
Abacus     Hybrid Journal   (Followers: 11)
Accounting Forum     Hybrid Journal   (Followers: 22)
Acta Amazonica     Open Access   (Followers: 3)
Acta Commercii     Open Access   (Followers: 2)
Acta Oeconomica     Full-text available via subscription   (Followers: 2)
Acta Scientiarum. Human and Social Sciences     Open Access   (Followers: 4)
Acta Universitatis Danubius. Œconomica     Open Access  
Acta Universitatis Nicolai Copernici Zarządzanie     Open Access   (Followers: 3)
AD-minister     Open Access   (Followers: 2)
ADR Bulletin     Open Access   (Followers: 5)
Advances in Developing Human Resources     Hybrid Journal   (Followers: 21)
Advances in Economics and Business     Open Access   (Followers: 12)
AfricaGrowth Agenda     Full-text available via subscription   (Followers: 1)
African Affairs     Hybrid Journal   (Followers: 57)
African Development Review     Hybrid Journal   (Followers: 34)
African Journal of Business and Economic Research     Full-text available via subscription   (Followers: 1)
African Journal of Business Ethics     Open Access   (Followers: 7)
African Review of Economics and Finance     Open Access   (Followers: 3)
Afro-Asian Journal of Finance and Accounting     Hybrid Journal   (Followers: 6)
Afyon Kocatepe Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi     Open Access   (Followers: 3)
Agronomy     Open Access   (Followers: 11)
Akademika : Journal of Southeast Asia Social Sciences and Humanities     Open Access   (Followers: 4)
Alphanumeric Journal : The Journal of Operations Research, Statistics, Econometrics and Management Information Systems     Open Access   (Followers: 4)
American Economic Journal : Applied Economics     Full-text available via subscription   (Followers: 124)
American Economic Journal : Economic Policy     Full-text available via subscription   (Followers: 94)
American Journal of Business     Hybrid Journal   (Followers: 14)
American Journal of Business and Management     Open Access   (Followers: 50)
American Journal of Business Education     Open Access   (Followers: 10)
American Journal of Economics and Business Administration     Open Access   (Followers: 22)
American Journal of Economics and Sociology     Hybrid Journal   (Followers: 27)
American Journal of Evaluation     Hybrid Journal   (Followers: 12)
American Journal of Finance and Accounting     Hybrid Journal   (Followers: 16)
American Journal of Health Economics     Full-text available via subscription   (Followers: 12)
American Journal of Industrial and Business Management     Open Access   (Followers: 23)
American Journal of Medical Quality     Hybrid Journal   (Followers: 7)
American Law and Economics Review     Hybrid Journal   (Followers: 26)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 1)
Annales de l'Institut Henri Poincare (C) Non Linear Analysis     Full-text available via subscription   (Followers: 1)
Annals in Social Responsibility     Full-text available via subscription  
Annals of Finance     Hybrid Journal   (Followers: 26)
Annals of Operations Research     Hybrid Journal   (Followers: 8)
Annual Review of Economics     Full-text available via subscription   (Followers: 29)
Applied Developmental Science     Hybrid Journal   (Followers: 4)
Applied Economics     Hybrid Journal   (Followers: 44)
Applied Economics Letters     Hybrid Journal   (Followers: 28)
Applied Economics Quarterly     Full-text available via subscription   (Followers: 10)
Applied Financial Economics     Hybrid Journal   (Followers: 21)
Applied Mathematical Finance     Hybrid Journal   (Followers: 6)
Applied Stochastic Models in Business and Industry     Hybrid Journal   (Followers: 5)
Apuntes Universitarios     Open Access   (Followers: 1)
Arab Economic and Business Journal     Open Access   (Followers: 3)
Archives of Business Research     Open Access   (Followers: 4)
Arena Journal     Full-text available via subscription   (Followers: 1)
Argomenti. Rivista di economia, cultura e ricerca sociale     Open Access   (Followers: 2)
ASEAN Economic Bulletin     Full-text available via subscription   (Followers: 5)
Asia Pacific Business Review     Hybrid Journal   (Followers: 5)
Asia Pacific Journal of Human Resources     Hybrid Journal   (Followers: 309)
Asia Pacific Viewpoint     Hybrid Journal  
Asia-Pacific Journal of Business Administration     Hybrid Journal   (Followers: 3)
Asia-Pacific Journal of Operational Research     Hybrid Journal   (Followers: 3)
Asian Business Review     Open Access   (Followers: 2)
Asian Case Research Journal     Hybrid Journal   (Followers: 1)
Asian Development Review     Open Access   (Followers: 14)
Asian Economic Journal     Hybrid Journal   (Followers: 6)
Asian Economic Papers     Hybrid Journal   (Followers: 7)
Asian Economic Policy Review     Hybrid Journal   (Followers: 3)
Asian Journal of Accounting and Governance     Open Access   (Followers: 3)
Asian Journal of Business Ethics     Hybrid Journal   (Followers: 7)
Asian Journal of Social Sciences and Management Studies     Open Access   (Followers: 6)
Asian Journal of Technology Innovation     Hybrid Journal   (Followers: 9)
Asian-pacific Economic Literature     Hybrid Journal   (Followers: 5)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
Atlantic Economic Journal     Hybrid Journal   (Followers: 14)
Australasian Journal of Regional Studies, The     Full-text available via subscription   (Followers: 2)
Australian Cottongrower, The     Full-text available via subscription   (Followers: 1)
Australian Economic Papers     Hybrid Journal   (Followers: 16)
Australian Economic Review     Hybrid Journal   (Followers: 7)
Australian Journal of Maritime and Ocean Affairs     Hybrid Journal   (Followers: 11)
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 1)
Baltic Journal of Real Estate Economics and Construction Management     Open Access   (Followers: 1)
Banks in Insurance Report     Hybrid Journal   (Followers: 1)
BBR - Brazilian Business Review     Open Access   (Followers: 5)
Benchmarking : An International Journal     Hybrid Journal   (Followers: 11)
BER : Consumer Confidence Survey     Full-text available via subscription   (Followers: 4)
BER : Economic Prospects : An Executive Summary     Full-text available via subscription  
BER : Economic Prospects : Full Survey     Full-text available via subscription   (Followers: 2)
BER : Intermediate Goods Industries Survey     Full-text available via subscription   (Followers: 1)
BER : Manufacturing Survey : Full Survey     Full-text available via subscription   (Followers: 2)
BER : Motor Trade Survey     Full-text available via subscription   (Followers: 1)
BER : Retail Sector Survey     Full-text available via subscription   (Followers: 2)
BER : Retail Survey : Full Survey     Full-text available via subscription   (Followers: 2)
BER : Survey of Business Conditions in Building and Construction : An Executive Summary     Full-text available via subscription   (Followers: 4)
BER : Survey of Business Conditions in Manufacturing : An Executive Summary     Full-text available via subscription   (Followers: 3)
BER : Survey of Business Conditions in Retail : An Executive Summary     Full-text available via subscription   (Followers: 3)
BER : Trends : Full Survey     Full-text available via subscription   (Followers: 2)
BER : Wholesale Sector Survey     Full-text available via subscription   (Followers: 1)
Berkeley Business Law Journal     Free   (Followers: 11)
Bio-based and Applied Economics     Open Access   (Followers: 1)
Biodegradation     Hybrid Journal   (Followers: 1)
Biology Direct     Open Access   (Followers: 7)
Black Enterprise     Full-text available via subscription  
Board & Administrator for Administrators only     Hybrid Journal  
Border Crossing : Transnational Working Papers     Open Access   (Followers: 2)
Briefings in Real Estate Finance     Hybrid Journal   (Followers: 5)
British Journal of Industrial Relations     Hybrid Journal   (Followers: 30)
Brookings Papers on Economic Activity     Open Access   (Followers: 46)
Brookings Trade Forum     Full-text available via subscription   (Followers: 3)
BRQ Business Research Quarterly     Open Access   (Followers: 2)
Building Sustainable Legacies : The New Frontier Of Societal Value Co-Creation     Full-text available via subscription   (Followers: 1)
Bulletin of Economic Research     Hybrid Journal   (Followers: 16)
Bulletin of Geography. Socio-economic Series     Open Access   (Followers: 6)
Bulletin of Indonesian Economic Studies     Hybrid Journal   (Followers: 3)
Bulletin of the Dnipropetrovsk University. Series : Management of Innovations     Open Access   (Followers: 1)
Business & Entrepreneurship Journal     Open Access   (Followers: 15)
Business & Information Systems Engineering     Hybrid Journal   (Followers: 5)
Business & Society     Hybrid Journal   (Followers: 9)
Business : Theory and Practice / Verslas : Teorija ir Praktika     Open Access   (Followers: 1)
Business and Economic Horizons     Open Access   (Followers: 2)
Business and Economic Research     Open Access   (Followers: 5)
Business and Management Horizons     Open Access   (Followers: 11)
Business and Management Research     Open Access   (Followers: 16)
Business and Management Studies     Open Access   (Followers: 7)
Business and Politics     Hybrid Journal   (Followers: 6)
Business and Professional Communication Quarterly     Hybrid Journal   (Followers: 7)
Business and Society Review     Hybrid Journal   (Followers: 5)
Business Economics     Hybrid Journal   (Followers: 6)
Business Ethics: A European Review     Hybrid Journal   (Followers: 16)
Business Horizons     Hybrid Journal   (Followers: 9)
Business Information Review     Hybrid Journal   (Followers: 13)
Business Management and Strategy     Open Access   (Followers: 39)
Business Research     Hybrid Journal   (Followers: 1)
Business Strategy and the Environment     Hybrid Journal   (Followers: 11)
Business Strategy Review     Hybrid Journal   (Followers: 6)
Business Strategy Series     Hybrid Journal   (Followers: 5)
Business Systems & Economics     Open Access   (Followers: 1)
Business Systems Research Journal     Open Access   (Followers: 4)
Business, Management and Education     Open Access   (Followers: 16)
Business, Peace and Sustainable Development     Full-text available via subscription   (Followers: 3)
Bustan     Hybrid Journal   (Followers: 1)
Cadernos EBAPE.BR     Open Access   (Followers: 1)
Cambridge Journal of Economics     Hybrid Journal   (Followers: 55)
Cambridge Journal of Regions, Economy and Society     Hybrid Journal   (Followers: 9)
Canadian Journal of Administrative Sciences / Revue Canadienne des Sciences de l Administration     Hybrid Journal   (Followers: 1)
Canadian Journal of Economics/Revue Canadienne d`Economique     Hybrid Journal   (Followers: 25)
Canadian journal of nonprofit and social economy research     Open Access   (Followers: 2)
Capitalism and Society     Hybrid Journal   (Followers: 2)
Capitalism Nature Socialism     Hybrid Journal   (Followers: 11)
Case Studies in Business and Management     Open Access   (Followers: 8)
CBU International Conference Proceedings     Open Access   (Followers: 1)
Central European Business Review     Open Access   (Followers: 1)
Central European Journal of Operations Research     Hybrid Journal   (Followers: 5)
Central European Journal of Public Policy     Open Access   (Followers: 1)
CESifo Economic Studies     Hybrid Journal   (Followers: 15)
Chain Reaction     Full-text available via subscription   (Followers: 1)
Challenge     Full-text available via subscription   (Followers: 4)
China & World Economy     Hybrid Journal   (Followers: 15)
China : An International Journal     Full-text available via subscription   (Followers: 17)
China Economic Journal: The Official Journal of the China Center for Economic Research (CCER) at Peking University     Hybrid Journal   (Followers: 10)
China Economic Review     Hybrid Journal   (Followers: 10)
China Finance Review International     Hybrid Journal   (Followers: 5)
China Nonprofit Review     Hybrid Journal   (Followers: 3)
China perspectives     Open Access   (Followers: 11)
Chinese Economy     Full-text available via subscription  
Ciência & Saúde Coletiva     Open Access   (Followers: 2)
CLIO América     Open Access   (Followers: 1)
Cliometrica     Hybrid Journal   (Followers: 1)
COEPTUM     Open Access  
Community Development Journal     Hybrid Journal   (Followers: 23)
Compensation & Benefits Review     Hybrid Journal   (Followers: 6)
Competition & Change     Hybrid Journal   (Followers: 10)
Competitive Intelligence Review     Hybrid Journal   (Followers: 2)
Competitiveness Review : An International Business Journal incorporating Journal of Global Competitiveness     Hybrid Journal   (Followers: 5)
Computational Economics     Hybrid Journal   (Followers: 9)
Computational Mathematics and Modeling     Hybrid Journal   (Followers: 8)
Computer Law & Security Report     Hybrid Journal   (Followers: 15)
Computers & Operations Research     Hybrid Journal   (Followers: 10)
Construction Innovation: Information, Process, Management     Hybrid Journal   (Followers: 14)
Contemporary Wales     Full-text available via subscription   (Followers: 3)
Contextus - Revista Contemporânea de Economia e Gestão     Open Access   (Followers: 1)
Contributions to Political Economy     Hybrid Journal   (Followers: 6)
Corporate Communications An International Journal     Hybrid Journal   (Followers: 4)
Corporate Philanthropy Report     Hybrid Journal   (Followers: 2)
Corporate Reputation Review     Hybrid Journal   (Followers: 5)
Creative and Knowledge Society     Open Access   (Followers: 10)
Creative Industries Journal     Hybrid Journal   (Followers: 8)
CRIS - Bulletin of the Centre for Research and Interdisciplinary Study     Open Access   (Followers: 1)
Crossing the Border : International Journal of Interdisciplinary Studies     Open Access   (Followers: 4)
Cuadernos de Administración (Universidad del Valle)     Open Access   (Followers: 1)
Cuadernos de Economía     Open Access   (Followers: 1)
Cuadernos de Economia - Latin American Journal of Economics     Open Access   (Followers: 1)
Cuadernos de Estudios Empresariales     Open Access   (Followers: 1)
Current Opinion in Creativity, Innovation and Entrepreneurship     Open Access   (Followers: 8)
De Economist     Hybrid Journal   (Followers: 12)
Decision Analysis     Full-text available via subscription   (Followers: 8)
Decision Sciences     Hybrid Journal   (Followers: 15)
Decision Support Systems     Hybrid Journal   (Followers: 15)
Defence and Peace Economics     Hybrid Journal   (Followers: 16)
der markt     Hybrid Journal   (Followers: 1)
Desenvolvimento em Questão     Open Access  

        1 2 3 4 5 6 | Last

Journal Cover Briefings in Real Estate Finance
  [5 followers]  Follow
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 1473-1894 - ISSN (Online) 1555-0990
   Published by John Wiley and Sons Homepage  [1616 journals]
  • Instructor and adult learner perceptions of the use of Internet-enabled
           devices in residential outdoor education programs
    • Authors: Doris U. Bolliger; Craig E. Shepherd
      Abstract: As more adults frequent wilderness areas, they bring Internet-enabled devices (e.g., smart phones, tablets) with them. This study focuses on adults' perceptions of these devices in relation to desired outdoor learning experiences. Specifically, researchers examined the perspectives of naturalists who taught outdoor education programs and park visitors who participated in these programs. Using interviews and surveys to consider experiences, researchers found that participants enjoyed instructional Internet use to reduce physical dependence on heavy resources, support learning, engage younger learners and communicate with others. However, clear boundaries were identified regarding when and where these technologies could be used in national park settings.
      PubDate: 2016-12-01T07:33:44.841596-05:
      DOI: 10.1111/bjet.12524
  • Tutoring online tutors: Using digital badges to encourage the development
           of online tutoring skills
    • Authors: Stefan Hrastinski; Martha Cleveland-Innes, Stefan Stenbom
      Abstract: Online tutors play a critical role in e-learning and need to have an appropriate set of skills in addition to subject matter expertise. This paper explores how digital badges can be used to encourage the development of online tutoring skills. Based on previous research, we defined three digital badges, which are examples of essential tutoring skills. These skills were self-assessed during two weeks by online tutors in K-12 mathematics, who also wrote a self-reflection based on their experience. The digital badges motivated tutors to reflect on online tutoring practices. The tutors described that they gained a more detailed understanding of the tutoring process when continuously analyzing ongoing conversations. However, it was a challenge for the tutors to balance the private activity, reflection on tutoring skills, and the social activity, communication with the K-12 students. It is essential to take into account when tutors will have time to reflect, for example, by scheduling time for reflection or enabling opportunities for reflection that is flexible in time. A challenge for further research is to better understand the potential benefits of different types of badges.
      PubDate: 2016-12-01T07:33:43.483257-05:
      DOI: 10.1111/bjet.12525
  • Engaging students in school participatory practice through Facebook: The
           story of a failure
    • Authors: Stefania Manca; Valentina Grion
      Abstract: In recent years, there has been increasing emphasis on the benefits of social media and social network sites to foster young people's participation in digital public spaces and their civic engagement. Using the principles of the Student Voice approach, this study investigated the use of a Facebook group to support secondary school students’ voices and viewpoints on school quality and policy (N = 98). The results showed that students were reluctant to be active in the group for several reasons, such as mistrust of school policies and resistance to combining Facebook use with school-related issues. The low participation provided clues to reflect on the design of Student Voice projects to support civic engagement at school and to evaluate the use of digital sites to support Student Voice. Some considerations on the reasons for project failure and how to successfully reach student participation in a technology-enhanced environment at school that addresses power relations, authenticity and inclusion are provided.
      PubDate: 2016-12-01T07:33:36.05934-05:0
      DOI: 10.1111/bjet.12527
  • The effectiveness of digital game-based vocabulary learning: A
           framework-based view of meta-analysis
    • Authors: Meng-Hua Chen; Wen-Ta Tseng, Tsung-Yuan Hsiao
      Abstract: This study presents the results of a meta-analytic study about the effects of digital game-based learning (DGBL) on vocabulary. The results of the study showed that the effects of DGBL on vocabulary learning may vary with game design features (Q = 5.857, df = 1, p = .016), but not with learners' age (Q = 0.906, df = 1, p = .341) or linguistic background (Q = 0.0001, df = 1, p = .994). In light of the research findings, Csikszentmihalyi's () Flow Theory was adopted to theorize the role of game design in DGBL. It is proposed that a hierarchy should exist on the “challenge” axis in the Flow Theory, with adventure-oriented games above non-adventure-based games along the “challenge” axis. The theoretical underpinning is that the dynamic equilibrium between challenge and abilities can function independently of the effects of learners' age and linguistic background.
      PubDate: 2016-12-01T07:33:34.259347-05:
      DOI: 10.1111/bjet.12526
  • Empirical evaluation of different classroom spaces on students'
           perceptions of the use and effectiveness of 1-to-1 technology
    • Authors: Terry Byers; Elizabeth Hartnell-Young, Wesley Imms
      Abstract: This study explored the effect of different classroom spatial layouts on student perceptions of digital technology in a secondary schooling environment. A quasi-experimental approach facilitated by a Single Subject research design (SSRD) isolated the impact of two learning spaces—traditional' classrooms, and ‘new generation learning spaces’ (NGLS), on students' perceived effectiveness, use and value of one-to-one technology as a learning tool. Results from quantitative analyses over the period of a school year indicated that different spatial configurations had a measurable effect on how students' perceived the effectiveness of the affordances of digital technology, with improvements often linked to NGLS. However, the evidence suggests that a change in learning space alone will not increase learning. A change in space supports those teachers who are able and willing to integrate the affordances of technology into their practice. Building on the collective methodologies of earlier work this analysis has reinforced the credibility of this unique methodological approach, arguing this evaluative strategy offers the capacity to generate much needed robust empirical data on evaluation of learning environments in a secondary school setting.
      PubDate: 2016-12-01T07:18:11.90666-05:0
      DOI: 10.1111/bjet.12518
  • Integrating eye trackers with handwriting tablets to discover difficulties
           of solving geometry problems
    • Authors: John J. H. Lin; Sunny S. J. Lin
      Abstract: To deepen our understanding of those aspects of problems that cause the most difficulty for solvers, this study integrated eye-tracking with handwriting devices to investigate problem solvers' online processes while solving geometry problems. We are interested in whether the difference between successful and unsuccessful solvers can be identified by employing eye-tracking and handwriting. Sixty-two high school students were required to complete a series of geometry problems using pen tablets. Responses, including eye movement measures, wrote/drew trace, perceived cognitive load and questionnaires concerning the source of difficulties, were collected. The results suggested that the technique could enhance methods to diagnose difficulties by differentiating between successful and unsuccessful solvers. We considered mental rotation could be a primary obstacle in the integrating stage of diagram comprehension. The technique can be extensively applied in various instructional scenarios. Educational implications for problem solving are discussed.
      PubDate: 2016-12-01T07:18:09.710392-05:
      DOI: 10.1111/bjet.12517
  • An inquiry into the efficiency of WhatsApp for self- and peer-assessments
           of oral language proficiency
    • Authors: Mahmoud Samaie; Ali Mansouri Nejad, Mahmoud Qaracholloo
      Abstract: Social networking applications such as WhatsApp have been extensively used for language research; however, they have rarely been applied for language assessment purposes. To explore the efficiency of WhatsApp for assessment purposes, 30 Iranian English learners doing self- and peer-assessments on WhatsApp are studied. The changes and the reasons for the changes in their attitudes towards the two assessment types are also investigated. In a multi-phase study, the participants were trained on the new concepts of mobile-assisted self- and peer-assessments. They were also involved in the concurrent tasks of self- and peer-assessments as well as think-aloud protocols and filled out four attitude questionnaires before and after their involvement in the two assessment types. Finally, they were interviewed for the reasons of change(s) in their attitudes. The t-test and think-aloud results show that though the participants assigned different grades to themselves and their peers, this is not a procedural difference. The questionnaire results show that the participants generally adopted negative attitudes towards mobile-assisted assessments after being involved in them. They also gave various reasons for the change(s) in their attitudes. The results can substantially contribute to the ongoing debates on the use of alternative assessments through mobile device applications.
      PubDate: 2016-12-01T07:18:05.425789-05:
      DOI: 10.1111/bjet.12519
  • Analysis of critical success factors of online international learning
           exchange of Korean school pupils with English-speaking counterparts
    • Authors: Jong-Yeon Lee; Sanghoon Park
      Abstract: This study identifies the factors influencing the success of online international learning exchange (ILE) among Korean school pupils who partnered with American and Australian pupils. In particular, it examined the effects of self-efficacy (SE), exchange infrastructure (EI) and quality of exchange activities (QEA) on the students' learning satisfaction (LS), foreign language capability (FLC) and intercultural competence (IC). A survey was conducted with 236 Korean participants whose age was 10–15 years old and who had completed a one-semester online ILE program. Structural equation modeling results revealed that SE, EI and QEA had a significant effect on the students' LS, FLC and IC, with considerable impact resulting from EI and QEA. The students' SE and EI further affected the improvement of their FLC, as mediated by QEA.
      PubDate: 2016-10-29T02:05:30.159889-05:
      DOI: 10.1111/bjet.12516
  • Teachers’ knowledge in content, pedagogy and technology integration: a
           comparative analysis between teachers in Saudi Arabia and United States
    • Authors: Emtinan Alqurashi; Elif N. Gokbel, David Carbonara
      Abstract: Teachers’ technological pedagogical content knowledge (TPACK) involves an awareness of instructional approaches, methods, and knowledge of building on technology to enhance students’ learning. The purpose of this study was to evaluate the TPACK of teachers in Saudi Arabia and USA, and then describe the factors affecting teachers’ TPACK through an analysis of covariance that incorporates age, teaching experience, and education level as covariates, and the seven levels of TPACK as dependent variables. Differences found between teachers in the US and Saudi Arabia in terms of TPK, and TPCK. The analysis of variance indicated that teachers’ from the US and Saudi Arabia differ in their perceived TPACK when controlled by years of teaching experience, and educational levels. Teachers in both the US and Saudi Arabia had higher rating of their knowledge in content and pedagogy than technology knowledge. Teachers in Saudi Arabia, however, had higher TK, TCK, TPK and TPCK than teachers in the US.
      PubDate: 2016-09-29T03:00:39.399311-05:
      DOI: 10.1111/bjet.12514
  • Listening to learners: An investigation into college students’ attitudes
           towards the adoption of e-portfolios in English assessment and learning
    • Authors: Ping Wang; Ricky Jeffrey
      Abstract: This study discusses the possibility of e-portfolio as a central component of assessment practice in the traditionally exam-oriented context of China's tertiary education. The aim was to listen to learners, and provide them with a voice to analyse their perception of the potential advantages and challenges of introducing a learning-focused assessment tool. From five consecutive annual cohorts (2007–2011), 220 university students completed questionnaires about their attitudes and experience of using e-portfolio assessment in an English as a foreign language course, with 120 students participating in follow-up interviews and focus groups. The vast majority of learners expressed preference for e-portfolio assessment, compared to paper-based examinations. This study contributes to understanding Chinese educational ideology of assessment, so as to place emphasis on assessment for quality learning rather than on teaching to the test.
      PubDate: 2016-09-29T02:56:03.227522-05:
      DOI: 10.1111/bjet.12513
  • The effects of instructor participation and class size on student
           participation in an online class discussion forum
    • Authors: Elizabeth J. Parks-Stamm; Maria Zafonte, Stephanie M. Palenque
      Abstract: Student participation in online discussion forums is associated with positive outcomes for student achievement and satisfaction, but research findings on the impact of class size and instructors’ participation on student participation have been mixed. The present study analyzed the frequency of instructor and student posts in asynchronous discussion forums in 500 online courses to examine factors contributing to student participation. Results showed significant effects of both class size and amount of instructor participation, with a significant interaction between the two. In medium class sizes (with 15–30 students), amount of instructor participation did not predict the number of posts per student, but in smaller classes, significant differences in student participation were found depending on amount of instructor participation. Implications for fostering student participation in online discussion forums and interpreting research in this area are discussed.
      PubDate: 2016-09-29T02:55:59.273735-05:
      DOI: 10.1111/bjet.12512
  • Fashion students choose how to learn by constructing videos of pattern
    • Authors: Michaella Cavanagh; Marí Peté
      Abstract: This paper analyses new learning experiences of first year pattern technology students at a university of technology, in the context of selected characteristics of authentic learning theories. The paper contributes to existing knowledge by proposing a method that could be followed for design-based subjects in a vocational education setting. Students were competent when replicating demonstrated pattern making procedures, but struggled to transfer knowledge to different situations. Therefore, a project asked students to create their own pattern-making video tutorials in an effort to deepen authentic learning. Examining the learning activity and its results through action research reflection, the lecturer recognised authentic learning characteristics. For example, students grasped the work, displaying a range of original responses that presented more than one correct answer. By creating their own practice-based content, students were able to learn more in the same period, compared to other cohorts in past years. Students were better equipped to utilise this knowledge in later projects and tests, demonstrating deeper understanding and knowledge transfer to other environments. Ultimately active knowledge production deepened learners' motivation, engagement in the learning process, and increased performance.
      PubDate: 2016-09-19T22:15:25.124184-05:
      DOI: 10.1111/bjet.12505
  • Participation patterns in a massive open online course (MOOC) about
    • Authors: Lloyd P. Rieber
      Abstract: A massive open online course (MOOC) was designed to provide an introduction to statistics used in educational research and evaluation. The purpose of this research was to explore people's motivations for joining and participating in a MOOC and their behaviors and patterns of participation within the MOOC. Also studied were factors that the participants reported for completing or not completing the MOOC and what they perceive as criteria for quality in an online course. Participants also expressed their opinions about what they perceive as a reasonable balance between access to, cost, and quality of MOOCs. This study used a descriptive research design involving survey, quiz, and participation data. A total of 5079 people enrolled in the MOOC across six sections. When viewed from the point of view of the participants, the results suggest that even highly structured, instructionist MOOCs can offer flexible learning environments for participants with varied goals and needs.
      PubDate: 2016-08-25T08:15:26.504317-05:
      DOI: 10.1111/bjet.12504
  • A pedagogy for outreach activities in ICT: promoting peer to peer
           learning, creativity and experimentation
    • Authors: Catherine Lang; Annemieke Craig, Gail Casey
      Abstract: The importance of integrating technology into the classroom has become a priority at most levels of the curriculum in many countries around the world. This paper draws on the evaluation and research that informed four outreach programs. The authors acknowledge that teachers are generally time poor and often have limited information and communication technology (ICT) skills and confidence, while students have skills and knowledge in ICT that often go untapped in the classroom. They present a curriculum that promoted peer to peer learning and support for teachers. This is a model of pedagogy for outreach that promotes a community of learners between ICT teachers, generalist teachers and preservice teachers while promoting socio-cultural student led learning practices in the classroom.
      PubDate: 2016-08-25T03:45:51.808191-05:
      DOI: 10.1111/bjet.12501
  • Retrospective cognitive feedback for progress monitoring in serious games
    • Authors: Rob J. Nadolski; Hans G. K. Hummel
      Abstract: Although the importance of cognitive feedback in digital serious games (DSG) is undisputed, we are facing some major design challenges. First of all, we do not know to which extend existing research guidelines apply when we stand the risk of cognitive feedback distorting the delicate balance between learning and playing. Unobtrusive cognitive feedback has to be interspersed with gameplay. Second, many effective solutions for providing cognitive feedback we do know might simply be too costly. To face both challenges, this study offers an efficient approach for providing unobtrusive and retrospective cognitive feedback (RCF) in DSG. This approach was applied onto a game where feedback messages were triggered via simple rules about learners' questioning behavior on four dimensions. We found the experimental condition including such RCF to yield better learning outcomes while maintaining similar motivation.
      PubDate: 2016-08-04T01:35:34.358411-05:
      DOI: 10.1111/bjet.12503
  • How do students and lecturers experience the interactive use of handheld
           technology in large enrolment courses?
    • Authors: Tom Van Daele; Carolien Frijns, Jeroen Lievens
      Abstract: Although constructivist theories have shown learning is accelerated by involvement and meaningful lecturer–student and student–student interaction, these ingredients are mostly absent from large attendance lectures. A number of studies have already focused on more active ways of learning in large lecture classrooms, most often by using student response systems or “clickers”. This field study wishes to extend the current knowledge base by providing an overview of how students and lecturers experience technology in large enrolment courses. An intervention introducing meaningful use of mobile technology in large attendance lectures was therefore set-up and different aspects were evaluated: interaction and involvement, pleasantness and need for future implementation of an intervention. Participants were 185 bachelor students of Applied Psychology and three lecturers. A mixed method design was used, combining an online questionnaire consisting of multiple choice questions using a 5-point Likert response scale and open ended questions, with focus group interviews. Focus groups with both students and lecturers provided additional data. Results showed that students experience increased involvement and interaction, that they found the didactical use pleasant and that they were convinced of the need for future use of mobile technology in daily education practice. Focus group interviews with students confirmed these findings under the condition that the used technology was integrated functionally in the lecture. The involved lecturers reported on positive effects and showed themselves to be favorable toward using handheld, mobile technology in large attendance lectures to boost interaction and involvement, even though they admitted to feeling unease about surrendering a level of control over the pedagogic setting.
      PubDate: 2016-08-04T00:02:25.41513-05:0
      DOI: 10.1111/bjet.12500
  • Teaching an old game new tricks: Long-term feedback on a re-designed
           online role play
    • Authors: Mat Hardy; Sally Totman
      Abstract: Despite an extensive history of use in teaching Political Science subjects, long-term scholarly studies of online role plays are uncommon. This paper redresses that balance by presenting five years of data on the Middle East Politics Simulation. This online role play has been run since the 1990s and underwent significant technical upgrade in 2013–14. The data presented here covers student feedback to this upgrade process and the factors that can influence their response. Key indications are that students tend to recognise when something is fit (or not) for its purpose and will forgo attractive and well-appointed online environments if the underlying learning exercise is valued. However, there are limits to this minimalism and whilst designers do not need to replicate every Internet trend, attention needs to be paid to broader changes in technology, such as access platform and changing avenues of political communication. The study demonstrates that long-term monitoring of online role play exercises is important to allow informed changes to be implemented and their impacts properly assessed.
      PubDate: 2016-08-03T23:56:06.126288-05:
      DOI: 10.1111/bjet.12498
  • Online learning: Cheap degrees or educational pluralization?
    • Authors: Angela T. Ragusa; Andrea Crampton
      Abstract: In an era of shifting social and communication norms, where 76% of Americans surveyed reported they reached for tablets to check online communication before saying “good morning” to partners (, ), online education's increased popularity as a “lifestyle” choice is unsurprising (Ragusa, ). Qualitative thematic analysis of 289 surveys by university students studying and communicating entirely in a virtual classroom, however, revealed a plethora of assumptions about the changing nature of higher education. A growing gap between internal and distance education was perceived to impact pedagogical quality, interaction levels between students/lecturers for time purchased through tuition and institutional inflexibility with extensions for subject and/or degree completion. Most (53%) distance students found virtual learning paled in comparison with internal classrooms, despite expressing gratitude for improved flexibly to study at their own pace. Many (35%) students “hoped” employers would perceive distance degrees equally rigorous, yet ambiguity emerged about virtual degrees’ global acceptance as equal in kind and quality with “traditional” degrees. Despite increased online study and governmental calls to recognize degree accreditation trans-nationally, ensuring quality irrespective of where obtained (Barber, Donnelly, & Rizvi, ), virtual degrees remain risky not because students perceive them as cheap consumer-products, but because much human capital and institutional investment are required for success.
      PubDate: 2016-08-03T23:20:10.310481-05:
      DOI: 10.1111/bjet.12489
  • Spatial contiguity and incidental learning in multimedia environments
    • Authors: Seungoh Paek; Daniel L. Hoffman, Antonios Saravanos
      Abstract: Drawing on dual-process theories of cognitive function, the degree to which spatial contiguity influences incidental learning outcomes was examined. It was hypothesized that spatial contiguity would mediate what was learned even in the absence of an explicit learning goal. To test this hypothesis, 149 adults completed a multimedia-related task under the guise of usability testing. As participants interacted with the environment, incidental learning material was displayed on the screen with varying degrees of spatial contiguity and without explanation. Upon completion of the task, participants were administered an unexpected retention test assessing their knowledge of the incidental learning material. The results produced clear evidence that spatial contiguity influenced what was learned automatically without conscious processing. The paper ends with a discussion of the implications of dual-process theories for multimedia learning design and research.
      PubDate: 2016-08-03T23:09:31.46246-05:0
      DOI: 10.1111/bjet.12488
  • Delayed instructional feedback may be more effective, but is this contrary
           to learners' preferences?
    • Authors: David Lefevre; Benita Cox
      Abstract: This research investigates learners' preferences for the timing of feedback provided to multiple-choice questions within technology-based instruction, hitherto an area of little empirical attention. Digital materials are undergoing a period of renewed prominence within online learning and multiple-choice questions remain a common component. There is evidence that a delay in the provision of feedback following a learner's response to multiple-choice questions leads to an increase in subsequent performance. However, the learner's perspective on delayed feedback is yet to be explored. Learner preferences are pertinent as learning designs that run contrary to preferred learning behaviours can have a negative affect on motivation and therefore engagement. During a series of formative tests, subjects were presented with a choice of viewing either immediate or delayed feedback and their choices were recorded. Over a 2-year period data were collected relating to 599 subjects. Qualitative interviews were also conducted to investigate why subjects made their choices. In this research, subjects expressed a marked preference for immediate feedback, 95.33% chose to view feedback immediately following their response to a question. The reasons for this preference are explored and the implications for learning design are considered.
      PubDate: 2016-07-26T06:10:33.98864-05:0
      DOI: 10.1111/bjet.12495
  • The influence of achievement goals on online help seeking of computer
           science students
    • Authors: Qiang Hao; Brad Barnes, Ewan Wright, Robert Maribe Branch
      Abstract: This study investigated the online help-seeking behaviors of computer science students with a focus on the effect of achievement goals. The online help-seeking behaviors investigated were online searching, asking teachers online for help, and asking peers or unknown people online for help. One hundred and sixty-five students studying computer science from a large research university in the south-eastern United States participated in the study. It was found that students searched online significantly more frequently than they asked people online for help. Contrary to prior findings on face-to-face help seeking, no achievement goals were found to be significant in predicting the tendencies of students to seek help online. These findings provide evidence to support the role of online searching as an integral part of online help seeking and demonstrate that research findings on face-to-face help seeking should not be assumed to be naturally extendable to online help seeking.
      PubDate: 2016-07-26T06:10:21.973668-05:
      DOI: 10.1111/bjet.12499
  • The role of knowledge visualisation in supporting postgraduate
           dissertation assessment
    • Authors: Karen Renaud; Judy Van Biljon
      Abstract: There has been a worldwide increase in the number of postgraduate students over the last few years and therefore some examiners struggle to maintain high standards of consistency, accuracy and fairness. This is especially true in developing countries where the increase is supervision capacity is not on a par with the growth in student numbers. The aim of this research is to deploy freely available technology in order to find a way to help examiners to cope with this extra pressure, while maintaining the rigour of the assessment process. In terms of methodology, we commenced by mining the literature to ascertain exactly what criteria dissertation examiners were assessing, and how they went about doing this. We discovered that examiners tend first to gain an initial impression of a dissertation by reading the summary sections of the report: the abstract, introduction and conclusion. This delivers a helpful overview that eases the subsequent thorough examination of the dissertation, where they work their way through each chapter. This “overview then zoom” practice is reminiscent of the primary information visualisation mantra. This led us to consider whether knowledge visualisation could be the ameliorative mechanism we were looking for. We then carried out a systematic literature overview in order to determine whether knowledge visualisation had been used in this context. This revealed a surprising lack of research on the use of knowledge visualisation for assessment. We thus commenced to study extant use of visualisations. A case study approach was employed to study extant use of visualisations, in terms of how adequately they provided evidence of students having satisfied the previously identified assessment criteria. A number of experienced supervisors were then surveyed to gather their opinions about the role of knowledge visualisations in dissertations. Our findings indicate that knowledge visualisations can indeed provide evidence that particular criteria have been satisfied within a dissertation, and they do this more efficiently than text. Given the advances in technology, all postgraduate students are now able easily to produce computer-generated visualisations, so requiring their inclusion would be no great impediment. We conclude that knowledge visualisations demonstrate promise in terms of supporting assessment of postgraduate dissertations. Our recommendations are that the deliberate deployment of knowledge visualisations in this context be investigated further to determine whether this initial promise can be realised in actual practice.A video abstract of this article can be viewed at
      PubDate: 2016-07-26T06:05:25.767121-05:
      DOI: 10.1111/bjet.12494
  • Designing Massive Open Online Courses to take account of participant
           motivations and expectations
    • Authors: Gilly Salmon; Ekaterina Pechenkina, Anne-Marie Chase, Bella Ross
      Abstract: We report on a study conducted on a Massive Open Online Course (MOOC) to explore and improve understanding and practice about MOOC learning design and participant motivations and expectations. The “Carpe Diem” MOOC was designed, developed and delivered in 2014. The MOOC participants' experiences were studied through surveys and interviews, and the analysis was triangulated. Three dominant motivations to complete the MOOC were found: to further existing knowledge, to acquire skills in the learning design process and to apply the learning design methodology in practice. We describe the relationship between participant motivations and expectations in this MOOC, which was undertaken mainly by participants who were themselves educators, and make recommendations for pedagogical design in MOOCs to promote and enable participant engagement and completion.
      PubDate: 2016-07-26T05:50:35.162704-05:
      DOI: 10.1111/bjet.12497
  • Does sequence matter? Productive failure and designing online authentic
           learning for process engineering
    • Authors: Polly K. Lai; Alisha Portolese, Michael J. Jacobson
      Abstract: This paper presents a study that applied both productive failure (PF) and authentic learning instructional approaches in online learning activities for early-career process engineers' professional development. This study compares participants learning with either a PF (low-to-high [LH]) or a more traditional (high-to-low) learning sequence—the only difference between groups was the sequence of activities. In line with recent research on PF, this simple learning design tweak had a substantial effect—participants in the LH condition demonstrated significantly higher learning gains than those in the high-to-low condition on measures of conceptual knowledge and transfer. This paper concludes with implications for designing online learning experiences and discusses how careful attention to design decisions, such as activity sequence, can have a meaningful impact without increasing learning time.
      PubDate: 2016-07-21T08:55:36.456086-05:
      DOI: 10.1111/bjet.12492
  • Online professional development embedded with mobile learning: an
           examination of teachers' attitudes, engagement and dispositions
    • Authors: Glenda A. Gunter; Jennifer L. Reeves
      Abstract: Educators are eager to understand how technology is being used in PK-12 classrooms in the US. Administrators, in particular, are interested in determining the most effective methods for educating teachers to integrate newer technologies into their curriculums. Research supports that students learn best when the process is hands-on, interactive and authentic. Teachers must learn not only how to use new technologies, but also how to deeply integrate them into their curriculum to meet the changing needs of their students. Would it not make sense then to assume that teachers also learn best when the process is hands-on, interactive and authentic? While a great deal of instruction in technology appears to be included in district professional development programs, many lack assistance beyond the one-shot, hands-off professional development approach. Therefore, the purpose of this sequential explanatory mixed methods study was to understand teachers' dispositions toward the relative value of mobile learning and whether authentic, integrated, subject-specific professional developments empower teachers to fully and effectively integrate mobile learning into their curriculum.
      PubDate: 2016-07-21T08:45:31.255636-05:
      DOI: 10.1111/bjet.12490
  • The role of transformative leadership, ICT-infrastructure and learning
           climate in teachers' use of digital learning materials during their
    • Authors: Marjan Vermeulen; Karel Kreijns, Hans van Buuren, Frederik Van Acker
      Abstract: This study investigated whether school organizational variables (ie, transformative leadership (TL), ICT-infrastructure (technical and social) and organizational learning climate were related to teachers' dispositional variables (ie, attitude, perceived norm and perceived behavior control [PBC]). The direct and indirect influences of the organizational variables on teachers' intention and use of digital learning materials (DLMs) were also investigated. A longitudinal design was used with three measurements spread out over four years. A total number of 544 randomly selected teachers from the Dutch primary, secondary and vocational education responded to all questionnaires. Model fit was tested using structural equation modeling. All dispositional variables predicted the use of DLMs, mediated by teachers' intention. TL had direct and indirect relationships via ICT-infrastructure and learning climate with attitude, perceived norm and PBC. The longitudinal design proved the chronological effect of TL on learning climate and the dispositional variables. However, not all TL dimensions had relationships with ICT-infrastructure (only TL-vision and TL-intellectual stimulation) and with learning climate (only TL-intellectual stimulation). For educational practice, the results indicated that leadership can promote teachers' use of DLMs directly and by supporting a school wide learning climate under the condition that an ICT-infrastructure exists.
      PubDate: 2016-07-18T00:23:55.427401-05:
      DOI: 10.1111/bjet.12478
  • Relation between Alice software and programming learning: a systematic
           review of the literature and meta-analysis
    • Authors: Joana M. Costa; Guilhermina L. Miranda
      Abstract: This paper presents the results of a systematic review of the literature, including a meta-analysis, about the effectiveness of the use of Alice software in programming learning when compared to the use of a conventional programming language. Our research included studies published between the years 2000 and 2014 in the main databases. We gathered 232 papers. Taking into account the selection criteria to make the meta-analysis, we retained six papers with a quasi-experimental design, with 464 participants in total. To combine the results we used the random effect model. It resulted in an effect size of 0.54 (Cohen's d) with a confidence interval between 0.34 and 0.74.We concluded that until now there have been few experimental results on the effectiveness of Alice programming language to introduce students in learning how to program. The results we found were the expression of different experimental treatments and distinguished teaching methods which made the comparison of the results obtained more subtle. However, the existing experimental results that were submitted to the meta-analysis allowed us to assume with a certain margin of safety that a teaching strategy that uses Alice should obtain more effective results than the use of a conventional programming language.
      PubDate: 2016-07-08T05:30:51.404642-05:
      DOI: 10.1111/bjet.12496
  • Unobtrusive monitoring of learners’ interactions with educational games
           for measuring their working memory capacity
    • Authors: Mohamed Ali Khenissi; Fathi Essalmi, Mohamed Jemni, Kinshuk, Ting-Wen Chang, Nian-Shing Chen
      Pages: 224 - 245
      Abstract: Working memory capacity (WMC) plays an important role in the learning process, because learners need to hold and process some information in the short-term memory while they are engaged in learning activities. Measuring learners’ WMC can be helpful to support and enhance their learning. For example, teachers can use this information to adapt their teaching strategies according to learners’ level of WMC. In addition, information about learner's WMC can be exploited by adaptive e-learning systems for providing recommendations to support learners with low and high WMC. Furthermore, early detection of the level of individual learner's WMC is a very important step to be able to provide appropriate intervention for the learners. In this context, a number of tools are available in the literature to explicitly measure learner's WMC. However, most of them require considerable experience in the administration and interpretation of results. This study proposes an approach based on fuzzy logic for measuring learner's WMC in an unobtrusive manner, from learner's interactions with an educational game. Results of experiments proved the effectiveness of this method in measuring WMC. The educational game, used in this work, could help parents and teachers to know the WMC of their kids and learners. In addition, the proposed approach could be adapted by researchers working in this field to measure learners’ WMC using other educational games.
      PubDate: 2016-04-29T11:40:58.171727-05:
      DOI: 10.1111/bjet.12445
  • Is immersion of any value? Whether, and to what extent, game immersion
           experience during serious gaming affects science learning
    • Authors: Meng-Tzu Cheng; Yu-Wen Lin, Hsiao-Ching She, Po-Chih Kuo
      Pages: 246 - 263
      Abstract: Many studies have shown the positive impact of serious gaming on learning outcomes, but few have explored the relationships between game immersion and science learning. Accordingly, this study was conducted to investigate the effectiveness of learning by playing, as well as the dynamic process of game immersion experiences, and to further identify whether, and to what extent, immersion affects science learning through serious gaming by using the techniques of cluster analysis. A total of 63 seventh-grade students participated in the study, and a quasi-experimental research design was employed. The results demonstrated that the students gained a holistic understanding of the relevant scientific concepts because their performances on the scenario-based science assessment were significantly improved across serious gameplaying occasions, and the effect of learning was retained long term. Moreover, serious gaming provided students with the experience of immersion insofar as the students indicated a greater degree of immersion in the game over time. Furthermore, two core clusters presenting meaningful patterns, high gaming performance/high immersion and high science learning/low immersion, were revealed. Finally, various interpretations and implications of the obtained data are discussed.
      PubDate: 2016-01-04T05:44:28.900143-05:
      DOI: 10.1111/bjet.12386
  • Examining a one-hour synchronous chat in a microblogging-based
           professional development community
    • Authors: Fei Gao; Lan Li
      Pages: 332 - 347
      Abstract: Research on microblogging in education has suggested its potential to promote community building and collaborative learning, but little is known about the nature of interaction in such microblogging communities. More research is needed to understand how online learning communities can be designed in a way that supports effective learning. The purpose of the study is to explore how people interact in a popular microblogging-based learning community by examining a one-hour synchronous chat event and analyzing its network structure, levels of participation, major topics generated and types of interaction. The findings suggested that the levels of participation in the synchronous chat were largely uneven. During the chat, participants were engaged in many types of interaction and discussed a variety of issues related to the topic. Interestingly, people who were different in their levels of participation also varied on the types of topics generated, but not on the types of interaction.
      PubDate: 2016-01-04T05:52:07.518819-05:
      DOI: 10.1111/bjet.12384
  • Collaborative learning across physical and virtual worlds: Factors
           supporting and constraining learners in a blended reality environment
    • Authors: Matt Bower; Mark J. W. Lee, Barney Dalgarno
      Pages: 407 - 430
      Abstract: This article presents the outcomes of a pilot study investigating factors that supported and constrained collaborative learning in a blended reality environment. Pre-service teachers at an Australian university took part in a hybrid tutorial lesson involving a mixture of students who were co-located in the same face-to-face (F2F) classroom along with others who were participating remotely via their avatars in a three-dimensional virtual world. Video and sound recording equipment captured activity in the classroom, which was streamed live into the virtual world so the remote participants could see and hear their instructor and F2F peers; the in-world activity was also simultaneously displayed on a projector screen, with the audio broadcast via speakers, for the benefit of the F2F participants. While technical issues constrained communication and learning in some instances, the majority of remote and F2F participants felt the blended reality environment supported effective communication, collaboration and co-presence. Qualitative analysis of participant evaluations revealed a number of pedagogical, technological and logistical factors that supported and constrained learning. The article concludes with a detailed discussion of present and future implications of blended reality collaborative environments for learning and teaching as well as recommendations for educators looking to design and deliver their own blended reality lessons.
      PubDate: 2016-03-17T05:20:43.028618-05:
      DOI: 10.1111/bjet.12435
  • Who or what contributes to student satisfaction in different blended
           learning modalities?
    • Authors: Anh-Nguyet Diep; Chang Zhu, Katrien Struyven, Yves Blieck
      Pages: 473 - 489
      Abstract: Different blended learning (BL) modalities and the interaction effect between human and technological factors on student satisfaction need adequately researched to shed more light on successful BL implementation. The objective of the present article is three-fold: (1) to present a model to predict student satisfaction with BL programs, (2) to examine the interaction effect between the instructor expertise and the learning management system (LMS) on student satisfaction in different BL modes, and (3) to investigate if different modes of BL will exert an influence on students’ perceived achievement goals and satisfaction, their evaluation of the instructors, and the LMS quality. Results show that the instructor expertise, students’ perceived task value and achievement goals are the most influential factors, followed by the LMS quality, instructor support, and students’ general self-efficacy. Contradictory to previous studies, the LMS quality only has an indirect effect on student satisfaction, via perceived achievement goals. In different BL conditions, the LMS quality has significantly different effect on student satisfaction, when interacting with the instructor expertise. The two modalities of BL programs also yield differences in students’ perceived achievement goals and their demand for the LMS's functionality and design, hence crucial implications for pedagogical practices and institutional policy addressed.
      PubDate: 2016-03-18T07:36:25.78318-05:0
      DOI: 10.1111/bjet.12431
  • How educators build knowledge and expand their practice: The case of open
           education resources
    • Authors: Allison Littlejohn; Nina Hood
      Pages: 499 - 510
      Abstract: The movement toward open education is requiring educators to expand and update their practice in order to keep up with the new demands being placed on them. This study explored how educators can engage in meaningful learning opportunities, which will facilitate the creation of expertise and knowledge, through the use of open education resources (OER). The article describes the design of the instrument employed to measure workplace learning through OER activity of adult educators (n = 522) and to report its internal reliability and convergent validity. Results indicate engagement with OER promote three levels of learning, each connected to the different types of knowledge educators require to integrate OER into their teaching practice.
      PubDate: 2016-03-18T08:21:34.848402-05:
      DOI: 10.1111/bjet.12438
  • Introducing electronic textbooks as daily-use technology in schools: A
           top-down adoption process
    • Authors: Thomas K. F. Chiu
      Pages: 524 - 537
      Abstract: This study took frequency of use and the adoption process into account to define the participants and external variables of the research model. School electronic textbooks are a daily-use technology and they are adopted in a compulsory, top-down way. Their introduction can evoke feelings of anxiety among teachers because of a possible increase in workload. This compulsory adoption process contrasts with that for most other technologies, which are voluntary and less disruptive. In a school context, instructional designs of electronic textbooks that help explain user acceptance are sufficient in a bottom-up, but not a top-down, approach. To address this, individual, organizational, and social factors were included in our research model. A survey questionnaire to collect data from 306 in-service teachers from eight secondary schools was used. The results showed that anxiety and positive attitude were the main barrier and catalyst, respectively, to the acceptance of such technology. One suggestion for researchers and two suggestions for school leaders on the adoption process were made.
      PubDate: 2016-03-18T07:52:08.998706-05:
      DOI: 10.1111/bjet.12432
  • Investigating variables predicting Turkish pre-service teachers’
           integration of ICT into teaching practices
    • Authors: Aydın Aslan; Chang Zhu
      Pages: 552 - 570
      Abstract: Pre-service teachers need to acquire information and communications technology (ICT) competency in order to integrate ICT into their teaching practices. This research was conducted to investigate to what extent ICT-related variables—such as perceived ICT competence, perceived competence in ICT integration, attitudes toward ICT, anxiety around ICT usage, external barriers to ICT integration, ICT-related courses, pedagogical knowledge, and prior experience concerning the use of ICT—predict the dependent variable “integration of ICT into teaching practices” for pre-service teachers. Data were gathered from 599 pre-service teachers from the subject areas of Turkish language, social sciences, elementary mathematics, and science in their fourth year of training programs. The study indicated that pedagogical knowledge, ICT-related courses, and perceived ICT competence significantly predicted integration of ICT into teaching practice. These three variables predicted and accounted for 17% of the integration of ICT into teaching practices. The findings of this study showed that pre-service teacher-training programs, especially pedagogical knowledge and ICT-related courses, have a significant effect in enabling pre-service teachers to use ICT in their teaching practices.
      PubDate: 2016-03-18T08:22:26.689996-05:
      DOI: 10.1111/bjet.12437
  • Design possibilities for the e-Schoolbag: Addressing the 1:1 challenge
           within China
    • Authors: Xiaoqing Gu; Xiaojuan Xu, Huawen Wang, Charles Crook
      Pages: 571 - 585
      Abstract: There is widespread enthusiasm for 1:1 computing in education. Recognizing that secure innovation of educational practice should be built upon contextual sensitivity, this article reported two case studies anticipating the potential development of 1:1 classes in the particular cultural context of China. The first case described how the new technology of e-Textbooks could align with a tradition where the textbook is central to teaching practice. A science teacher used the e-Textbook to design his pedagogy to accommodate the contextual learning needs of the classroom. Students reported a positive reaction. They understood that new learning possibilities were crafted through this engagement with diversified media formats that content fitted their class, and this gave them increased confidence in relation to both student–computer and interpersonal interaction. The second case study described how a social app could align with the local tradition of practice whereby a student's performance in front of class is an important part of instructional practice. In this case, students who were learning native Chinese were offered the opportunity for performing within a novel “digital stage”: revealing high levels of engagement and a strengthening confidence with language performance.
      PubDate: 2016-03-18T08:06:47.991891-05:
      DOI: 10.1111/bjet.12434
  • iPad versus traditional tools in art and design: A complementary
    • Authors: Nicos Souleles
      Pages: 586 - 597
      Abstract: There is continuous debate on the role of digital media tools in art and design Higher Education, and in particular their potential contribution towards teaching and learning. The related literature indicates that there is a dichotomy between digital and traditional tools. This study investigates the views of a cohort of art and design students who undertook a specific instructional task, but instead of using paper and pencil, they used iPads. It is claimed that this computer tablet has considerable potential to enhance teaching and learning, and this study sought to investigate this claim. Inductive qualitative content analysis was used to analyse the interviews provided by 32 (n = 32) students. Based on the categories that emerged from the analysis of interviews, and within the parameters of this study, the main inference is that the relationship between digital and traditional tools can be better understood as complementary rather than as a dichotomy.A video abstract of this article can be viewed at
      PubDate: 2016-03-11T03:44:29.633519-05:
      DOI: 10.1111/bjet.12446
  • iRPD—A framework for guiding design-based research for iPad apps
    • Authors: Natalia Kucirkova
      Pages: 598 - 610
      Abstract: The last 5 years have been marked by an explosion of tablet and smartphone applications designed for young children and several calls to encourage educational researchers to engage in children's app research. This paper presents a novel prospect for educational researchers: to collaboratively research, implement and produce iPad apps for educational purposes. Based on the author's own research as well as that of others, an original framework “Research, Practice and Design framework” (iRPD) for guiding such collaborative efforts is provided, along with five key principles: triple collaboration, shared epistemology, awareness of affordances and interconnected social factors, and child-centred pedagogy. The novel affordances of collaboratively produced iPad apps for educational design-based research are outlined, along with several examples of how such an engagement might enrich educational research and the app landscape.
      PubDate: 2016-01-27T00:12:11.656327-05:
      DOI: 10.1111/bjet.12389
  • A pilot study of the use of emerging computer technologies to improve the
           effectiveness of reading and writing therapies in children with Down
    • Authors: Vanessa G. Felix; Luis J. Mena, Rodolfo Ostos, Gladys E. Maestre
      Pages: 611 - 624
      Abstract: Despite the potential benefits that computer approaches could provide for children with cognitive disabilities, research and implementation of emerging approaches to learning supported by computing technology has not received adequate attention. We conducted a pilot study to assess the effectiveness of a computer-assisted learning tool, named “HATLE,” for children with Down syndrome. The tool helps to improve reading and writing abilities in Spanish, through mobile computing, multimedia design, and computer speech-recognition techniques. An experimental design with nonequivalent groups was used to assess the effectiveness of HATLE. The treatment group was taught using HATLE; the control group received typical instructions with the same material. Individual literacy achievement was assessed for both groups, before and after therapy sessions. The dependent variables in all analyses were posttest scores, adjusted via Analysis of Covariance (ANCOVA) for pretest variance. Differences between treatment and control groups were statistically significant in favor of the HATLE group on measures of Single-Word Reading (p = 0.048) and Handwriting-Form (p = 0.046) with large effect sizes (d > 0.8). Results indicate that HATLE might be effective in supporting computer-aided learning for children with intellectual disabilities. The results are discussed in terms of limitations and implications.
      PubDate: 2016-02-23T07:37:19.891943-05:
      DOI: 10.1111/bjet.12426
  • Learning English using children's stories in mobile devices
    • Authors: Nadire Cavus; Dogan Ibrahim
      Pages: 625 - 641
      Abstract: The topic of this paper is to describe the development of an interactive application that can be used in teaching English as a second language using children's stories in mobile devices. The aim of this experimental study has been to find out the potential of using the developed interactive mobile application in improving the learning skills such as vocabulary, pronunciation, listening and comprehension of the learners of the English language without the help of a teacher. The novelty of the research in this paper has been the use of a speech recognition engine on the mobile phone to identify spoken words of the learner in an attempt to teach correct pronunciation of words. The learning is interactive and it takes place entirely on a mobile phone. In this experimental study 37 voluntary students have participated. A Pre-Test and a Post-Test have been performed to find out the learning abilities of students. The results of the experimental study clearly indicated that English learning skills of young students had higher statistically significant improvements as a result of using the developed application in the experimental group. It can be concluded that the developed mobile application can be used as an educational tool in teaching English as a second language. Young students who may be interested in improving their listening, vocabulary, comprehension and pronunciation skills while learning English as a second language should find this mobile application enjoyable and useful.
      PubDate: 2016-03-17T04:00:44.206927-05:
      DOI: 10.1111/bjet.12427
  • Differences in the digital home lives of young people in New Zealand
    • Authors: Maggie Hartnett
      Pages: 642 - 652
      Abstract: Digital technology is changing every aspect of life from how we communicate to the way we learn. International trends would suggest that digital access is becoming increasingly widespread in developed countries. But general trends may hide the fact that some households still do not have access to the internet for a variety of reasons. Differences in digital access and use, particularly along socio-economic lines, may be less visible but are still present. This paper reports on a two-phase study that explores home digital access and use of young people (16–17–years-old) from a range of socio-economic backgrounds across New Zealand. Phase one sought to establish what home access is available, while the second phase explores what kinds of digital technologies are used and for what purpose among a subset of young people. Results indicate that differences in digital access do exist among young people from different socio-economic backgrounds. These differences include the number of digital devices in the home, the types of devices available, and whether the device(s) are shared or individually owned. These findings are particularly important in light of the finding that these young people perceived that digital access and use at school is inadequate and lagging behind everyday use. This suggests that there is still a considerable way to go to ensure equal digital opportunities for all.
      PubDate: 2016-03-23T03:50:40.143689-05:
      DOI: 10.1111/bjet.12430
  • Integrating socio-cultural contexts and location-based systems for
           ubiquitous language learning in museums: A state of the art review of
    • Authors: Hong-You Wang; Gi-Zen Liu, Gwo-Jen Hwang
      Pages: 653 - 671
      Abstract: Context-dependent learning systems are now becoming more common in museums, as most students are equipped with mobile devices. As there has been little research into context-aware mobile applications in museums, the present study aims to investigate ubiquitous language learning in socio-cultural contexts, as well as recent trends in using location-based systems. Therefore, the following three issues are reviewed in related articles published between 2009 and 2014: system usefulness, activity usefulness and activity playfulness in museum learning. The researchers used keywords to search for relevant articles from the ISI (Institute for Scientific Information) Web of Science and other databases. The abstracts and content of the searched articles were then analyzed. The results show that the location-aware features (GPS or Google App-based) embedded in mobile phones, adaptive language learning and socio-cultural interaction in museums are intertwined in the literature. The literature also shows that in recent years students have transformed from being passive receivers to active learners. Specifically, students tended to rely on system guidance in 2009–2011, and activities were more focused on individual learning with less real-life social interaction, and this thus reduced the level of playfulness. An important finding in the literature from 2012 to 14 is that many museums adopted ubiquitous location-based systems using mobile devices, which help to strengthen social ties when students work collaboratively to perform language learning activities. This has also allowed museums to evolve from mobile-learning to ubiquitous-learning environments, in various socio-cultural contexts. The results of this review study have implications for language teachers and museum educators, to help them implement appropriate ubiquitous learning systems in various socio-cultural contexts.
      PubDate: 2016-03-15T06:45:55.959137-05:
      DOI: 10.1111/bjet.12424
  • How technology shapes assessment design: Findings from a study of
           university teachers
    • Authors: Sue Bennett; Phillip Dawson, Margaret Bearman, Elizabeth Molloy, David Boud
      Pages: 672 - 682
      Abstract: A wide range of technologies has been developed to enhance assessment, but adoption has been inconsistent. This is despite assessment being critical to student learning and certification. To understand why this is the case and how it can be addressed, we need to explore the perspectives of academics responsible for designing and implementing technology-supported assessment strategies. This paper reports on the experience of designing technology-supported assessment based on interviews with 33 Australian university teachers. The findings reveal the desire to achieve greater efficiencies and to be contemporary and innovative as key drivers of technology adoption for assessment. Participants sought to shape student behaviors through their designs and made adaptations in response to positive feedback and undesirable outcomes. Many designs required modification because of a lack of appropriate support, leading to compromise and, in some cases, abandonment. These findings highlight the challenges to effective technology-supported assessment design and demonstrate the difficulties university teachers face when attempting to negotiate mixed messages within institutions and the demands of design work. We use these findings to suggest opportunities to improve support by offering pedagogical guidance and technical help at critical stages of the design process and encouraging an iterative approach to design.
      PubDate: 2016-04-12T21:45:48.92075-05:0
      DOI: 10.1111/bjet.12439
  • Interaction pattern analysis in cMOOCs based on the connectivist
           interaction and engagement framework
    • Authors: Zhijun Wang; Terry Anderson, Li Chen, Elena Barbera
      Pages: 683 - 699
      Abstract: Connectivist learning is interaction-centered learning. A framework describing interaction and cognitive engagement in connectivist learning was constructed using logical reasoning techniques. The framework and analysis was designed to help researchers and learning designers understand and adapt the characteristics and principles of interaction in connectivist learning contexts. In this study empirical evidence to support and further develop this framework is presented. This study analyzed 6 weeks of data harvested from the daily newsletter, Twitter, and a Facebook group in a well-known cMOOC led by George Siemens and Stephen Downes. These text transcripts were analyzed using a deductive approach of qualitative content analysis. This study revealed the main activity patterns of participants as they engage in four levels of interaction (operation interaction, wayfinding interaction, sensemaking interaction, and innovation interaction) during the MOOC. Generally the framework serves as a conceptual model to understand and to analyze the interaction in this cMOOC, although some implied interaction is hard to recognize and categorize. The relationship of the four levels of interaction and the role of each element in the framework were explored with the intent of offering the framework as a conceptual and analytic tool to guide both researchers and practitioners in designing and studying connectivist learning.
      PubDate: 2016-03-18T07:50:46.534364-05:
      DOI: 10.1111/bjet.12433
  • Exploring the function of online narratives to develop critical thinking
           and localisation of knowledge in an international science program
    • Authors: Marianne Hicks; Melissa Tham, Rowan Brookes
      Pages: 700 - 709
      Abstract: e-learning practitioners have long recognised the benefits of using online training to achieve knowledge transfer, less is understood about facilitating the sharing of values, attitudes, critical thinking, and localisation using online platforms. In this article an online learning platform in the context of an international scientific program was evaluated. The platform uses a narrative approach to convey stories with the explicit aim of developing critical thinking and localisation. The platform embeds formative assessment within the stories to transfer the tacit understandings of the program to project site staff. Some of the challenges this approach encounters, particularly with regard to the expression of localisation was explored.
      PubDate: 2016-03-11T03:37:56.844511-05:
      DOI: 10.1111/bjet.12436
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