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  Subjects -> EDUCATION (Total: 1755 journals)
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EDUCATION (1466 journals)                  1 2 3 4 5 6 7 8 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
#Tear : Revista de Educação, Ciência e Tecnologia     Open Access   (Followers: 2)
(Pensamiento), (palabra) y obra     Open Access  
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
About Campus     Hybrid Journal   (Followers: 5)
Academic Medicine     Full-text available via subscription   (Followers: 59)
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: 58)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 50)
Accounting & Finance     Hybrid Journal   (Followers: 46)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 17)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 4)
Across the Disciplines     Open Access   (Followers: 8)
Acta Didactica Norge     Open Access  
Acta Scientiarum. Education     Open Access  
Acta Technologica Dubnicae     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 57)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 40)
Action Research     Hybrid Journal   (Followers: 40)
Active Learning in Higher Education     Hybrid Journal   (Followers: 307)
Actualidades Pedagógicas     Open Access  
Administration & Society     Hybrid Journal   (Followers: 12)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 149)
Adult Education Quarterly     Hybrid Journal   (Followers: 142)
Advanced Education     Open Access   (Followers: 6)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 22)
Advances in High Energy Physics     Open Access   (Followers: 19)
Advances in School Mental Health Promotion     Partially Free   (Followers: 9)
AERA Open     Open Access   (Followers: 6)
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: 5)
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   (Followers: 1)
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-Jabar : Jurnal Pendidikan Matematika     Open Access  
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alsic     Open Access   (Followers: 19)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 13)
American Biology Teacher     Full-text available via subscription   (Followers: 13)
American Educational Research Journal     Hybrid Journal   (Followers: 142)
American Journal of Business Education     Open Access   (Followers: 10)
American Journal of Distance Education     Hybrid Journal   (Followers: 29)
American Journal of Education     Full-text available via subscription   (Followers: 172)
American Journal of Educational Research     Open Access   (Followers: 58)
American Journal of Health Education     Hybrid Journal   (Followers: 29)
American Journal of Physics     Full-text available via subscription   (Followers: 54)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 2)
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)
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 2)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 14)
Applied Measurement in Education     Hybrid Journal   (Followers: 9)
Arabia     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 19)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 33)
Arts Education Policy Review     Hybrid Journal   (Followers: 4)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 14)
Asia Pacific Education Review     Hybrid Journal   (Followers: 11)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 20)
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: 19)
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: 5)
ASp     Open Access   (Followers: 2)
Assessing Writing     Hybrid Journal   (Followers: 11)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 126)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 15)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 36)
Assessment Update     Hybrid Journal   (Followers: 4)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Turats     Open Access  
Athenea Digital     Open Access  
Aula Abierta     Open Access   (Followers: 1)
Australasian Journal of Educational Technology     Open Access   (Followers: 16)
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: 7)
Australian Educational Computing     Open Access  
Australian Educational Researcher     Hybrid Journal   (Followers: 22)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 13)
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: 33)
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: 406)
Australian Journal of Teacher Education     Open Access   (Followers: 22)
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: 3)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Autism     Hybrid Journal   (Followers: 194)
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: 5)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 2)
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access  
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 7)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
BMC Medical Education     Open Access   (Followers: 41)
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: 173)
British Journal of Educational Studies     Hybrid Journal   (Followers: 165)
British Journal of Educational Technology     Hybrid Journal   (Followers: 127)
British Journal of Religious Education     Hybrid Journal   (Followers: 8)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 49)
British Journal of Special Education     Hybrid Journal   (Followers: 43)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 12)
Brookings Trade Forum     Full-text available via subscription   (Followers: 3)
Business, Management and Education     Open Access   (Followers: 18)
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno Intersabares     Open Access  
Cadernos CEDES     Open Access   (Followers: 1)
Cadernos de Educação     Open Access  
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   (Followers: 1)
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: 95)
Campus Legal Advisor     Hybrid Journal   (Followers: 2)
Campus Security Report     Hybrid Journal  
Canadian and International Education     Open Access   (Followers: 9)
Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en éducation     Open Access   (Followers: 8)
Canadian Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 14)
Canadian Journal of Education : Revue canadienne de l'éducation     Open Access   (Followers: 7)
Canadian Journal of Higher Education     Open Access   (Followers: 23)
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie     Open Access   (Followers: 15)
Canadian Journal of School Psychology     Hybrid Journal   (Followers: 10)
Canadian Journal of Science, Mathematics and Technology Education     Hybrid Journal   (Followers: 20)
Career Development and Transition for Exceptional Individuals     Hybrid Journal   (Followers: 7)
Catalejos. Revista sobre lectura, formación de lectores y literatura para niños     Open Access  
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: 15)
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: 9)
Chi'e : Journal of Japanese Learning and Teaching     Open Access   (Followers: 2)
Child Language Teaching and Therapy     Hybrid Journal   (Followers: 27)
Child Psychiatry & Human Development     Hybrid Journal   (Followers: 9)
Childhood Education     Hybrid Journal   (Followers: 17)
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: 7)
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: 18)
Community Literacy Journal     Partially Free   (Followers: 2)
Comparative Education     Hybrid Journal   (Followers: 29)
Comparative Education Review     Full-text available via subscription   (Followers: 33)
Comparative Professional Pedagogy     Open Access   (Followers: 3)
Compare: A journal of comparative education     Hybrid Journal   (Followers: 19)

        1 2 3 4 5 6 7 8 | Last

Journal Cover Australasian Journal of Educational Technology
  [SJR: 1.327]   [H-I: 31]   [16 followers]  Follow
  This is an Open Access Journal Open Access journal
   ISSN (Print) 1449-3098
   Published by Australasian Society for Computers in Learning in Tertiary Education Homepage  [1 journal]
  • Editorial 33(4)

    • Authors: Eva Heinrich, Michael Henderson, Petrea Redmond
      Abstract: This editorial reflects on some of the challenges of journal publishing in a context of increasing time pressures and accountability measures in academia. A particular focus is that of the demands on reviewers and the challenges of recognising their contributions. This editorial also introduces the eleven diverse papers that consitute the issue. Finally, the editorial acknowledges the work of the edorial team and welcomes Associate Professor Petrea Redmond as a Lead Editor. 
      PubDate: 2017-08-31
      DOI: 10.14742/ajet.3996
      Issue No: Vol. 33, No. 4 (2017)
  • Towards an automatic classification system for supporting the development
           of critical reflective skills in L2 learning

    • Authors: Gary Cheng
      Abstract: This study aimed to develop an automatic classification system, namely ACTIVE, for generating immediate and individualised feedback on students’ reflective entries about their second language (L2) learning experiences. It also aimed to explore students’ attitudes towards using the system to support the development of their reflective skills in L2 learning. A total of 466 undergraduate students took part in the study. One hundred and twenty-seven participants were involved in the development phase, where their reflective entries were manually annotated according to a classification framework for critical reflection on L2 learning, and the annotated entries were then used to develop the ACTIVE system. The remaining participants were asked to generate automated feedback reports on their reflective entries for improvement by using the system. To solicit their views towards the system, the participants were administered an online questionnaire and some of them were also invited to attend a semi-structured interview. The overall results indicate that the classification accuracy of the system is comparable to that of human annotators. They also suggest that both teacher and machine feedback types have strengths and limitations, highlighting the need to further explore the use of multi-channel, multi-layer feedback in improving students’ reflective skills in L2 learning.
      PubDate: 2017-08-31
      DOI: 10.14742/ajet.3029
      Issue No: Vol. 33, No. 4 (2017)
  • Communities of inquiry in curriculum approach to online learning:
           Strengths and limitations in context

    • Authors: Trudi Cooper, Rebecca Scriven
      Abstract: The case study discussed in this article examines how the community of inquiry (CoI) model (Garrison, Anderson, & Archer, 2010) was used to redesign the digital learning environment in the context of an Australian university. Some purposes were to replicate features of a traditional classroom and to support collaboration between professionals with different expertise. The discussion addresses three questions. Firstly, how useful was the CoI model in context and to what extent was the success (or failure) of the redevelopment attributable to the CoI' Secondly, what are the implications for current debates about the CoI model' Thirdly, what are the emergent issues and areas for future research' The paper concludes that the CoI model was useful as a communication and design heuristic rather than as a model that makes universal truth claims about the world.
      PubDate: 2017-08-31
      DOI: 10.14742/ajet.3026
      Issue No: Vol. 33, No. 4 (2017)
  • The Long Game: Five Years of Simulating the Middle East

    • Authors: Mat Hardy, Sally Totman
      Abstract: Scholarly literature attesting to the benefits of role play in teaching International Relations or Political Science subjects is abundant and universally positive. However, despite many case studies presenting snapshots of single examples, long term data concerning a role play exercise is difficult to find. This study presents student feedback data gathered from ten iterations of the Middle East Politics Simulation carried out over five years from 2011-15. The data obtained from hundreds of respondents establishes very clear trends in terms of satisfaction, engagement and workload. The findings demonstrate that students can be significantly engaged in the subject matter through role plays and that they value these opportunities and the learning that ensues, even though it may represent more work than they are used to allotting to traditional assignments. The results show that year after year, successive student cohorts have made a clear judgement that extra work is worthwhile when it pays off against their perceived learning. The inference can also be drawn that they do not see this same pay off when completing essay type assignments. 
      PubDate: 2017-08-31
      DOI: 10.14742/ajet.2696
      Issue No: Vol. 33, No. 4 (2017)
  • Reading an augmented reality book: An exploration of learners’ cognitive
           load, motivation, and attitudes

    • Authors: Kun-Hung Cheng
      Abstract: Since augmented reality (AR) has been increasingly applied in education recently, the investigation of students’ learning experiences with AR could be helpful for educators to implement AR learning. With a quantitative survey using three questionnaires, this study explored the relationships among 153 students’ perceived cognitive load, motivation, and attitudes of perceived control, perceived usefulness, behaviour of learning, and behaviour of AR learning, when they engaged in an AR book reading activity. The results indicated that, in general, the students perceived less cognitive load, stronger motivation, and more positive attitudes towards the experiences when reading an AR book. However, dissimilar to past studies, the perceptions of low level cognitive load cannot be guaranteed to lead to positive intentions to learn. Interestingly, motivation mediated the relationships between the students’ perceived cognitive load and behavioural intention to learn. Only when the students’ perceptions of motivational factors such as attention or confidence were significant did the perceived usefulness and cognitive load play a role in their behavioural intentions to take part in future AR learning. The findings of this study may provide insights for future AR-related studies to explore the role of cognitive load in learning performance with consideration of motivational factors.
      PubDate: 2017-08-31
      DOI: 10.14742/ajet.2820
      Issue No: Vol. 33, No. 4 (2017)
  • TPACK in action: A study of a teacher educator’s thoughts when
           planning to use ICT

    • Authors: Shaista Bibi, Shahadat Hossain Khan
      Abstract: In this paper, we discuss how a university lecturer (pseudonym: James) drew on his technological pedagogical and content knowledge (TPACK) when planning to integrate technology in teaching. The main purpose of the study was to use real-life planning observations to understand James’s TPACK. The data were obtained through think-aloud sessions in which James planned a course that is offered to undergraduate initial teacher education (ITE) students in a research-intensive Australian university. Chi’s (1997) verbal analysis method was used to analyse verbal qualitative data. The results indicate that a different set of knowledge domains underpinned James’s decisions in each different episode of his planning sessions giving his TPACK a dynamic and context-sensitive nature. We suggest observations of teachers when making actual planning decisions as one of the preferred methods to understand the nature of their TPACK. The study introduces a new approach in understanding how this teacher’s TPACK looks when he drew on various domains of knowledge, by visually presenting the combinations made among knowledge domains.
      PubDate: 2017-08-31
      DOI: 10.14742/ajet.3071
      Issue No: Vol. 33, No. 4 (2017)
  • Blog-based professional development of English teachers in Mumbai: The
           potential of innovative practice under scrutiny

    • Authors: Atiya Khan
      Abstract: The professional development of teachers in India is still, by and large, based on formal and outdated professional learning traditions, often characterised by crash courses and one-off workshops. In education, blogs have proven to be an effective means of establishing and maintaining collaborative learning networks and helping members reflect on their professional practices. Information and communications technology (ICT) enabled practices of teacher professional development is still in its infancy in India. Moreover, there is limited research in India to secure foundational understanding of how and in what ways teachers of English in India use blogs for their professional development. This study explores the use of teacher reflective practice, teacher networking, and teacher collaboration, beyond formal ICT training, through blog-based professional development of English teachers in the Mumbai region of India. Using data collected from 32 teachers from three private schools in Mumbai, through ICT interactive workshop observations, questionnaires, interviews, and blog comments, this action case study explains whether and why blogging, as a learning community, has the potential to add significant value to existing professional development of English teachers in Mumbai.
      PubDate: 2017-08-31
      DOI: 10.14742/ajet.2784
      Issue No: Vol. 33, No. 4 (2017)
  • ICTs for non-formal education in rural Thailand

    • Authors: Sudarat Intarat, Sumalee Chanchalor, Elizabeth Murphy
      Abstract: Non-formal education (NFE) has a role to play in the education of marginalised groups such as out-of-school adults. NFE is based in the discourse of lifelong learning with its agenda of economic growth and active citizenship. This discourse requires moving beyond traditional conceptualisations of primary, secondary and tertiary education to conceptualise lifelong learning as formal, non-formal and informal. Information and communication technologies (ICTs) can potentially support NFE, but not enough is known about this potential. This study investigated ICT use in NFE in rural Thailand. The study compared collaboration, content knowledge and satisfaction in a Career Education course between students learning face-to-face (F2F) versus students learning F2F with desktop computers (F2F+DT). We compared the same variables in an English in Daily Life course between students learning F2F versus students learning F2F with mobile phones (F2F+M). Comparisons of the F2F and F2F+DT modes revealed no significant difference in content knowledge, in students’ perceptions of collaboration or in satisfaction. Comparison of the F2F and F2F+M modes revealed content knowledge and satisfaction were higher for the F2F+M mode but there was no significant difference for collaboration. Comparisons of F2F+DT with F2F+M revealed no significant difference for content knowledge or for satisfaction. The F2F+M mode was significantly higher for perceptions of collaboration.
      PubDate: 2017-08-31
      DOI: 10.14742/ajet.3165
      Issue No: Vol. 33, No. 4 (2017)
  • Lecture-recording technology in higher education: Exploring lecturer and
           student views across the disciplines

    • Authors: Kulari Lokuge Dona, Janet Gregory, Ekaterina Pechenkina
      Abstract: This paper presents findings of an institutional case study investigating how students and lecturers experienced a new opt-out, fully integrated lecture-recording system which enabled audio and presentation screen capture. The study’s focus is on how ‘traditional’ students (generally characterised as young, enrolled full-time and attending classes on campus) engaged with lecture-recording and how lecturers’ experiences with, and attitudes towards, lecture-recording differed depending on their discipline. Students were generally positive about the affordances of the lecture-recording system, whilst lecturers remained undecided on its value. Discipline-based differences in lecturer engagement with the system were noted between lecturers teaching engineering and sciences subjects and those teaching business and social sciences, the latter being more positive towards the system. The paper raises questions about the efficacy of a one-size-fits-all lecture-recording system given differences in disciplinary activities, lecturer styles and approaches to teaching.
      PubDate: 2017-08-31
      DOI: 10.14742/ajet.3068
      Issue No: Vol. 33, No. 4 (2017)
  • Developing a typology of mobile apps in Higher Education: A national

    • Authors: Ekaterina Pechenkina
      Abstract: Mobile applications (apps) are used in higher education (HE) in a variety of ways, including as learning tools, study organisers, for marketing, and recruitment of new students. Purposed with easing student transition into university life, organiser apps have a capacity to assist students with various aspects of university experience, freeing up time and energy for study, while apps used as learning tools can help students solidify the content of lectures, self-test their knowledge of the subject, and collaborate with peers. Despite the proliferation of HE apps, there is still no systematic understanding of this field, with a number of important questions remaining unanswered, such as what types of apps are most commonly found in HE, what their complex uses are, and how their affordances and functionalities are deployed by universities and students. This study addresses this gap. After analysing 177 apps affiliated with Australian universities, a typology of HE apps is proposed. Study management and navigation apps emerge as the most common types of apps offered to students, with augmented and/or virtual reality apps forming another key category. New insights are offered pertaining to the complex terrain of HE mobile apps, and problematic areas arising from this research, such as safety, student support, privacy, and equity, are discussed.
      PubDate: 2017-08-31
      DOI: 10.14742/ajet.3228
      Issue No: Vol. 33, No. 4 (2017)
  • Relationship between internet self-efficacy and internet anxiety: A
           nuanced approach to understanding the connection

    • Authors: Narmada Paul, Michael Glassman
      Abstract: The present study makes the case that the individual constituents of internet self-efficacy – search self-efficacy, communication self-efficacy, organisation self-efficacy, differentiation self-efficacy, and reactive/generative self-efficacy – may be of differential importance in predicting internet anxiety within web-assisted learning environments. Two hundred and eighty-nine undergraduate students enrolled in a blog-centric general education course on child development at a large mid-western university in the United States participated in this study. Based on inferences drawn from the socio-cognitive perspective and cognitive load theory, it was hypothesised that in a blog-centric constructivist learning environment, reactive/generative self-efficacy or the belief in one’s ability to react meaningfully to others’ posts and generate educationally valuable posts, would emerge as a unique predictor of internet anxiety after controlling for all of the other facets of internet self-efficacy. The results of a two-step hierarchical regression indicated that both reactive/generative self-efficacy and search self-efficacy are unique predictors of internet anxiety. The findings have several implications for researchers seeking greater insight into the relationship between internet self-efficacy and internet anxiety as well as instructors seeking to create a constructivist learning environment utilising the potential of the web.
      PubDate: 2017-08-31
      DOI: 10.14742/ajet.2791
      Issue No: Vol. 33, No. 4 (2017)
  • Does documenting the regulation process on a blog enhance pre-service
           teachers’ self- and co-regulation in a collaborative project'

    • Authors: Moon-Heum Cho, Seongmi Lim, Kyeonghwa Lee
      Abstract: Students often complain about unsatisfactory experiences resulting from disproportionate contributions to collaborative projects. To improve the experience, we applied regulation theory to design a process to document regulation on a blog and examined whether such documentation enhanced students’ self-regulation and co-regulation skills while working on a collaborative project. The results indicate that students improved both their self- and co-regulation skills significantly and they were highly satisfied with their experiences in the collaborative task. In addition, the content analysis performed on the documented regulation reveals that students engaged in diverse types of regulation processes through social interaction with group members. A discussion of teaching and learning strategies when using a blog in a collaborative task is included in this paper.
      PubDate: 2017-08-31
      DOI: 10.14742/ajet.2996
      Issue No: Vol. 33, No. 4 (2017)
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