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  Subjects -> EDUCATION (Total: 1675 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (21 journals)
    - EDUCATION (1395 journals)
    - HIGHER EDUCATION (113 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (3 journals)
    - ONLINE EDUCATION (27 journals)
    - SCHOOL ORGANIZATION (12 journals)
    - SPECIAL EDUCATION AND REHABILITATION (34 journals)
    - TEACHING METHODS AND CURRICULUM (37 journals)

EDUCATION (1395 journals)                  1 2 3 4 5 6 7 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
About Campus     Hybrid Journal   (Followers: 6)
Academic Medicine     Full-text available via subscription   (Followers: 58)
Academic Psychiatry     Full-text available via subscription   (Followers: 22)
Academic Questions     Hybrid Journal   (Followers: 7)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 52)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 47)
Accounting & Finance     Hybrid Journal   (Followers: 41)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 13)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 3)
Across the Disciplines     Open Access   (Followers: 7)
Acta Didactica Norge     Open Access  
Acta Scientiarum. Education     Open Access  
Acta Technologica Dubnicae     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 54)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 38)
Action Research     Hybrid Journal   (Followers: 38)
Active Learning in Higher Education     Hybrid Journal   (Followers: 228)
Actualidades Pedagógicas     Open Access  
Administration & Society     Hybrid Journal   (Followers: 11)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 134)
Adult Education Quarterly     Hybrid Journal   (Followers: 132)
Advanced Education     Open Access   (Followers: 4)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 23)
Advances in High Energy Physics     Open Access   (Followers: 21)
Advances in School Mental Health Promotion     Partially Free   (Followers: 9)
AERA Open     Open Access   (Followers: 2)
Africa Education Review     Partially Free   (Followers: 24)
African Journal of Chemical Education     Open Access   (Followers: 2)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 5)
African Journal of Health Professions Education     Open Access   (Followers: 4)
African Journal of Research in Mathematics, Science and Technology Education     Full-text available via subscription   (Followers: 8)
Agora     Full-text available via subscription   (Followers: 3)
AGORA Magazine     Open Access  
Ahmad Dahlan Journal of English Studies     Open Access  
AIDS Education and Prevention     Full-text available via subscription   (Followers: 7)
Akadémiai Értesítö     Full-text available via subscription  
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 1)
Al Ibtida : Jurnal Pendidikan Guru MI     Open Access  
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alsic     Open Access   (Followers: 18)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 11)
American Biology Teacher     Full-text available via subscription   (Followers: 12)
American Educational Research Journal     Hybrid Journal   (Followers: 129)
American Journal of Business Education     Open Access   (Followers: 10)
American Journal of Distance Education     Hybrid Journal   (Followers: 28)
American Journal of Education     Full-text available via subscription   (Followers: 151)
American Journal of Educational Research     Open Access   (Followers: 53)
American Journal of Health Education     Hybrid Journal   (Followers: 25)
American Journal of Physics     Full-text available via subscription   (Followers: 55)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 1)
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 9)
Annals of Modern Education     Full-text available via subscription   (Followers: 3)
Annual Review of Economics     Full-text available via subscription   (Followers: 29)
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 2)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 13)
Applied Measurement in Education     Hybrid Journal   (Followers: 9)
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 20)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 29)
Arts Education Policy Review     Hybrid Journal   (Followers: 4)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 13)
Asia Pacific Education Review     Hybrid Journal   (Followers: 9)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 17)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 11)
Asia-Pacific Journal of Health, Sport and Physical Education     Hybrid Journal   (Followers: 9)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 18)
Asian Association of Open Universities Journal     Open Access  
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 11)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 6)
ASp     Open Access   (Followers: 1)
Assessing Writing     Hybrid Journal   (Followers: 10)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 117)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 14)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 35)
Assessment Update     Hybrid Journal   (Followers: 4)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Tajdid : Jurnal Ilmu Tarbiyah     Open Access   (Followers: 2)
At-Turats     Open Access  
Athenea Digital     Open Access  
Aula Abierta     Open Access   (Followers: 1)
Australasian Journal of Educational Technology     Open Access   (Followers: 11)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 4)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 8)
Australian Art Education     Full-text available via subscription   (Followers: 6)
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 6)
Australian Educational Computing     Open Access  
Australian Educational Researcher     Hybrid Journal   (Followers: 18)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 12)
Australian Journal of Career Development     Hybrid Journal   (Followers: 2)
Australian Journal of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian Journal of Education     Hybrid Journal   (Followers: 28)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 4)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 3)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 372)
Australian Journal of Teacher Education     Open Access   (Followers: 21)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 2)
Australian Screen Education Online     Full-text available via subscription   (Followers: 2)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 2)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 3)
Autism     Hybrid Journal   (Followers: 176)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 1)
BELIA : Early Childhood Education Papers     Open Access   (Followers: 4)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 5)
Berkeley Review of Education     Open Access   (Followers: 4)
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 2)
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 6)
BMC Medical Education     Open Access   (Followers: 40)
BMJ Simulation & Technology Enhanced Learning     Full-text available via subscription   (Followers: 7)
BoEM - Boletim online de Educação Matemática     Open Access  
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 155)
British Journal of Educational Studies     Hybrid Journal   (Followers: 128)
British Journal of Educational Technology     Hybrid Journal   (Followers: 118)
British Journal of Religious Education     Hybrid Journal   (Followers: 8)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 45)
British Journal of Special Education     Hybrid Journal   (Followers: 36)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 10)
Brookings Trade Forum     Full-text available via subscription   (Followers: 3)
Business, Management and Education     Open Access   (Followers: 17)
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno Intersabares     Open Access  
Cadernos CEDES     Open Access   (Followers: 1)
Cadernos de Educação, Tecnologia e Sociedade     Open Access  
Cadernos de Pesquisa     Open Access  
Cadernos de Pesquisa     Open Access   (Followers: 2)
Cadernos de Pesquisa em Educação     Open Access  
Cadmo     Full-text available via subscription  
Cahiers de la recherche sur l'éducation et les savoirs     Open Access   (Followers: 4)
Calidad en la educación     Open Access   (Followers: 1)
Cambridge Journal of Education     Hybrid Journal   (Followers: 97)
Campus Legal Advisor     Hybrid Journal   (Followers: 2)
Campus Security Report     Hybrid Journal  
Canadian and International Education     Open Access   (Followers: 8)
Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en éducation     Open Access   (Followers: 7)
Canadian Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 13)
Canadian Journal of Education : Revue canadienne de l'éducation     Open Access   (Followers: 5)
Canadian Journal of Higher Education     Open Access   (Followers: 22)
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie     Open Access   (Followers: 12)
Canadian Journal of School Psychology     Hybrid Journal   (Followers: 9)
Canadian Journal of Science, Mathematics and Technology Education     Hybrid Journal   (Followers: 18)
Career Development and Transition for Exceptional Individuals     Hybrid Journal   (Followers: 7)
Catharsis : Journal of Arts Education     Open Access  
CELE Exchange, Centre for Effective Learning Environments     Full-text available via subscription   (Followers: 1)
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Change: The Magazine of Higher Learning     Hybrid Journal   (Followers: 14)
Changing English: Studies in Culture and Education     Hybrid Journal   (Followers: 6)
Charrette     Open Access  
Chemical Engineering Education     Full-text available via subscription  
Chemistry Education Research and Practice     Free   (Followers: 5)
Chemistry in Education     Open Access   (Followers: 8)
Chi'e : Journal of Japanese Learning and Teaching     Open Access   (Followers: 1)
Child Language Teaching and Therapy     Hybrid Journal   (Followers: 25)
Child Psychiatry & Human Development     Hybrid Journal   (Followers: 9)
Childhood Education     Hybrid Journal   (Followers: 15)
Children's Literature in Education     Hybrid Journal   (Followers: 8)
Chinese Education & Society     Full-text available via subscription   (Followers: 2)
Christian Higher Education     Hybrid Journal   (Followers: 2)
Christian Perspectives in Education     Open Access   (Followers: 6)
Ciência & Educação (Bauru)     Open Access  
Ciência & Saúde Coletiva     Open Access   (Followers: 2)
Ciencia en Desarrollo     Open Access  
Ciencias Sociales y Educación     Open Access   (Followers: 2)
Citizenship, Social and Economics Education     Full-text available via subscription   (Followers: 5)
Classroom Discourse     Hybrid Journal   (Followers: 8)
Clinical Child and Family Psychology Review     Hybrid Journal   (Followers: 7)
Clio y Asociados     Open Access  
CME     Hybrid Journal   (Followers: 1)
Coaching: An International Journal of Theory, Research and Practice     Hybrid Journal   (Followers: 9)
Cogent Education     Open Access   (Followers: 1)
College Athletics and The Law     Hybrid Journal   (Followers: 1)
College Teaching     Hybrid Journal   (Followers: 12)
Colóquio Internacional de Educação e Seminário de Estratégias e Ações Multidisciplinares     Open Access  
Communication Disorders Quarterly     Hybrid Journal   (Followers: 14)
Communication Education     Hybrid Journal   (Followers: 19)
Communication Methods and Measures     Hybrid Journal   (Followers: 11)
Community College Journal of Research and Practice     Hybrid Journal   (Followers: 8)
Community College Review     Hybrid Journal   (Followers: 7)
Community Development     Hybrid Journal   (Followers: 16)
Community Literacy Journal     Partially Free   (Followers: 2)
Comparative Education     Hybrid Journal   (Followers: 27)
Comparative Education Review     Full-text available via subscription   (Followers: 32)
Comparative Professional Pedagogy     Open Access   (Followers: 2)
Compare: A journal of comparative education     Hybrid Journal   (Followers: 19)
Computer Applications in Engineering Education     Hybrid Journal   (Followers: 6)
Computer Science Education     Hybrid Journal   (Followers: 12)
Computers & Education     Hybrid Journal   (Followers: 123)
Computers in the Schools     Hybrid Journal   (Followers: 7)
Conhecimento & Diversidade     Open Access  
CONJECTURA : filosofia e educação     Open Access  

        1 2 3 4 5 6 7 | Last

Journal Cover British Journal of Educational Technology
  [SJR: 1.613]   [H-I: 63]   [118 followers]  Follow
    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 0007-1013 - ISSN (Online) 1467-8535
   Published by John Wiley and Sons Homepage  [1589 journals]
  • Pedagogical, social and technical designs of a blended synchronous
           learning environment
    • Authors: Qiyun Wang; Changqin Huang
      Abstract: In this study, a blended synchronous learning environment (BSLE) was designed from pedagogical, social and technical perspectives. It was created for a group of master's students to attend lessons in the classroom and at the same time allow a few of them to join the identical sessions using video conferencing from different sites. The purpose of the study was to describe the guiding principles for pedagogical, social and technical designs and specific strategies applied, and identify the students' learning experiences and perceptions of the environment. Results showed that the BSLE could extend certain features of classroom instruction to the online students and they had equivalent learning experiences. They also liked the flexibility and convenience of attending lessons via video conferencing. This study further found that smooth and clear audio communication, redesign of certain learning activities and the quality of audio were crucial for the BSLE to be useful in practice.
      PubDate: 2017-04-21T07:34:53.220628-05:
      DOI: 10.1111/bjet.12558
       
  • Working the system: Development of a system model of technology
           integration to inform learning task design
    • Authors: Sarah K. Howard; Kate Thompson, Jie Yang, Jun Ma
      Abstract: There has been extensive investigation into factors affecting digital technology integration in learning and teaching, but the complexity of integration continues to elude understanding. Thus, questions about how digital technologies can be best used to support learning persist. This paper argues that methods designed to address complex systems are needed to understand the interplay between teaching, learning and digital technologies. Starting with a developing system model of teachers' technology integration, this study revises the model to include factors of students' experience using digital technologies and beliefs about learning. The revised model is then used to demonstrate possible effects of student experiences in a technologically integrated group learning task. Analysis draws on data from a large-scale Australian study of technology innovation (N = 7406). Data mining techniques are used to identify patterns of students' technology use and perceptions of group work. Findings inform revision of the model to include factors of students' experience and learning and their effects on teachers' practice. Implications for learning design and students' learning experiences are explored.
      PubDate: 2017-04-20T04:32:20.932201-05:
      DOI: 10.1111/bjet.12560
       
  • The influence of flow on learning outcomes: An empirical study on the use
           of clickers
    • Authors: Isabel Buil; Sara Catalán, Eva Martínez
      Abstract: Flow is a state of total absorption and concentration in an activity that is desirable for students, as it enhances the learning experience. Due to the importance of flow for learning, this research investigates the influence of three flow preconditions—namely balance of skill and challenge, feedback and goal clarity—on students' flow, operationalized as heightened concentration, sense of control and autotelic experience, while using clickers—a type of polling device. The study also explores the impact of concentration, sense of control and autotelic experience on students' perceived learning and satisfaction. Based on a survey of 204 undergraduate students who use clickers in the classroom, the findings show that balance of skill and challenge has a positive influence on students' concentration, sense of control and autotelic experience. Both feedback provided by clickers and goal clarity have a positive influence on concentration and sense of control, but do not influence the autotelic experience. Findings also corroborate the positive impact of concentration and sense of control experienced by students on perceived learning. Finally, autotelic experience predicts both perceived learning and satisfaction.
      PubDate: 2017-04-20T04:31:44.412626-05:
      DOI: 10.1111/bjet.12561
       
  • The effect of authentic m-learning activities on student engagement and
           motivation
    • Authors: Yasaman Alioon; Ömer Delialioğlu
      Abstract: Authentic collaborative m-learning activities were designed, developed and implemented for a computer networking course. The effect of the activities on student engagement and motivation were analyzed using a mixed method research design. Moreover, the effect of the iterative design of the content and instructional process of authentic m-learning activities on students' engagement and motivation were analyzed in the study. The activities were implemented for two consecutive semesters and were modified based on the findings from the first semester. Student engagement survey and motivation questionnaire were used to collect quantitative data, student interview protocol was used to collect qualitative data for further investigation. The findings from the first semester indicated that the engagement categories “personal development” and “satisfaction from the course” had the highest mean scores. In the second semester, the highest mean score belonged to the “personal development” category, followed by “collaborative learning.” Comparison of the results from two semesters revealed that the improvements in the content of the activities and instructional process increased the “collaboration” among students as well as their “interaction with instructor.” Paired sample t-tests revealed a difference in indicators of student motivation within groups in both semesters. Analysis of the interview data showed that students perceived the authentic activities as an appropriate tool for enhancement in “communication” and “collaboration” opportunities.
      PubDate: 2017-04-12T00:30:33.953556-05:
      DOI: 10.1111/bjet.12559
       
  • Teachers' perceptions of digital badges as recognition of professional
           development
    • Authors: W. Monty Jones; Samantha Hope, Brianne Adams
      Abstract: This mixed methods study examined teachers' perceptions and uses of digital badges received as recognition of participation in a professional development program. Quantitative and qualitative survey data was collected from 99 K-12 teachers who were awarded digital badges in Spring 2016. In addition, qualitative data was collected through semi-structured interviews with a smaller sample. An analysis of the data suggests that teachers had a favorable view of receiving digital badges and many shared their badges through digital media. This paper also describes how the digital badges were shared, the impact digital badges may have on teachers' choices for professional development, and teachers' perspectives on current and future uses of digital badges.
      PubDate: 2017-03-19T18:40:37.174968-05:
      DOI: 10.1111/bjet.12557
       
  • Factors determining e-learning service quality
    • Authors: Muhammad Amaad Uppal; Samnan Ali, Stephen R. Gulliver
      Abstract: e-Learning courses are fast becoming common-place, yet the success of these online courses varies considerably. Since limited research addresses the issue of e-learning quality (ELQ) of service in higher education environments, there is an increasing need to effectively assess ELQ. In this paper, we argue that to obtain a satisfactory e-learning student experience, we must offer more than access to learning material. The research proposes an extended SERVQUAL model, the ELQ model, which in addition to key service constructs, facilitates consideration of both information and system quality factors. Exploratory Factor Analysis is conducted to investigate the reliability and validity of the measurement model, and multiple regression analysis is used to test the research model. Data analysis reveals that Assurance, Responsiveness, Tangibility, Course Website and Learning Content have a positive correlation with the perception of ELQ. e-Learning students value a stable, and easy to use e-learning environment, yet do not perceive empathy and reliability as significant to student perception of ELQ.
      PubDate: 2017-03-19T17:10:41.024451-05:
      DOI: 10.1111/bjet.12552
       
  • Boundary interaction: Towards developing a mobile technology-enabled
           science curriculum to integrate learning in the informal spaces
    • Authors: Daner Sun; Chee-Kit Looi
      Abstract: This paper explores the crossover between formal learning and learning in informal spaces supported by mobile technology, and proposes design principles for educators to carry out a science curriculum, namely Boundary Activity-based Science Curriculum (BAbSC). The conceptualization of the boundary object, and the principles of boundary activity as the key elements to fuse the merits of learning in informal spaces with formal learning, are discussed and elaborated. The key elements of BAbSC are further articulated to provide the framework for curriculum design and development from a holistic perspective. The proposed principles and framework will reinforce the theoretical underpinnings of mobile technology-enabled curriculum design and development, and can be used to guide teachers to implement curriculum in a more principle-based and structured manner.
      PubDate: 2017-03-17T04:40:56.519367-05:
      DOI: 10.1111/bjet.12555
       
  • Learning styles: Considerations for technology enhanced item design
    • Authors: Deborah Adkins; Meg Guerreiro
      Abstract: Learning styles (LS) have been used for classifying students by their preferences relative to taking information in, processing it and demonstrating their ability in the context of education. This paper investigates the role of LS in K-12 education by considering the manner in which student LS are assessed and the extent to which they have informed K-12 instruction. The paper illustrates the impact of LS on teachers, pedagogy, student engagement and assessment. The theoretical framework of LS theory is discussed. Furthermore, this paper identifies a gap in the literature regarding LS and assessment; specifically the development of assessments based on LS. The authors suggest adapting student assessment utilizing technology-enhanced items (TEIs) developed based on students' LS may provide a more reliable measure of student ability. Implications for practice and limitations are discussed.
      PubDate: 2017-03-15T07:05:33.449885-05:
      DOI: 10.1111/bjet.12556
       
  • The role of the e-tutor in synchronous online problem-based learning: A
           study in a Master Public Health Programme
    • Authors: Nynke de Jong; Daniëlle M. L. Verstegen, Karen D. Könings
      Abstract: The aim of this study is to compare the role of the tutor in an online and a face-to-face problem-based learning (PBL) session to shed light on potential differences of the tutor role in both settings. In this practice-based study we compared the two groups with the same tutor undertaking the same module. Students completed questionnaires about tutor performance, student characteristics and the module. Marks on the end-of-module test were analysed. The tutor was interviewed about his expectations and experiences. One session of each group was recorded and analysed qualitatively. Results show tutor tasks appeared to be comparable in both settings with regard to “content and pedagogical content knowledge,” “group dynamics,” “process instruction” and “intermediary between faculty and students.” The face-to-face group rated tutor performance lower than the online students. Students and tutor identified the absence of nonverbal cues as a limitation of online PBL. In online sessions the tutor additionally provided technical support and moderated the chat box. It is recommended to involve an extra person in online sessions who is responsible for technical issues. This person could also check the chat box for messages of students. Future research should focus on the necessity of an extra tutor training for online sessions.
      PubDate: 2017-03-08T02:20:30.771797-05:
      DOI: 10.1111/bjet.12554
       
  • Performance, structure and ideal identity: Reconceptualising teachers'
           engagement in online social spaces
    • Authors: James Robson
      Abstract: In recent years, teachers have turned to online social spaces for peer-to-peer interaction in increasing numbers. This online engagement has been highlighted by both practitioners and academics as having important implications for teachers' professional learning and development. However, there is a need to move beyond instrumental discourses that simply discuss engagement and technology in terms of costs and benefits, and analyse the complex social contexts in which engagement takes place. Therefore, presenting data from a digital ethnography of three online social spaces used by teachers, this paper uses professional identity as an analytical framework in order to understand teachers' online engagement in holistic terms in a way that acknowledges the messy social realities in which teachers work. It then presents a new theoretical framework for conceptualising teachers' professional identity that develops the concept of embedded ideal identity and takes into account context, social complexity, structure and agency.
      PubDate: 2017-03-06T04:35:32.189531-05:
      DOI: 10.1111/bjet.12551
       
  • The effects of a flipped classroom approach on class engagement and skill
           performance in a blackboard course
    • Authors: Mohamed Ali Nagy Elmaadaway
      Abstract: This paper reports on a study that investigated whether a flipped classroom approach enhanced perceptions of levels of engagement and skill performance among students enrolled in a Blackboard course at a Saudi university. Fifty-eight participants were divided into control and experimental groups, which were taught using a traditional and a flipped approach respectively. To determine the effect of the approach on participants' perceived levels of engagement and skill performance, questionnaires were administered and student performance was examined in terms of quantitative descriptive analysis. The results revealed that participants in the experimental group were more active and engaged compared with those in the control group. In terms of classroom engagement specifically, participants in the experimental group exhibited greater behavioral and emotional engagement. Through the flipped approach, participants were able to study course content at home first, thereby preparing themselves to participate in relevant class activities, pose questions and engage in problem solving with peers. In addition, unlike in a traditional lecture, the instructor was able to move freely through the classroom, providing direct assistance to participants on a case-by-case basis.
      PubDate: 2017-03-06T04:35:28.729324-05:
      DOI: 10.1111/bjet.12553
       
  • Overcoming barriers between volunteer professionals advising project-based
           learning teams with regulation tools
    • Authors: Daniel G. Rees Lewis; Matthew W. Easterday, Emily Harburg, Elizabeth M. Gerber, Christopher K. Riesbeck
      Abstract: To provide the substantial support required for project-based learning (PBL), educators can incorporate professional experts as design coaches. However, previous work shows barriers incorporating design coaches who can rarely meet face-to-face: (1) communication online is time-consuming, (2) updating coaches online is not perceived as valuable, (3) students do not seek help, (4) coaches are not proactive online and (5) coaches struggle to gain the awareness from student online communications. How might we design socio-technical systems that can incorporate professionals coaching' In a 6-week university PBL product design program with three teams (four members per team) and five coaches, teams met with coaches on campus for 2-hours a week, but otherwise communicated with teams online. We created and tested StandUp, a system designed to overcome coaching barriers online that: prompts team planning, goal setting and monitoring of progress and displays this information online to coaches. We collected and analyzed interview, observation and log data. We found StandUp helped participants overcome coaching barriers by providing students a way to regulate group learning which in turn automatically emailed reports to coaches thereby supporting coach awareness; coach awareness in turn prompted both online coaching and face-to-face coaching. This work provides evidence from one context. Future work should measure learning and explore different regulation scripts.
      PubDate: 2017-03-06T04:30:26.586372-05:
      DOI: 10.1111/bjet.12550
       
  • From piloting e-submission to electronic management of assessment (EMA):
           Mapping grading journeys
    • Authors: Anna Vergés Bausili
      Abstract: The increasing interest in electronic management of assessment is a sign of a gradual institutionalisation of e-submission and e-marking technologies in UK Higher Education. The effective adoption of these technologies requires a managed approach, especially a detailed understanding of current assessment practices within the institution and the development of new or adapted business processes. The findings from close participant observation of assessment processes over a 2-year period across a large Faculty reveal that three independent variables around (1) initial marking, (2) internal quality assurance and (3) the timing of the return of e-feedback to students, determine variance in grading journeys. Despite the apparent wide variety of processes, five major grading journeys prevail: three varieties of moderation (moderation of multiple markers and moderation of single markers either before or after grades and feedback are released to students); and two forms of second marking (either blind or open to peers). Within an institution, the identification of major workflows is fundamental to both an effective implementation of assessment technologies and in conducting change. The identification of major workflows across UK Higher Education Institutions remains critical to attain the necessary software development from global vendors.
      PubDate: 2017-02-22T22:25:27.685229-05:
      DOI: 10.1111/bjet.12547
       
  • Students as collaborators in creating meaningful learning experiences in
           technology-enhanced classrooms: An engaged scholarship approach
    • Authors: Liezel Nel
      Abstract: In dealing with numerous challenges, higher education instructors need to adapt their pedagogical practices to present students with meaningful, engaged learning experiences that are likely to promote student success and adequately prepare students for the world we live in. As part of this pedagogical transformation instructors also need to consider the potential of digital technologies to assist flexible pedagogies, as well as the role that students can play as partners in transforming the learning process (C. Evans, D. Muijs, & M. Tomlinson. Engaged student learning: high-impact strategies to enhance student achievement. York: Higher Education Academy, , p. 9). In this paper the author reflects on her particular engaged scholarship approach and the important role that her students—as collaborators in the pedagogical transformation process—have played in the creation of meaningful technology-enhanced learning experiences. She describes the evolution of her action inquiry approach over more than a decade and uses one particular project to highlight the value that student voice can contribute to pedagogical transformation. She also underscores the value of a “design for partnership” approach that can be incorporated as an underlying pedagogical approach to facilitate the creation of meaningful learning experiences in a technology-enhanced teaching and learning environment.
      PubDate: 2017-02-20T02:00:22.993432-05:
      DOI: 10.1111/bjet.12549
       
  • A systematic review of research on the flipped learning method in
           engineering education
    • Authors: Aliye Karabulut-Ilgu; Nadia Jaramillo Cherrez, Charles T. Jahren
      Abstract: The purpose of this article is to describe the current state of knowledge and practice in the flipped learning approach in engineering education and to provide guidance for practitioners by critically appraising and summarizing existing research. This article is a qualitative synthesis of quantitative and qualitative research investigating the flipped learning approach in engineering education. Systematic review was adopted as the research methodology and article selection and screening process are described. Articles published between 2000 and May 2015 were reviewed, and 62 articles were included for a detailed analysis and synthesis. The results indicated that flipped learning gained popularity amongst engineering educators after 2012. The review revealed that research in engineering education focused on documenting the design and development process and sharing preliminary findings and student feedback. Future research examining different facets of a flipped learning implementation, framed around sound theoretical frameworks and evaluation methods, is still needed to establish the pedagogy of flipped learning in teaching engineering.
      PubDate: 2017-02-20T01:56:07.428474-05:
      DOI: 10.1111/bjet.12548
       
  • Mobile games and science learning: A comparative study of 4 and 5 years
           old playing the game Angry Birds
    • Authors: Christothea Herodotou
      Abstract: A popular activity among young children is the use of mobile devices and apps. Yet, the impact of mobile devices on learning and development is rather underexplored. The limited studies identified explore effects on literacy development and communication and report on mixed findings. A considerable gap is observed as to how the use of mobile apps relates to young children's understanding in diverse domains including science learning, and to extend, whether and how mobile apps should be used and how in early years' settings. The aim of this paper is to shed light on this area by examining the learning effects of touch screen mobile game applications, in particular the game Angry Birds, on two groups of preschoolers 4 and 5 years old respectively. Evidence from a comparative study with 32 participants reveal significant differences between the two groups in terms of game skills and their understanding of projectile motion. Implications for educational stakeholders, parents and app designers are discussed along with future research directions.
      PubDate: 2017-02-13T22:05:25.964562-05:
      DOI: 10.1111/bjet.12546
       
  • Dimensions of personalisation in technology-enhanced learning: A framework
           and implications for design
    • Authors: Elizabeth FitzGerald; Natalia Kucirkova, Ann Jones, Simon Cross, Rebecca Ferguson, Christothea Herodotou, Garron Hillaire, Eileen Scanlon
      Abstract: Personalisation of learning is a recurring trend in our society, referred to in government speeches, popular media, conference and research papers and technological innovations. This latter aspect—of using personalisation in technology-enhanced learning (TEL)—has promised much but has not always lived up to the claims made. Personalisation is often perceived to be a positive phenomenon, but it is often difficult to know how to implement it effectively within educational technology.In order to address this problem, we propose a framework for the analysis and creation of personalised TEL. This article outlines and explains this framework with examples from a series of case studies. The framework serves as a valuable resource in order to change or consolidate existing practice and suggests design guidelines for effective implementations of future personalised TEL.
      PubDate: 2017-02-13T21:45:29.103491-05:
      DOI: 10.1111/bjet.12534
       
  • Socio-demographic factors relating to perception and use of mobile
           technologies in tertiary teaching
    • Authors: Kwok-Wing Lai; Lee Smith
      Abstract: In 2014, we investigated how socio-demographic factors such as gender, teaching disciplines, teaching experience and academic seniority were related to the perception and use of digital mobile technologies in learning and teaching of a group of university teachers from one research-intensive university in New Zealand. Three hundred and eight teachers from this university completed an online questionnaire and 30 of them participated in a follow-up interview. Survey results showed that while there was a strong positive correlation between using mobile technologies for personal learning and their use in teaching, only a small number of participants utilised mobile technologies in their learning and the vast majority also did not use these technologies in their teaching, More female teachers and humanities teachers used mobile devices and applications more frequently than male teachers and teachers from other academic disciplines. Also, female teachers had a more positive perception in learning and using mobile technologies. Junior teachers also tended to be more positive in technology use. While the overwhelming majority of the interview participants also perceived positive benefits of incorporating mobile devices and applications into their teaching, it was found that female teachers paid greater attention to pedagogy when considering mobile technology use and the lack of professional development limited their use in teaching.
      PubDate: 2017-02-02T22:35:35.183748-05:
      DOI: 10.1111/bjet.12544
       
  • Silence, voice, and “other languages”: Digital storytelling as a site
           for resistance and restoration in a South African higher education
           classroom
    • Authors: Kristian D. Stewart; Eunice Ivala
      Abstract: In order to investigate the composing practices of digital storytellers in a South African context, a qualitative case study, set within a university of technology in South Africa and framed by literature stemming from the disciplines of digital storytelling and composition and rhetoric, was implemented as part of a larger dissertation project initiated in 2014. This study spanned a year and included participant observation and the collection of interviews as primary methods of investigation. Findings linked digital storytelling to creating a liberating classroom space where students could redefine themselves outside of historicized representations. Within a digital storytelling praxis, the story circle component has proven to be an effective means to engage students in both a reflective and critical engagement of their own writing practices, highlighting the synergy between the spoken word, process-based writing, and digital formats for composing. However, questions remain surrounding the ethical practice of digital storytelling in classrooms especially when students share personal stories and those stories are both publicly consumed and graded. Implications for practice cover themes relating to the integration of technology that supports the democratization of varied voices in the public sphere, which is particularly important in post-conflict zone environments like South Africa.
      PubDate: 2017-01-26T07:55:43.933989-05:
      DOI: 10.1111/bjet.12540
       
  • Incremental impact of time on students' use of E-learning via Facebook
    • Authors: Sedigheh Moghavvemi; Hashem Salarzadeh Janatabadi
      Abstract: The majority of studies utilised the cross-sectional method to measure students' intention to learn and investigate their corresponding learning behaviours. Only a few studies have measured the process of change in students' learning behaviour in the context of time. The main purpose of this study is to determine the effects of using a Facebook group as an e-Learning tool based on students' longitudinal perceptions to address the aforementioned literature gap. We surveyed 170 students in a business statistics course. We also measured changes that occurred in the students' intention to use and use of e-Learning at three different stages. The model was tested at the beginning, middle and end of the semester using structural equation modelling. The results show that students' perceptions when using e-Learning via Facebook changed when they interacted and explored the system. Students were more familiar with the usability of the Facebook group after learning for a few weeks, and their intention to use and use of e-Learning via Facebook subsequently increased. The results indicated that social network sites such as Facebook can be used as complementary tools to expose students to course-related links and documents, which will create extra time for learning, when they plan to spend time on Social network sites (Facebook) and interact and communicate with friends.
      PubDate: 2017-01-26T07:55:26.319008-05:
      DOI: 10.1111/bjet.12545
       
  • The influence of children's gender and age on children's use of digital
           media at home
    • Authors: Natalia Kucirkova; Karen Littleton, Antonios Kyparissiadis
      Abstract: This study is the first to systematically investigate the influence of child gender and age, on parents’ perceptions of UK children's digital media use at home. It provides an in-depth exploration of how children's age and gender influence the balance between children's use of digital and non-digital media at home. The data draw on 709 parents’ responses to an open-ended question asked in the context of a national survey investigating the digital reading habits of children, conducted in 2015. Parents’ responses were analysed using content and thematic analysis, which yielded eight main categories, collapsed into three major themes: control, child's healthy development and diversity of experiences. Quantitative analyses evidenced that more parents of boys were concerned about the health implications of their children's digital media use and this was a concern especially for parents of the youngest (0–2-year-old) children. More parents of 6–8-year olds cited the appeal of technology as the main reason for the perceived imbalance in their children's engagement with digital media. The study provides a more secure understanding of the factors that influence parental perceptions of their children's digital media use at home, which has implications for policy-makers, digital designers and early years professionals.
      PubDate: 2017-01-03T03:15:25.203583-05:
      DOI: 10.1111/bjet.12543
       
  • One-to-one mobile technology in high school physics classrooms:
           Understanding its use and outcome
    • Authors: Xiaoming Zhai; Meilan Zhang, Min Li
      Abstract: This study examined ways in which high school students used mobile devices in physics classrooms and after school, and the impact of in-class and after-school mobile technology use on their physics learning performance and interest. We collected data from 803 high school freshmen in China after they had used mobile devices for over five months. A fixed-effects model was employed to control the undetected variances. Results indicated that the students frequently used their mobile devices for physics learning in class and after school. Students also perceived the mobile devices as very useful for their physics learning, and their perception of usefulness was positively correlated with their frequency of use. Both the in-class and after-school duration and frequency of mobile technology use positively influenced students' physics learning achievement and interest. However, we also found that mobile technology was mainly used to augment rather than to transform instructional practices in physics classrooms. The paper concludes with a discussion of implications and limitations of these results for research and practice.
      PubDate: 2016-12-26T19:45:33.855221-05:
      DOI: 10.1111/bjet.12539
       
  • Investigating various application areas of three-dimensional virtual
           worlds for higher education
    • Authors: Reza Ghanbarzadeh; Amir Hossein Ghapanchi
      Abstract: Three-dimensional virtual world (3DVW) have been adopted extensively in the education sector worldwide, and there has been remarkable growth in the application of these environments for distance learning. A wide variety of universities and educational organizations across the world have utilized this technology for their regular learning and teaching programs. The current study conducts a systematic review of the published studies relevant to the application of 3DVWs in higher education. A search of the literature was carried out in eight high-ranking scientific digital libraries. Following scrutiny according to inclusion and exclusion criteria, 165 papers out of 1402 publications were selected for review from a variety of disciplines over a 10-year time period. The systematic review process were summarised, a number of paper reviews were conducted and results in conjunction with applicability of 3DVWs in higher education were extracted. In this study, various application areas of 3DVWs in higher education were found and classified into 13 main categories. Additionally, implications for research and practice are presented to provide new directions for further research and practice in the field.
      PubDate: 2016-12-19T07:41:39.916666-05:
      DOI: 10.1111/bjet.12538
       
  • Using student voice to examine teacher practices at a cyber charter high
           school
    • Authors: Jered Borup; Mark A. Stevens
      Abstract: Efforts to identify K-12 online instructional best practices and standards have been limited because they largely ignored students’ voice—the primary stakeholder in any educational context. In this case study, we conducted 20 interviews among 10 students enrolled in a cyber charter high school. Qualitative analysis of interviews found that students valued teachers’ efforts to nurture caring relationships, facilitate sustained dialogue, design and organize engaging learning activities, and provide personalized instruction. However, students found that teachers varied in their abilities to effectively perform these activities and provided recommendations to improve how courses were designed and how teachers interacted with students. Although findings from this case study should not be generalized, these findings may prove insightful to those in similar contexts. Research should continue to obtain and understand online students’ voices and assist cyber schools as they work to respond to students’ needs.
      PubDate: 2016-12-19T07:41:37.05199-05:0
      DOI: 10.1111/bjet.12541
       
  • Are academics ready for smart learning'
    • Authors: Riyukta Raghunath; Connie Anker, Anne Nortcliffe
      Abstract: Ownership of smartphones and tablets among the student population is growing. Students are using their devices to support their learning. Employers and employees are increasingly bringing their own smart devices into private and public organisations to support their business. This is leading to employees driving the Bring Your Own Device (BYOD) agenda in organisations. It is not clear the extent to which academics are embracing smart technology to manage their workload or to enhance the student experience of learning. This paper presents a qualitative study of how engineering academics are using their own BYOD or institutionally provided smart devices. A 6Cs (connect, communicate, collaborate, curate, create and coordinate) framework has been used to analyse the results. The findings indicate that academics are primarily using devices to create materials, second to coordinate their work and third to communicate with students about their learning. However, there are a number of inhibiting and enabling factors that need to be addressed by academic institutions to develop the effective adoption of smart technologies for academic practice. Infrastructure, including developing widespread access to WiFi, and the prioritisation of opportunities to support staff to learn how to apply the technology to enhance student learning and experience are key areas of necessary development.
      PubDate: 2016-12-09T01:50:50.192239-05:
      DOI: 10.1111/bjet.12532
       
  • Using video technology to enable student voice in assessment feedback
    • Authors: Fabienne Van der Kleij; Lenore Adie, Joy Cumming
      Abstract: Students’ voices have been remarkably absent in feedback research, yet research shows that the way students engage with feedback significantly impacts on its effect on learning. Feedback research has mainly focused on aspects of the feedback message between a sender and receiver, with little consideration of the positioning of students in this process. This article (a) provides an overview of the literature about feedback in education and the role of the student in these processes and (b) provides findings from a pilot project that explored the use of video technology as a self-reflection tool for six teachers and six students to capture assessment interactions and give students a voice in feedback conversations. The pilot employed iPads to facilitate video-aided self-reflection on feedback practices. The results suggest that not only is video a powerful tool for teacher reflection on their feedback practices, it can also provide better understanding of the student perspective in feedback conversations. Importantly, involving students themselves in video-stimulated recall of feedback conversations has the potential to contribute to students’ self-reflection of their involvement in the feedback process, encouraging them to make their voices heard and participate in feedback as a dialogic practice.
      PubDate: 2016-12-07T07:53:29.050053-05:
      DOI: 10.1111/bjet.12536
       
  • Evaluating a blended degree program through the use of the NSSE framework
    • Authors: Norman Vaughan; David Cloutier
      Abstract: The purpose of this student-faculty partnership research study was to evaluate the effectiveness of a blended four-year Bachelor of Education Elementary Program at a Canadian university using the National Survey of Student Engagement (NSSE) framework. Data was collected from the first graduating cohort of students from the B.Ed. program in partnership with four Undergraduate Student Research Assistants (USRA). The students in this study completed online surveys and participated in focus groups at the end of their first and fourth years in the program. The study participants provided recommendations for improving the quality of the program based on the five NSSE benchmarks and the use of digital technologies. The main recommendations that emerged from this study were that student and faculty interactions, outside of the classroom, could be enhanced through the use of web-based conferencing tools to support “virtual” office hours. Course assignments that incorporate peer mentoring activities through the use of social media applications could provide richer opportunities for active and collaborative learning. Creating more intentional connections between academic coursework and field placements through the use of Google applications could help to strengthen the relationship between theory and practice in the program. Enriching educational experiences could be expanded through the use of social media applications to promote and communicate student led academic and social events. A supportive campus environment could be improved by the development of a digital “road map” and co-curricular record for the program.
      PubDate: 2016-12-05T02:46:43.583828-05:
      DOI: 10.1111/bjet.12537
       
  • Collaborative learning in architectural education: Benefits of combining
           conventional studio, virtual design studio and live projects
    • Authors: Carolina Rodriguez; Roland Hudson, Chantelle Niblock
      Abstract: Combinations of Conventional Studio and Virtual Design Studio (VDS) have created valuable learning environments that take advantage of different instruments of communication and interaction. However, past experiences have reported limitations in regards to student engagement and motivation, especially when the studio projects encourage abstraction or are detached from context or reality. This study proposes a hybrid approach that overcomes these limitations by blending conventional studio, VDS and live projects. This blend aims to foster opportunities from within a real design situation, while promoting different levels of motivation and engagement. Two case studies comprising academic projects between the University of Los Andes, Colombia and the University of Nottingham, UK were used to validate the approach. In these, students interacted with peers, teachers, people from industry and the community to build 1:1 scale projects, with budgets and timeframe constraints. The study proved that students could successfully work collaboratively and build confidence in their own abilities when placed in a real setting, which enabled interactions face-to-face and at a distance to solve a challenge and achieve a common goal. The article reports on lessons learnt from these collaborative learning experiences, which reflect on contemporary cross-cultural design practiced today.
      PubDate: 2016-12-05T01:51:52.568459-05:
      DOI: 10.1111/bjet.12535
       
  • Orchestrating 21st century learning in higher education: A perspective on
           student voice
    • Authors: Raija Hämäläinen; Carita Kiili, Blaine E. Smith
      Abstract: For universities to meet the 21st-century learning needs of today's students, it is important they allow students to take an active role in developing pedagogy and sharing their perspective. This paper introduces design-based research aiming to develop a pedagogic approach to support technology-enhanced learning practices at the university level with the focus on teacher orchestration of learning activities and student voice. Drawing from the perspectives of teachers and students who participated in a course focused on learning and 21st-century competencies, four main elements indicating student voice and technology-enhanced pedagogy are presented: increased interaction among university communities, teacher orchestration, technology and collaborative learning. Enabling and hindering factors related to student voice are presented for each element.
      PubDate: 2016-12-05T01:36:42.000744-05:
      DOI: 10.1111/bjet.12533
       
  • Virtual forms, actual effects: how amplifying student voice through
           digital media promotes reflective practice and positions students as
           pedagogical partners to prospective high school and practicing college
           teachers
    • Authors: Alison Cook-Sather
      Abstract: Digital media have unique potential to amplify student voice in both high school teacher preparation and academic development for college faculty. This paper applies narrative analysis to participant descriptions of how three uses of digital media amplify student voice in the context of a single higher education consortium: (1) high school students and prospective high school teachers use email to engage in dialogue as part of a larger project within the consortium's secondary teacher preparation program, (2) undergraduate student consultants use visual mapping technology as a classroom observation tool through one of the consortium's academic development programs for college faculty and (3) graduate and undergraduate students, faculty and staff engaged in pedagogical partnerships within and beyond this consortium use on an online platform to publish reflective essays on their collaborative work. Amplifying student voice through these uses of digital media has the following actual effects: it creates the possibility for exchanges between students and teachers across space and time; it supports the development of reflective practice; and it encourages the embrace of a partnership approach to teaching and learning.
      PubDate: 2016-12-05T01:27:21.380121-05:
      DOI: 10.1111/bjet.12523
       
  • Teaching and learning logic programming in virtual worlds using
           interactive microworld representations
    • Authors: Spyros Vosinakis; George Anastassakis, Panayiotis Koutsabasis
      Abstract: Logic Programming (LP) follows the declarative programming paradigm, which novice students often find hard to grasp. The limited availability of visual teaching aids for LP can lead to low motivation for learning. In this paper, we present a platform for teaching and learning Prolog in Virtual Worlds, which enables the visual interpretation and verification of program results in a straightforward fashion and requires students to adopt a collaborative problem-solving approach. The results of the pilot application and student-centered evaluation of the platform are encouraging regarding group learning performance and user experience. The paper contributes to current practice of teaching and learning LP by proposing a metaphor and a system that can empower the educational process with toy world examples visualized in a shared 3D environment.
      PubDate: 2016-12-01T07:40:44.76259-05:0
      DOI: 10.1111/bjet.12531
       
  • Which students benefit most from a flipped classroom approach to language
           learning'
    • Authors: Hsueh-Hua Chuang; Chih-Yuan Weng, Ching-Huei Chen
      Abstract: Research has shown that the potential benefits of a flipped classroom could be diminished by the way students perceive and prepare information prior to class. This study aims to explore individual characteristics, such as learner motivation, self-efficacy and epistemology beliefs, that might have an impact on learning outcomes in a flipped classroom. Data were collected using four instruments during a 7-week flipped classroom conducted from mid-September 2014 to mid-November 2014 with a total enrolment of 85 students (10 females and 75 males) in the required course, Applied English for Vocational Education. After controlling for pre-test and other covariates (eg, gender, grade and experience), an analysis based on structural equation modeling showed a positive and significant (β = 0.12, p 
      PubDate: 2016-12-01T07:37:53.367279-05:
      DOI: 10.1111/bjet.12530
       
  • Exploring the relevance of single-gender group formation: What we learn
           from a massive open online course (MOOC)
    • Authors: Rebecca Yvonne Bayeck; Adelina Hristova, Kathryn W. Jablokow, Fernanda Bonafini
      Abstract: This paper reports the results of an exploratory study on participants’ perception of the importance of single-gender grouping in a massive open online course (MOOC) delivered through the Coursera platform. Findings reveal that female and male learners’ perception of single-gender grouping differs. Female students more than males indicated less preference for single-gender grouping. Views on single-gender grouping also differed across regions, suggesting the effect of participants’ regions of origin on their opinions about single-gender grouping. Moreover, an interaction was established between participants’ region and gender. In particular, our study reveals that men in the “Asia and Pacific” region tended—more than men and women from other regions of the world—to give more importance to single-gender grouping in this MOOC. In addition, younger participants cared less about single-gender groups compared to older respondents. This study sheds light on our understanding of the importance of gender and age importance in online learning environments such as MOOCs. The findings also point to the role gender and age may play as MOOCs continue to gain in popularity and to adopt collaborative approaches to teaching and learning.
      PubDate: 2016-12-01T07:37:50.460581-05:
      DOI: 10.1111/bjet.12528
       
  • Young children's everyday concepts of the internet: A platform for
           cyber-safety education in the early years
    • Authors: Susan Edwards; Andrea Nolan, Michael Henderson, Ana Mantilla, Lydia Plowman, Helen Skouteris
      Abstract: Young children from around the world are accessing the internet in ever increasing numbers. The rapid increase in internet activity by children aged 4–5 years in particular is due to the ease access enabled them by touchscreen internet-enabled tablet technologies. With young children now online, often independently of adult supervision, the need for early childhood cyber-safety education is becoming urgent. In this paper, we report the early findings from a project aimed at examining the development of cyber-safety education for young children. We argue that cyber-safety education for young children cannot be effectively developed without first considering young children's thinking about the internet. In this paper, we use Vygotsky's ideas about the development of mature concepts from the merging of everyday and scientific concepts. We identify the potential range of everyday concepts likely to form the basis of young children's thinking about the internet as a platform for cyber-safety education in the early years.
      PubDate: 2016-12-01T07:37:47.250209-05:
      DOI: 10.1111/bjet.12529
       
  • Peer assessment in MOOCs: The relationship between peer reviewers’
           ability and authors’ essay performance
    • Authors: Bart Huisman; Wilfried Admiraal, Olga Pilli, Maarten van de Ven, Nadira Saab
      Abstract: In a relatively short period of time, massive open online courses (MOOCs) have become a considerable topic of research and debate, and the number of available MOOCs is rapidly growing. Along with issues of formal recognition and accreditation, this growth in the number of MOOCs being developed increases the relevance of assessment quality. Within the context of a typical xMOOC, the current study focuses on peer assessment of essay assignments. In the literature, two contradicting theoretical arguments can be found: that learners should be matched with same-ability peers (homogeneously) versus that students should be matched with different-ability peers (heterogeneously). Considering these arguments, the relationship between peer reviewers’ ability and authors’ essay performance is explored. Results indicate that peer reviewers’ ability is positively related to authors’ essay performance. Moreover, this relationship is only established for intermediate and high ability authors; essay performance of lower ability authors appeared not to be related to the ability of their reviewing peers. Results are discussed in relation to the matching of learners and instructional design of peer assessment in MOOCs.
      PubDate: 2016-12-01T07:33:51.108834-05:
      DOI: 10.1111/bjet.12520
       
  • Pre-service teachers’ intention to adopt mobile learning: A
           motivational model
    • Authors: Ozlem Baydas; Rabia M. Yilmaz
      Abstract: This study proposes a model for determining preservice teachers’ intentions to adopt mobile learning from a motivational perspective. Data were collected from 276 preservice teachers and analyzed by structural equation modeling. A model capable of explaining 87% of the variance in preservice teachers’ intention to adopt mobile learning was developed. According to this model, preservice teachers’ attitudes have an influence on their behavioral intention while their cognitive, affective and social needs do not. Their social needs are influenced by their affective and cognitive needs. In addition, affective needs have an influence on their cognitive needs. Therefore, focusing on mobile learning's practices and their roles in preservice teacher training are important to develop effective ICT course contents.
      PubDate: 2016-12-01T07:33:49.288479-05:
      DOI: 10.1111/bjet.12521
       
  • Feedback methods for student voice in the digital age
    • Authors: Di Zou; James Lambert
      Abstract: Central to the concept of Student Voice is the communication of student feedback to educators. Feedback can assume a great variety of forms, and effectiveness and appropriacy of different feedback methods may vary. This research investigates student perceptions of two traditional feedback methods—pen-and-paper questionnaires and oral question-and-answer reports—compared against feedback obtained through the use of three digital technology tools (Socrative, TodaysMeet and Google Drive). The findings suggest that the use of digital technologies in Student Voice contexts is likely to be highly effective due to the overwhelming positive attitude of students towards these tools.
      PubDate: 2016-12-01T07:33:46.308586-05:
      DOI: 10.1111/bjet.12522
       
  • 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
           making
    • 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
           statistics
    • 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 (Kensington.com, ), 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 https://www.youtube.com/embed/Y7mcF2ZBNT8
      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
       
  • The effect of the flipped classroom approach to OpenCourseWare instruction
           on students’ self-regulation
    • Authors: Jerry Chih-Yuan Sun; Yu-Ting Wu, Wei-I Lee
      Pages: 713 - 729
      Abstract: The purpose of this study was to investigate the effect of the flipped classroom approach to OpenCourseWare instruction on students’ self-regulation. OpenCourseWare was integrated into the flipped classroom model (experimental group) and distance learning (control group). Overall, 181 freshmen taking a physics course were allowed to choose their own class based on their preferred teaching method (experimental or control group). The findings indicated that there was no significant between-group difference in terms of self-regulation. However, when comparing the means for the six categories of self-regulation, the results showed that the experimental group learners had significantly higher scores for the category of help-seeking. The use of the flipped classroom model created a learning environment which prompted its learners to proactively seek external help. These learners were more aware of their need for external help in their studies and were able to identify the person/people who could solve their academic problems, while they were able to find the appropriate means to do so and actually obtain help. The results of this study can serve as a reference for future studies on the flipped classroom model and OpenCourseWare, as well as for teachers and researchers in related fields.
      PubDate: 2016-03-18T08:31:10.215608-05:
      DOI: 10.1111/bjet.12444
       
  • Interactions and learning outcomes in online language courses
    • Authors: Chin-Hsi Lin; Binbin Zheng, Yining Zhang
      Pages: 730 - 748
      Abstract: Interactions are the central emphasis in language learning. An increasing number of K-12 students take courses online, leading some critics to comment that reduced opportunities for interaction may affect learning outcomes. This study examined the relationship between online interactions and learning outcomes for 466 students who were taking high-school level online language courses in a Midwestern virtual school. Regression analysis was employed to examine how three broad types of interactions, learner-instructor, learner-learner and learner-content (Moore, ), affected students’ perceived progress and satisfaction. After controlling for demographic information, motivation and learning strategies, the results of multiple regression showed that learner-instructor and learner-content interactions had significantly positive effects on satisfaction, whereas learner-learner interaction did not affect satisfaction. Learner-content interaction was the only factor that affected perceived progress.
      PubDate: 2016-04-29T12:05:44.928554-05:
      DOI: 10.1111/bjet.12457
       
  • Attributes of digital natives as predictors of information literacy in
           higher education
    • Authors: Andrej Šorgo; Tomaž Bartol, Danica Dolničar, Bojana Boh Podgornik
      Pages: 749 - 767
      Abstract: Digital natives are assumed to possess knowledge and skills that allow them to handle information and communication technologies (ICT) tools in a “natural” way. Accordingly, this calls for the application of different teaching/learning strategies in education. The purpose of the study was to test the predictive strength of some attributes of digital nativeness (ICT ownership, ICT experiences, internet confidence and number of ICT-rich university courses) on the information literacy (IL) of 299 Slovenian university students. Correlation and regression analysis based on survey data revealed that the attributes of digital natives are poor predictors of IL. The principal findings are: ICT experiences expressed as the sum of the use of different applications do not necessarily contribute to IL; some applications have a positive and some a negative effect; personal ownership of smartphones, portable computers and desktop computers has no direct effect on IL, while ownership of a tablet computer is actually a negative predictor; personal ownership of ICT devices has an impact on ICT experiences and Internet confidence, and, therefore, an indirect impact on IL; and ICT-rich university courses (if not designed to cultivate IL) have only a marginal impact on IL, although they may have some impact on ICT experiences and Internet confidence. The overall conclusion is that digital natives are not necessarily information literate, and that IL should be promoted with hands-on and minds-on courses based on IL standards.
      PubDate: 2016-04-29T11:45:48.7962-05:00
      DOI: 10.1111/bjet.12451
       
  • Classification framework for ICT-based learning technologies for disabled
           people
    • Authors: Marion Hersh
      Pages: 768 - 788
      Abstract: The paper presents the first systematic approach to the classification of inclusive information and communication technologies (ICT)-based learning technologies and ICT-based learning technologies for disabled people which covers both assistive and general learning technologies, is valid for all disabled people and considers the full range of relevant factors. Classification is important as it contributes to structuring and understanding the field, determining good practice and facilitating the matching of technologies to learners. The classification framework was developed as part of a network project and involved eight stages of model development, validation, commentary and modification using input from partners in 16 countries. The framework comprises three aims and three different classification methodologies: a very detailed methodology, a simple methodology and a classification of end-user and contextual factors. The detailed methodology is divided into four sections which cover the characteristics of the intended end-users, features relating specifically to the technology itself; features of contexts in which the technology can be used; and information about the types of learning activities the technology can be used for. The simple classification is divided into three sections, which summarise this information, and the third classification covers additional context specific factors. The framework has a number of important applications, including establishing for the first time a clear structure which can be used to discuss existing ICT-based learning technologies for disabled people, identify gaps or the need for modifications and support the design and development process for new technologies. The methodologies will also be valuable in identifying technologies suitable for particular students and in supporting the determination of good practice and have an important role in informing policy and determining the future research agenda.
      PubDate: 2016-05-06T10:40:24.726071-05:
      DOI: 10.1111/bjet.12461
       
  • An investigation of the effects of programming with Scratch on the
           preservice IT teachers’ self-efficacy perceptions and attitudes towards
           computer programming
    • Authors: Erman Yukselturk; Serhat Altiok
      Pages: 789 - 801
      Abstract: The purpose of this study was to analyze the effects of programming with Scratch on the views of preservice Information Technology (IT) teachers towards computer programming. The study sample consisted of 151 preservice IT teachers who took an elective course including a Scratch module in the 2013–14 academic year. Three online questionnaires (Personal Information Questionnaire, The Computer Programming Self-Efficacy Scale and The Computer Programming Learning Attitude Scale) were used to gather the quantitative data and focus group interviews were conducted to collect the qualitative data regarding the preservice IT teachers’ views in more detail. According to the results, there were significant increases in the mean of the preservice IT teachers’ self-efficacy perceptions regarding almost all complex programming tasks after their Scratch programming experience. The results also showed that the preservice IT teachers’ negative attitudes towards programming decreased significantly and programming in the Scratch platform had significantly positive effects on the preservice IT teachers’ attitudes regarding some items in the scale.
      PubDate: 2016-04-12T21:46:15.515977-05:
      DOI: 10.1111/bjet.12453
       
  • Navigating the challenges of delivering secondary school courses by
           videoconference
    • Authors: Nicole Rehn; Dorit Maor, Andrew McConney
      Pages: 802 - 813
      Abstract: The purpose of this research is to unpack and learn from the experiences of teachers who deliver courses to remote secondary school students by videoconference. School districts are using videoconferencing to connect students and teachers who are separated geographically through regular live, real-time conferences. Previous studies have shown the inadequacy of videoconferencing to create effective learning communities when used solely as a lecturing tool, but there is limited research into understanding how to mitigate the challenges in order to leverage the tool for what it affords. This collective case study uses qualitative methods to examine those challenges and propose strategies for overcoming them. Five obstacles were identified (insufficient time, feelings of isolation, scheduling and logistics, unreliable technology and limited personal connection) with the following recommendations: leverage supporting tools, intentionally build presence and prioritize the programming within the district.
      PubDate: 2016-05-06T09:25:19.765155-05:
      DOI: 10.1111/bjet.12460
       
  • Interactive print: The design of cognitive tasks in blended augmented
           reality and print documents
    • Authors: Larysa Nadolny
      Pages: 814 - 823
      Abstract: The combination of print materials and augmented reality in education is increasingly accessible due to advances in mobile technologies. Using familiar paper-based activities overlaid with digital items, also known as interactive print, educators can create a custom learning experience for students. There is very little guidance on the design of interactive print activities, particularly methods used to structure the appropriate levels of cognitive load for engagement with content. This study examined over 13 000 data points in two different interactive print activities for trends and patterns in user engagement. The results showed that the instructional design, number of digital interactions and pedagogical strategies influenced user interactions within the activity. In particular, a page designed with immersion, instant feedback, a focused task and high level cognitive tasks engaged users to interact with the digital content.
      PubDate: 2016-05-06T22:10:30.093249-05:
      DOI: 10.1111/bjet.12462
       
  • Are augmented reality picture books magic or real for preschool children
           aged five to six?
    • Authors: Rabia M. Yilmaz; Sevda Kucuk, Yuksel Goktas
      Pages: 824 - 841
      Abstract: The aim of this study is to determine preschool children's attitudes towards augmented reality picture books (ARPB), their story comprehension performance (SCP) and the relationships between these variables. The sample consisted of 92 five- and six-year-olds (49 boys, 43 girls). An attitude form, story comprehension test and interview form were used as data collection tools. Most of the children reported feeling “very happy” with the activity and enjoyed using the ARPB, which they found interesting and fun. The children also delivered strong story SCP. Their happiness was found to affect their SCP, while their enjoyment did not. ARPB are attractive and evocative for children, who perceive them as magic and more enjoyable than conventional books. This study demonstrates how they can be used as effective educational tools to improve preschool children's cognition and listening skills.
      PubDate: 2016-05-03T03:00:53.448973-05:
      DOI: 10.1111/bjet.12452
       
  • Serious games as a malleable learning medium: The effects of narrative,
           gameplay, and making on students’ performance and attitudes
    • Authors: Varvara Garneli; Michail Giannakos, Konstantinos Chorianopoulos
      Pages: 842 - 859
      Abstract: Research into educational technology has evaluated new computer-based systems as tools for improving students’ academic performance and engagement. Serious games should also be considered as an alternative pedagogical medium for attracting students with different needs and expectations. In this field study, we empirically examined different forms of serious-game use for learning on learning performance and attitudes of eighty 13-year-old students in the first grade of middle school. Divided into four groups of 20 students, each group practiced with a maths video game in three ways. The first group played the storytelling maths game, the second played the same game but with no story and the third played and modified the video game. Finally, a control group practised in a paper-based (traditional) way by solving exercises. Although only minor differences in learning performance were identified, we found significant differences in the attitudes of the students toward learning through the video game. Students who are not motivated by conventional paper-based assignments might be engaged better with the use of a video game. Our findings suggest that video game pedagogy could provide malleable learning for different groups of students using methods that move beyond the conventional tool-based approach.A video abstract of this article can be viewed at https://www.youtube.com/watch?v=9Kec_mSG-dE.
      PubDate: 2016-04-29T11:50:48.148853-05:
      DOI: 10.1111/bjet.12455
       
  • The effect of surprising events in a serious game on learning mathematics
    • Authors: Pieter Wouters; Herre Oostendorp, Judith Vrugte, Sylke vanderCruysse, Ton Jong, Jan Elen
      Pages: 860 - 877
      Abstract: The challenge in serious games is to improve the effectiveness of learning by stimulating relevant cognitive processes. In this paper, we investigate the potential of surprise in two experiments with prevocational students in the domain of proportional reasoning. Surprise involves an emotional reaction, but it also serves a cognitive goal as it directs attention to explain why the surprise occurred and can play a key role in learning. In our experiments, surprises were triggered by a surprising event, ie, a nonplaying character who suddenly appeared and changed characteristics of a problem. In Experiment 1—comparing a surprise condition with a control condition—we found no overall differences, but the results suggested that surprise may be beneficial for higher level students. In Experiment 2, we combined Expectancy strength (Strong vs. Weak) with Surprise (Present vs. Absent) using higher level students. We found a marginal overall effect of surprising events on learning indicating that students who experienced surprises learned more than students who were not exposed to these surprises but we found a stronger effect of surprise when we included existing proportional reasoning skill as factor. These results provide some evidence that a narrative technique as surprise can be used in game-based learning for the purpose of learning.
      PubDate: 2016-05-06T08:01:53.740983-05:
      DOI: 10.1111/bjet.12458
       
  • Using humorous images to lighten the learning experience through
           questioning in class
    • Authors: Yueh-Min Huang; Ming-Chi Liu, Chia-Hung Lai, Chia-Ju Liu
      Pages: 878 - 896
      Abstract: Teachers often use in-class questions to examine the level of understanding of their students, while these also enable students to reorganize their acquired knowledge. However, previous studies have shown that students may resist being questioned because of negative emotions. Therefore, this paper proposes the idea of eliciting positive emotions by showing students funny images to reward them for providing correct answers. Three studies were conducted with different courses, using either a video lecture or classroom lecture. The results of Study 1 indicated that 22 learners who watched 10 financial literacy video segments and were rewarded with funny images tended to have more positive emotions, an upward trend in their attention levels, and greater test scores as compared to the other 22 learners watching the same videos who received no rewards. Studies 2 and 3 were conducted in the data structure and computer networks courses, respectively. With regard to affective states, the 52 students in the two courses gained more learning confidence in classes that providing the amusing stimuli as compared to those without such rewards. However, only students in the computer networks course had higher test scores on their mid-term exams when answering rewarded questions compared to when they answered those questions without rewards, although this was not found with the students in the data structure course. The findings suggest that rewarding students with amusing stimuli can enhance students’ affective states, even though this instructional strategy does not lead to higher learning performance all the time.
      PubDate: 2016-05-06T09:25:23.864793-05:
      DOI: 10.1111/bjet.12459
       
 
 
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