Subjects -> EDUCATION (Total: 2550 journals)
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EDUCATION (2189 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: 5)
(Pensamiento), (palabra) y obra     Open Access   (Followers: 2)
21. Yüzyılda Eğitim Ve Toplum Eğitim Bilimleri Ve Sosyal Araştırmalar Dergisi     Open Access  
21st Century Pedagogy     Open Access   (Followers: 7)
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access   (Followers: 2)
ABDIMAS ALTRUIS : Jurnal Pengabdian Kepada Masyarakat     Open Access  
Abdimas Toddopuli : Jurnal Pengabdian Pada Masyarakat     Open Access   (Followers: 12)
About Campus     Hybrid Journal   (Followers: 9)
Academic Medicine     Hybrid Journal   (Followers: 75)
Academic Psychiatry     Full-text available via subscription   (Followers: 33)
Academic Questions     Hybrid Journal   (Followers: 9)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 65)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 65)
Accounting & Finance     Hybrid Journal   (Followers: 59)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 23)
Açıköğretim Uygulamaları ve Araştırmaları Dergisi     Open Access  
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 13)
Acta Científica : Ciências Humanas     Open Access   (Followers: 2)
Acta Didactica Norge     Open Access   (Followers: 2)
Acta Educationis Generalis     Open Access  
Acta Paedagogica Vilnensia     Open Access   (Followers: 1)
Acta Scientiarum. Education     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 79)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 44)
Action Research     Hybrid Journal   (Followers: 51)
Active Learning in Higher Education     Hybrid Journal   (Followers: 372)
Actualidades Pedagógicas     Open Access  
Adelphi series     Hybrid Journal   (Followers: 14)
Adiyaman University Journal of Educational Sciences     Open Access   (Followers: 1)
Administração Educacional     Open Access  
Administration & Society     Hybrid Journal   (Followers: 15)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 247)
Adult Education Quarterly     Hybrid Journal   (Followers: 249)
Advanced Education     Open Access   (Followers: 16)
Advances in Building Education     Open Access   (Followers: 7)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 36)
Advances in High Energy Physics     Open Access   (Followers: 25)
Advances in School Mental Health Promotion     Partially Free   (Followers: 12)
AERA Open     Open Access   (Followers: 11)
Africa Education Review     Hybrid Journal   (Followers: 30)
African Journal of Chemical Education     Open Access   (Followers: 5)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 10)
African Journal of Health Professions Education     Open Access   (Followers: 6)
African Journal of Research in Mathematics, Science and Technology Education     Hybrid Journal   (Followers: 11)
African Journal of Teacher Education     Open Access   (Followers: 1)
Agora     Full-text available via subscription   (Followers: 6)
AGORA Magazine     Open Access  
Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi     Open Access  
Ahmad Dahlan Journal of English Studies     Open Access   (Followers: 3)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 8)
Ainedidaktiikka     Open Access  
Akadémiai Értesítö     Full-text available via subscription  
Akademos     Open Access   (Followers: 1)
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 3)
AKSIOMATIK : Jurnal Penelitian Pendidikan dan Pembelajaran Matematika     Open Access   (Followers: 1)
Aksis : Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access  
Al-Athfaal : Jurnal Ilmiah Pendidikan Anak Usia Dini     Open Access   (Followers: 3)
Al-Bahith Journal     Open Access   (Followers: 1)
Al-Fikrah     Open Access   (Followers: 4)
Al-Idarah : Jurnal Kependidikan Islam     Open Access  
Al-Jabar : Jurnal Pendidikan Matematika     Open Access   (Followers: 1)
Al-Mudarris : Journal of Education     Open Access   (Followers: 1)
Al-Tadris : Jurnal Pendidikan Bahasa Arab     Open Access  
Al-Tadzkiyyah : Jurnal Pendidikan Islam     Open Access  
Al-Tanzim : Jurnal Manajemen Pendidikan Islam     Open Access  
Al.Qadisiya journal for the Sciences of Physical Education     Open Access  
Alan Eğitimi Araştırmaları Dergisi     Open Access  
Alberta Journal of Educational Research     Full-text available via subscription   (Followers: 9)
Aldaba     Open Access   (Followers: 1)
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alotrop     Open Access  
Alsic : Apprentissage des Langues et Systèmes d'Information et de Communication     Open Access   (Followers: 17)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
Ambiente & Educação : Revista de Educação Ambiental     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 19)
American Biology Teacher     Full-text available via subscription   (Followers: 14)
American Educational Research Journal     Hybrid Journal   (Followers: 237)
American Journal of Business Education     Open Access   (Followers: 16)
American Journal of Distance Education     Hybrid Journal   (Followers: 33)
American Journal of Education     Full-text available via subscription   (Followers: 282)
American Journal of Educational Research     Open Access   (Followers: 73)
American Journal of Health Education     Hybrid Journal   (Followers: 36)
American Journal of Physics     Full-text available via subscription   (Followers: 54)
American String Teacher     Full-text available via subscription   (Followers: 2)
Ana Dili Eğitimi Dergisi / Journal of Mother Tongue Education     Open Access  
Anadolu Journal Of Educational Sciences International     Open Access   (Followers: 1)
Anadolu University Journal of Education Faculty     Open Access  
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 4)
Anargya : Jurnal Ilmiah Pendidikan Matematika     Open Access   (Followers: 9)
Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova     Open Access  
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 11)
Annals of Modern Education     Full-text available via subscription   (Followers: 6)
Antistasis : An Open Educational Journal     Open Access   (Followers: 10)
Anuario Pilquen : Sección Divulgación Científica     Open Access  
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 3)
Apex : New Zealand Journal of Gifted Children     Open Access   (Followers: 1)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 19)
Applied Measurement in Education     Hybrid Journal   (Followers: 11)
Aprender     Open Access  
AR-RIAYAH : Jurnal Pendidikan Dasar     Open Access  
Arabia     Open Access   (Followers: 1)
Arabiyatuna : Jurnal Bahasa Arab     Open Access  
Archivos de Ciencias de la Educación     Open Access   (Followers: 2)
Areté, Revista Digital del Doctorado en Educación de la Universidad Central de Venezuela     Open Access   (Followers: 1)
Arrancada     Open Access   (Followers: 1)
Ars Educandi     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 30)
Arte e Investigación     Open Access   (Followers: 1)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 45)
Arts Education Policy Review     Hybrid Journal   (Followers: 7)
Artseduca : Revista electrónica de educación en las ARTES     Open Access   (Followers: 1)
ASEAN Journal of Education     Open Access   (Followers: 3)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 21)
Asia Pacific Education Review     Hybrid Journal   (Followers: 12)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 24)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 14)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 27)
Asian Journal of Distance Education     Open Access   (Followers: 4)
Asian Journal of Education and Social Studies     Open Access   (Followers: 2)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 17)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 4)
Asian-Pacific Journal of Second and Foreign Language Education     Open Access   (Followers: 2)
ASp     Open Access   (Followers: 4)
Assessing Writing     Hybrid Journal   (Followers: 15)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 246)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 16)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 49)
Assessment Update     Hybrid Journal   (Followers: 5)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Taqaddum     Open Access  
At-Turats     Open Access  
ATENA Didaktik     Open Access   (Followers: 5)
Atenas : Revista Científico Pedagógica     Open Access   (Followers: 1)
Athenea Digital     Open Access  
ATIKAN : Jurnal Kajian Pendidikan (Journal of Educational Studies)     Open Access  
Atthulab : Islamic Religion Teaching and Learning Journal     Open Access   (Followers: 1)
Aula Abierta     Open Access   (Followers: 2)
Aula de Encuentro     Open Access  
Australasian Journal of Educational Technology     Open Access   (Followers: 21)
Australasian Journal of Engineering Education     Hybrid Journal   (Followers: 2)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 7)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 4)
Australian Art Education     Full-text available via subscription   (Followers: 8)
Australian Educational Researcher     Hybrid Journal   (Followers: 31)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 15)
Australian Journal of Career Development     Hybrid Journal   (Followers: 4)
Australian Journal of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian Journal of Education     Hybrid Journal   (Followers: 43)
Australian Journal of Environmental Education     Full-text available via subscription   (Followers: 10)
Australian Journal of Indigenous Education, The     Full-text available via subscription   (Followers: 11)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 5)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 6)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 477)
Australian Journal of Teacher Education     Open Access   (Followers: 28)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 6)
Australian Screen Education Online     Full-text available via subscription   (Followers: 3)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 4)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Autism     Hybrid Journal   (Followers: 344)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Bahastra     Open Access  
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 2)
Baltic Journal of Career Education and Management     Open Access   (Followers: 1)
Barn : Forskning om barn og barndom i Norden     Open Access   (Followers: 1)
Basastra : Jurnal Bahasa, Sastra, dan Pengajarannya     Open Access   (Followers: 1)
BC TEAL Journal     Open Access  
Becoming : Journal of the Georgia Middle School Association     Open Access   (Followers: 10)
Behavioural Sciences Undergraduate Journal     Open Access   (Followers: 5)
BELAJEA : Jurnal Pendidikan Islam     Open Access  
BELIA : Early Childhood Education Papers     Open Access   (Followers: 10)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 4)
Berkeley Review of Education     Open Access   (Followers: 9)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 7)
Bio-Lectura     Open Access  
BIODIK : Jurnal Ilmiah Pendidikan Biologi     Open Access   (Followers: 1)
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access   (Followers: 1)
Bioma : Jurnal Ilmiah Biologi     Open Access  
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 9)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
Biosfer : Jurnal Tadris Biologi     Open Access  
BISE : Jurnal Pendidikan Bisnis dan Ekonomi     Open Access   (Followers: 1)
Biuletyn Historii Wychowania     Open Access  
BMC Medical Education     Open Access   (Followers: 50)
BMJ Simulation & Technology Enhanced Learning     Hybrid Journal   (Followers: 12)
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
Boletim Técnico do Senac     Open Access  
Bordón : Revista de Pedagogía     Open Access   (Followers: 1)
British (Jurnal Bahasa dan Sastra Inggris)     Open Access   (Followers: 1)
British Educational Research Journal     Hybrid Journal   (Followers: 255)
British Journal of Educational Studies     Hybrid Journal   (Followers: 208)
British Journal of Educational Technology     Hybrid Journal   (Followers: 209)

        1 2 3 4 5 6 7 8 | Last

Similar Journals
Journal Cover
Australasian Journal of Educational Technology
Number of Followers: 21  

  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]
  • Novices’ performance using hypertext materials: Shedding light on
           disorientation

    • Authors: Álvaro Jáñez; Javier Rosales
      Abstract: Many researchers have proposed a causal link between low domain knowledge and disorientation in hypertext. Our objective was to challenge this hypothesis, examining other variables that might have an influence, such as design, reading instructions, or working memory capacity. We analysed navigation patterns and comprehension scores in a sample of low topic knowledge undergraduate students (N = 45) who were assigned to one of three hypertext conditions: reading for a test, reading to write a summary, and elaborative interrogation. Another sample (N = 45) of low knowledgeable undergraduate students were used as a control group, performing the same tasks using printed texts. Regarding disorientation, and contrasting with previous research, only a minority of students became disoriented in hypertext. Neither reading instructions nor working memory capacity had the expected impact on readers’ behaviour or outcomes, so hypertext design might be a key aspect on explaining disorientation. Implications for hypertext design and education are discussed.   Implications for practice or policy:
      The general assumption of low prior knowledge readers becoming disoriented in hypertext is falsified.
      Educational hypertext designers should always consider hypertext structure, graphical overviews, and usability elements.
      Educators must be aware that novices may show difficulties to adapt their learning behaviour to different reading goals.
      PubDate: Mon, 28 Sep 2020 09:19:54 +100
       
  • Learn from your environment: A visual literacy learning model

    • Authors: Matthew Guinibert
      Abstract: Based on the presupposition that visual literacy skills are not usually learned unaided by osmosis, but require targeted learning support, this article explores how everyday encounters with visuals can be leveraged as contingent learning opportunities. The author proposes that a learner’s environment can become a visual learning space if appropriate learning support is provided. This learning support may be delivered via the anytime and anywhere capabilities of mobile learning (m-learning), which facilitates peer learning in informal settings. The study propositioned a rhizomatic m-learning model of visual skills that describes how the visuals one encounters in their physical everyday environment can be leveraged as visual literacy learning opportunities. The model was arrived at by following an approach based on heuristic inquiry and user-centred design, including testing prototypes with representative learners. The model describes one means visual literacy could be achieved by novice learners from contingent learning encounters in informal learning environments, through collaboration and by providing context-aware learning support. Such a model shifts the onus of visual literacy learning away from academic programmes and, in this way, opens an alternative pathway for the learning of visual skills.   Implications for practice or policy:
      This research proposes a means for learners to leverage visuals they encounter in their physical everyday environment as visual literacy learning opportunities.
      M-learning software developers may find the pedagogical model useful in informing their own software.
      Educators teaching visual skills may find application of the learning model’s pedagogical assumptions in isolation in their own formal learning settings.
      PubDate: Mon, 28 Sep 2020 09:17:02 +100
       
  • The relationship between mobile learning and self-regulated learning: A
           systematic review

    • Authors: Agnieszka Palalas; Norine Wark
      Abstract: A systematic review of 38 primary research peer-reviewed articles, drawn from six databases and spanning from January 2007 to January 2019, was conducted to determine the principle information that they collectively offered on the relationship between mobile learning (m-learning) and self-regulated learning (SRL). In answering the research questions posed, a synthesis of the following 12 key elements was undertaken: (1) research aims, (2) research methodologies, (3) outcomes, (4) education discipline areas, (5) educational levels, (6) educational contexts, (7) geographic location, (8) time frame, (9) type of device, (10) m-learning and SRL definitions, (11) theoretical models, and (12) m-learning, self-regulation (SR), and SRL variable measurement instruments. The frequency of studies on the relationship between m-learning and SRL increased in more recent years, as did the types of devices used in these studies. More than three quarters of the studies concluded that m-learning enhanced SRL, SRL enhanced m-learning, or m-learning and SRL enhanced other learning factors (e.g., health, curriculum development). Moreover, the relationship between m-learning and SRL was dynamic and complex. A primary recommendation was to intentionally integrate m-learning and SRL into formal curricula guided by informed, technologically adept educators who provided appropriate, ever-decreasing support and scaffolding as learners became more self-determined.   Implications for practice or policy:
      M-learning research and practice should be founded upon relevant theory and validated definitions of m-learning that consider ever-advancing technologies and related pedagogies that include participatory activities.
      M-learning designers should ensure that mobile technologies are used intentionally and selectively, guided by clearly defined learning objectives, and integrated into the curriculum by technologically adept educators who provide appropriate, ever-decreasing support and scaffolding as learners become more self-determined.
      When designing m-learning, educators should consider digital safety and privacy issues.
      PubDate: Mon, 28 Sep 2020 09:12:25 +100
       
  • 2020 vision: What happens next in education technology research in
           Australia

    • Authors: Kate Thompson; Jason Lodge
      Abstract: The COVID-19 pandemic has certainly caused global upheaval in education. The sudden and mass migration of learning online has created challenges and opportunities for educators, educational technologists and researchers of educational technologies and will continue to do so for some time. As we discuss here, there is a likelihood that the COVID-19 pandemic will exacerbate the troubled relationships between policy, research and practice that have existed for the last decade. We focus here on the Australian context as a case in point and argue that changes to the funding of universities and research have contributed to a system in which the available technology has driven educational technology research. We argue that we have a moment to pause and consider how we might work more effectively together to create a better, evidence-informed future for learning with technologies in higher education.
      PubDate: Mon, 28 Sep 2020 09:03:13 +100
       
  • Measuring university students’ technostress in technology-enhanced
           learning: Scale development and validation

    • Authors: Xinghua Wang; Seng Chee Tan, Lu Li
      Abstract: With technology-enhanced learning playing an increasingly important role in higher education, university students are enjoying unprecedented benefits while likely experiencing technostress due to increased requirements and different academic expectations of technology-enhanced learning. This study aimed to develop a psychometric scale to measure university students’ levels of technostress in technology-enhanced learning. An initial technostress scale was developed drawing on the person-environment fit theory and prior research on technostress. In total 620 students were recruited from two public universities in China. Three rounds of study were performed to validate the initial technostress scale using factor analysis, the Rasch model, and multilevel linear regression. The finalised technostress scale with 8 items demonstrated robust psychometric properties, including high internal consistency, validity, uni-dimensionality, and measurement invariance across students of different demographics. The development of the technostress scale is an important step in identifying maladapted students and preserving their wellbeing so as to increase their constructive and active participation in technology-enhanced learning.
      PubDate: Mon, 27 Apr 2020 00:00:00 +100
       
  • Effects of instructors’ academic disciplines and prior experience with
           learning management systems: A study about the use of Canvas

    • Authors: Nafsaniath Fathema; Mohammad H Akanda
      Abstract: This study examines the effects of instructors’ academic disciplines and prior experience with the learning management system (LMS), Canvas, on current use. Our mixed method study collected data via an online survey from 557 instructors at two United States universities. Quantitative analyses found significant differences in instructors’ use of Canvas by their academic discipline and prior Canvas experience. Content analysis of the open-ended responses revealed that, when reporting the strengths and weaknesses of Canvas, while instructors across disciplines reported common strengths, the weaknesses they identified varied according to the features they used for their specific disciplines. Our findings lead us to recommend routine evaluation and assessment of instructors’ needs related to LMS. We suggest that, together with general LMS training, campuses design and offer discipline-specific LMS training to ensure instructors’ needs for LMS based on their academic fields are addressed. Also, we propose that universities should design and offer basic and advanced LMS training programs for instructors with different levels of LMS experience.
      PubDate: Wed, 29 Jan 2020 00:00:00 +110
       
  • Facilitating student engagement through educational technology in higher
           education: A systematic review in the field of arts and humanities

    • Authors: Svenja Bedenlier; Melissa Bond, Katja Buntins, Olaf Zawacki-Richter, Michael Kerres
      Abstract: Understanding how educational technology can enhance student engagement is becoming increasingly necessary in higher education, and particularly so in arts and humanities, given the communicative nature of courses. This narrative systematic review synthesises 42 peer-reviewed arts and humanities articles published between 2007-2016, indexed in four international databases. The results indicate that the majority of research has been undertaken in language learning, predominantly in East Asian countries, with limited grounding of research in theory. This review found that educational technology supports student engagement, with behavioural engagement by far the most prevalent dimension. Affective engagement was the lowest observed dimension, with affective disengagement the most prevalent negative dimension. Blogs, mobile learning, and assessment tools were the most effective at promoting engagement. However, caution and education in how to use technology are needed, as any use not underpinned by effective and informed pedagogy can also lead to students feeling overwhelmed and disengaging from learning. Further research is needed on online collaboration, as well as international courses that offer cross-cultural opportunities for language use, and the increased use of qualitative methods is also advised.
      PubDate: Sun, 26 Jan 2020 00:00:00 +110
       
  • Conceptualising a visual representation model for MOOC-based blended
           learning designs

    • Authors: Laia Albó; Davinia Hernández-Leo
      Abstract: This article reports on a study about how massive open online course (MOOC)-based blended learning designs can be visually represented to facilitate their comprehension and sharing. We carried out an iterative co-creation process with different stakeholders to conceptualise a visual learning design representation model within the context of blending MOOCs with face-to-face courses. The data analysed was derived from questionnaires and the generated representations. Results indicate that the representation enabled educators to easily visualise the overall structure of the learning designs and the relationships between the different design elements, providing a context for fostering reflection and decision-making during the planning of MOOC-based blended learning designs.
      PubDate: Wed, 01 Jan 2020 00:00:00 +110
       
  • Pre-service teachers’ achievement and perceptions of the classroom
           environment in flipped learning and traditional instruction classes

    • Authors: Melike Ozudogru; Meral Aksu
      Abstract: The aim of this study was to investigate whether flipped learning affects pre-service teachers’ achievement and perceptions related to the classroom environment. This experimental study was conducted in the fall semester of 2017–2018 for 11 weeks at a state university in Turkey and included a total of 56 pre-service teachers. An achievement test and a scale were implemented to collect the data. The analyses through descriptive and inferential statistical analysis techniques showed that flipped learning group obtained significantly higher achievement test scores and final grades than the traditional instruction group. On the other hand, being in the flipped learning group or in the traditional group had no significant effect on the pre-service teachers’ perceptions of the classroom environment.
      PubDate: Wed, 01 Jan 2020 00:00:00 +110
       
  • Social media, learning and connections for international students: The
           disconnect between what students use and the tools learning management
           systems offer

    • Authors: Jade Sleeman; Catherine Lang, Eva Dakich
      Abstract: With the increased focus on the use of digital platforms to facilitate teaching and learning comes the challenge of creating connections between international students and their new classmates. The use of social media in higher education may be one avenue that can enable not only learning but also social connections between students to improve the international study experience and sense of community. This article reports on the findings of a small survey study at an Australian university, which demonstrate that the majority of international students surveyed had greater prior experience with social network sites for personal and educational use rather than wikis, blogs, and discussion forums, which are often used in institutional settings. Furthermore, the results suggest that the educational use of social network sites led many participants to add new classmates as profile friends. These findings have implications for the choice of digital platforms for pedagogical use of social media and how that may impact on the teaching of international students in higher education for making connections.
      PubDate: Wed, 01 Jan 2020 00:00:00 +110
       
  • The effects of a visible-annotation tool for sequential knowledge
           construction on discourse patterns and collaborative outcomes

    • Authors: Yoonhee Shin; Jaewon Jung
      Abstract: This study aimed to explore learners’ discourse patterns and outcomes while using a visible-annotation tool as a collaborative representation tool. The tool used in this study introduced two types of sharing activities before the problem-solving phase to support sequential knowledge construction. Forty participants were randomly assigned to one of three groups according to two variables: type of sharing activities (meaning sharing activity (M) and opinion sharing activity (O)), and type of representation function to guide sharing activities (word-based function (W) and sentence-based function (S)). All three groups performed sharing activities during the same period. After completing these, the participants carried out a lesson-planning task in pairs during the problem-solving phase. All annotations across three learning phases were categorised to investigate discourse patterns. The findings revealed that Group MWOS, provided with M based on W and O based on S, had the most effective knowledge construction process, showing sequential discourse patterns. In addition, differences in discourse patterns among groups positively influenced the level of collaborative outcomes.
      PubDate: Wed, 01 Jan 2020 00:00:00 +110
       
  • Investigating online tests practices of university staff using data from a
           learning management system

    • Authors: Anna Stack; Bopelo Boitshwarelo, Alison Reedy, Trevor Billany, Hannah Reedy, Rajeev Sharma, Jyoti Vemuri
      Abstract: While research on online tests in higher education is steadily growing, there is little evidence in the literature of the use of learning management systems (LMS), such as Blackboard™, as rich sources of data on online tests practices. This paper reports on an investigation that used data from Blackboard™ LMS to gain insight into the purpose for and practice of online tests at the Charles Darwin University (CDU) Business School in Australia. Focussing on curriculum and pedagogical practices, the paper identifies indications of good practice as well as potential issues related to curriculum mapping, including possible misalignment between learning outcomes and online tests. It also affirms the versatility of using data from LMSs in the study of e-assessment in general and online tests in particular.
      PubDate: Wed, 01 Jan 2020 00:00:00 +110
       
  • Educational smartphone apps for language learning in higher education:
           Students’ choices and perceptions

    • Authors: Fatemeh Nami
      Abstract: The popularity and use of smartphone apps for language learning have significantly grown in Iran over the past years. Despite this growth, empirical data on students’ choice of such apps, their perception towards them, and the impact of external factors on their attitude remains scant. In an attempt to contribute to this research base, a descriptive survey study was carried out to explore the type of language learning apps commonly used by 381 university students at Amirkabir University of Technology and their perception towards the effectiveness of these apps for developing learning language skills. Dictionary and lexical apps appeared to be the most popular application types amongst participants. While students were generally positive about the use of apps for language learning, they had different viewpoints regarding the potential of apps for developing different language skills.  The results of ANOVA indicate that gender did not play a significant role in participants’ perception. On the contrary, the type of apps used significantly shaped students’ attitudes towards app-based language learning. The findings contribute to research on mobile assisted language learning and educational app design, by shedding more light on students’ choice of apps for learning different language skills.
      PubDate: Wed, 01 Jan 2020 00:00:00 +110
       
 
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