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  Subjects -> COMPUTER SCIENCE (Total: 1974 journals)
    - ANIMATION AND SIMULATION (29 journals)
    - ARTIFICIAL INTELLIGENCE (97 journals)
    - AUTOMATION AND ROBOTICS (97 journals)
    - CLOUD COMPUTING AND NETWORKS (63 journals)
    - COMPUTER ARCHITECTURE (9 journals)
    - COMPUTER ENGINEERING (10 journals)
    - COMPUTER GAMES (16 journals)
    - COMPUTER PROGRAMMING (23 journals)
    - COMPUTER SCIENCE (1148 journals)
    - COMPUTER SECURITY (45 journals)
    - DATA BASE MANAGEMENT (12 journals)
    - DATA MINING (32 journals)
    - E-BUSINESS (22 journals)
    - E-LEARNING (27 journals)
    - ELECTRONIC DATA PROCESSING (21 journals)
    - IMAGE AND VIDEO PROCESSING (40 journals)
    - INFORMATION SYSTEMS (101 journals)
    - INTERNET (91 journals)
    - SOCIAL WEB (50 journals)
    - SOFTWARE (33 journals)
    - THEORY OF COMPUTING (8 journals)

COMPUTER SCIENCE (1148 journals)                  1 2 3 4 5 6 | Last

Showing 1 - 200 of 872 Journals sorted alphabetically
3D Printing and Additive Manufacturing     Full-text available via subscription   (Followers: 11)
Abakós     Open Access   (Followers: 3)
Academy of Information and Management Sciences Journal     Full-text available via subscription   (Followers: 67)
ACM Computing Surveys     Hybrid Journal   (Followers: 23)
ACM Journal on Computing and Cultural Heritage     Hybrid Journal   (Followers: 8)
ACM Journal on Emerging Technologies in Computing Systems     Hybrid Journal   (Followers: 13)
ACM Transactions on Accessible Computing (TACCESS)     Hybrid Journal   (Followers: 4)
ACM Transactions on Algorithms (TALG)     Hybrid Journal   (Followers: 16)
ACM Transactions on Applied Perception (TAP)     Hybrid Journal   (Followers: 6)
ACM Transactions on Architecture and Code Optimization (TACO)     Hybrid Journal   (Followers: 9)
ACM Transactions on Autonomous and Adaptive Systems (TAAS)     Hybrid Journal   (Followers: 7)
ACM Transactions on Computation Theory (TOCT)     Hybrid Journal   (Followers: 11)
ACM Transactions on Computational Logic (TOCL)     Hybrid Journal   (Followers: 4)
ACM Transactions on Computer Systems (TOCS)     Hybrid Journal   (Followers: 18)
ACM Transactions on Computer-Human Interaction     Hybrid Journal   (Followers: 12)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 3)
ACM Transactions on Design Automation of Electronic Systems (TODAES)     Hybrid Journal   (Followers: 1)
ACM Transactions on Economics and Computation     Hybrid Journal  
ACM Transactions on Embedded Computing Systems (TECS)     Hybrid Journal   (Followers: 4)
ACM Transactions on Information Systems (TOIS)     Hybrid Journal   (Followers: 20)
ACM Transactions on Intelligent Systems and Technology (TIST)     Hybrid Journal   (Followers: 9)
ACM Transactions on Interactive Intelligent Systems (TiiS)     Hybrid Journal   (Followers: 4)
ACM Transactions on Multimedia Computing, Communications, and Applications (TOMCCAP)     Hybrid Journal   (Followers: 10)
ACM Transactions on Reconfigurable Technology and Systems (TRETS)     Hybrid Journal   (Followers: 7)
ACM Transactions on Sensor Networks (TOSN)     Hybrid Journal   (Followers: 8)
ACM Transactions on Speech and Language Processing (TSLP)     Hybrid Journal   (Followers: 11)
ACM Transactions on Storage     Hybrid Journal  
ACS Applied Materials & Interfaces     Full-text available via subscription   (Followers: 21)
Acta Automatica Sinica     Full-text available via subscription   (Followers: 3)
Acta Universitatis Cibiniensis. Technical Series     Open Access  
Ad Hoc Networks     Hybrid Journal   (Followers: 11)
Adaptive Behavior     Hybrid Journal   (Followers: 11)
Advanced Engineering Materials     Hybrid Journal   (Followers: 25)
Advanced Science Letters     Full-text available via subscription   (Followers: 5)
Advances in Adaptive Data Analysis     Hybrid Journal   (Followers: 8)
Advances in Artificial Intelligence     Open Access   (Followers: 15)
Advances in Artificial Neural Systems     Open Access   (Followers: 4)
Advances in Calculus of Variations     Hybrid Journal   (Followers: 2)
Advances in Catalysis     Full-text available via subscription   (Followers: 5)
Advances in Computational Mathematics     Hybrid Journal   (Followers: 15)
Advances in Computer Science : an International Journal     Open Access   (Followers: 13)
Advances in Computing     Open Access   (Followers: 3)
Advances in Data Analysis and Classification     Hybrid Journal   (Followers: 53)
Advances in Engineering Software     Hybrid Journal   (Followers: 25)
Advances in Geosciences (ADGEO)     Open Access   (Followers: 10)
Advances in Human Factors/Ergonomics     Full-text available via subscription   (Followers: 24)
Advances in Human-Computer Interaction     Open Access   (Followers: 19)
Advances in Materials Sciences     Open Access   (Followers: 16)
Advances in Operations Research     Open Access   (Followers: 11)
Advances in Parallel Computing     Full-text available via subscription   (Followers: 7)
Advances in Porous Media     Full-text available via subscription   (Followers: 4)
Advances in Remote Sensing     Open Access   (Followers: 37)
Advances in Science and Research (ASR)     Open Access   (Followers: 6)
Advances in Technology Innovation     Open Access  
AEU - International Journal of Electronics and Communications     Hybrid Journal   (Followers: 8)
African Journal of Information and Communication     Open Access   (Followers: 6)
African Journal of Mathematics and Computer Science Research     Open Access   (Followers: 4)
Air, Soil & Water Research     Open Access   (Followers: 7)
AIS Transactions on Human-Computer Interaction     Open Access   (Followers: 6)
Algebras and Representation Theory     Hybrid Journal   (Followers: 1)
Algorithms     Open Access   (Followers: 9)
American Journal of Computational and Applied Mathematics     Open Access   (Followers: 3)
American Journal of Computational Mathematics     Open Access   (Followers: 4)
American Journal of Information Systems     Open Access   (Followers: 6)
American Journal of Sensor Technology     Open Access   (Followers: 2)
Anais da Academia Brasileira de Ciências     Open Access   (Followers: 2)
Analog Integrated Circuits and Signal Processing     Hybrid Journal   (Followers: 5)
Analysis in Theory and Applications     Hybrid Journal  
Animation Practice, Process & Production     Hybrid Journal   (Followers: 5)
Annals of Combinatorics     Hybrid Journal   (Followers: 3)
Annals of Data Science     Hybrid Journal   (Followers: 8)
Annals of Mathematics and Artificial Intelligence     Hybrid Journal   (Followers: 6)
Annals of Pure and Applied Logic     Open Access   (Followers: 2)
Annals of Software Engineering     Hybrid Journal   (Followers: 12)
Annual Reviews in Control     Hybrid Journal   (Followers: 6)
Anuario Americanista Europeo     Open Access  
Applicable Algebra in Engineering, Communication and Computing     Hybrid Journal   (Followers: 2)
Applied and Computational Harmonic Analysis     Full-text available via subscription   (Followers: 2)
Applied Artificial Intelligence: An International Journal     Hybrid Journal   (Followers: 14)
Applied Categorical Structures     Hybrid Journal   (Followers: 2)
Applied Clinical Informatics     Hybrid Journal   (Followers: 1)
Applied Computational Intelligence and Soft Computing     Open Access   (Followers: 12)
Applied Computer Systems     Open Access   (Followers: 1)
Applied Informatics     Open Access  
Applied Mathematics and Computation     Hybrid Journal   (Followers: 31)
Applied Medical Informatics     Open Access   (Followers: 9)
Applied Numerical Mathematics     Hybrid Journal   (Followers: 5)
Applied Soft Computing     Hybrid Journal   (Followers: 16)
Applied Spatial Analysis and Policy     Hybrid Journal   (Followers: 4)
Architectural Theory Review     Hybrid Journal   (Followers: 3)
Archive of Applied Mechanics     Hybrid Journal   (Followers: 4)
Archive of Numerical Software     Open Access  
Archives and Museum Informatics     Hybrid Journal   (Followers: 124)
Archives of Computational Methods in Engineering     Hybrid Journal   (Followers: 4)
Artifact     Hybrid Journal   (Followers: 2)
Artificial Life     Hybrid Journal   (Followers: 5)
Asia Pacific Journal on Computational Engineering     Open Access  
Asia-Pacific Journal of Information Technology and Multimedia     Open Access   (Followers: 1)
Asian Journal of Computer Science and Information Technology     Open Access  
Asian Journal of Control     Hybrid Journal  
Assembly Automation     Hybrid Journal   (Followers: 2)
at - Automatisierungstechnik     Hybrid Journal   (Followers: 1)
Australian Educational Computing     Open Access  
Automatic Control and Computer Sciences     Hybrid Journal   (Followers: 3)
Automatic Documentation and Mathematical Linguistics     Hybrid Journal   (Followers: 5)
Automatica     Hybrid Journal   (Followers: 8)
Automation in Construction     Hybrid Journal   (Followers: 6)
Autonomous Mental Development, IEEE Transactions on     Hybrid Journal   (Followers: 8)
Basin Research     Hybrid Journal   (Followers: 3)
Behaviour & Information Technology     Hybrid Journal   (Followers: 52)
Bioinformatics     Hybrid Journal   (Followers: 236)
Biomedical Engineering     Hybrid Journal   (Followers: 16)
Biomedical Engineering and Computational Biology     Open Access   (Followers: 13)
Biomedical Engineering, IEEE Reviews in     Full-text available via subscription   (Followers: 17)
Biomedical Engineering, IEEE Transactions on     Hybrid Journal   (Followers: 32)
Briefings in Bioinformatics     Hybrid Journal   (Followers: 45)
British Journal of Educational Technology     Hybrid Journal   (Followers: 122)
Broadcasting, IEEE Transactions on     Hybrid Journal   (Followers: 10)
c't Magazin fuer Computertechnik     Full-text available via subscription   (Followers: 1)
CALCOLO     Hybrid Journal  
Calphad     Hybrid Journal  
Canadian Journal of Electrical and Computer Engineering     Full-text available via subscription   (Followers: 13)
Catalysis in Industry     Hybrid Journal   (Followers: 1)
CEAS Space Journal     Hybrid Journal  
Cell Communication and Signaling     Open Access   (Followers: 1)
Central European Journal of Computer Science     Hybrid Journal   (Followers: 5)
Chaos, Solitons & Fractals     Hybrid Journal   (Followers: 3)
Chemometrics and Intelligent Laboratory Systems     Hybrid Journal   (Followers: 15)
ChemSusChem     Hybrid Journal   (Followers: 7)
China Communications     Full-text available via subscription   (Followers: 7)
Chinese Journal of Catalysis     Full-text available via subscription   (Followers: 2)
CIN Computers Informatics Nursing     Full-text available via subscription   (Followers: 12)
Circuits and Systems     Open Access   (Followers: 14)
Clean Air Journal     Full-text available via subscription   (Followers: 2)
CLEI Electronic Journal     Open Access  
Clin-Alert     Hybrid Journal   (Followers: 1)
Cluster Computing     Hybrid Journal   (Followers: 1)
Cognitive Computation     Hybrid Journal   (Followers: 4)
COMBINATORICA     Hybrid Journal  
Combustion Theory and Modelling     Hybrid Journal   (Followers: 13)
Communication Methods and Measures     Hybrid Journal   (Followers: 11)
Communication Theory     Hybrid Journal   (Followers: 19)
Communications Engineer     Hybrid Journal   (Followers: 1)
Communications in Algebra     Hybrid Journal   (Followers: 3)
Communications in Partial Differential Equations     Hybrid Journal   (Followers: 3)
Communications of the ACM     Full-text available via subscription   (Followers: 51)
Communications of the Association for Information Systems     Open Access   (Followers: 18)
COMPEL: The International Journal for Computation and Mathematics in Electrical and Electronic Engineering     Hybrid Journal   (Followers: 3)
Complex & Intelligent Systems     Open Access  
Complex Adaptive Systems Modeling     Open Access  
Complex Analysis and Operator Theory     Hybrid Journal   (Followers: 2)
Complexity     Hybrid Journal   (Followers: 6)
Complexus     Full-text available via subscription  
Composite Materials Series     Full-text available via subscription   (Followers: 9)
Computación y Sistemas     Open Access  
Computation     Open Access  
Computational and Applied Mathematics     Hybrid Journal   (Followers: 2)
Computational and Mathematical Methods in Medicine     Open Access   (Followers: 2)
Computational and Mathematical Organization Theory     Hybrid Journal   (Followers: 2)
Computational and Structural Biotechnology Journal     Open Access   (Followers: 2)
Computational and Theoretical Chemistry     Hybrid Journal   (Followers: 9)
Computational Astrophysics and Cosmology     Open Access   (Followers: 1)
Computational Biology and Chemistry     Hybrid Journal   (Followers: 12)
Computational Chemistry     Open Access   (Followers: 2)
Computational Cognitive Science     Open Access   (Followers: 1)
Computational Complexity     Hybrid Journal   (Followers: 4)
Computational Condensed Matter     Open Access  
Computational Ecology and Software     Open Access   (Followers: 8)
Computational Economics     Hybrid Journal   (Followers: 9)
Computational Geosciences     Hybrid Journal   (Followers: 13)
Computational Linguistics     Open Access   (Followers: 23)
Computational Management Science     Hybrid Journal  
Computational Mathematics and Modeling     Hybrid Journal   (Followers: 8)
Computational Mechanics     Hybrid Journal   (Followers: 4)
Computational Methods and Function Theory     Hybrid Journal  
Computational Molecular Bioscience     Open Access   (Followers: 2)
Computational Optimization and Applications     Hybrid Journal   (Followers: 7)
Computational Particle Mechanics     Hybrid Journal   (Followers: 1)
Computational Research     Open Access   (Followers: 1)
Computational Science and Discovery     Full-text available via subscription   (Followers: 2)
Computational Science and Techniques     Open Access  
Computational Statistics     Hybrid Journal   (Followers: 13)
Computational Statistics & Data Analysis     Hybrid Journal   (Followers: 28)
Computer     Full-text available via subscription   (Followers: 81)
Computer Aided Surgery     Hybrid Journal   (Followers: 3)
Computer Applications in Engineering Education     Hybrid Journal   (Followers: 6)
Computer Communications     Hybrid Journal   (Followers: 10)
Computer Engineering and Applications Journal     Open Access   (Followers: 5)
Computer Journal     Hybrid Journal   (Followers: 7)
Computer Methods in Applied Mechanics and Engineering     Hybrid Journal   (Followers: 22)
Computer Methods in Biomechanics and Biomedical Engineering     Hybrid Journal   (Followers: 10)
Computer Methods in the Geosciences     Full-text available via subscription   (Followers: 1)
Computer Music Journal     Hybrid Journal   (Followers: 13)
Computer Physics Communications     Hybrid Journal   (Followers: 6)
Computer Science - Research and Development     Hybrid Journal   (Followers: 7)
Computer Science and Engineering     Open Access   (Followers: 17)
Computer Science and Information Technology     Open Access   (Followers: 11)
Computer Science Education     Hybrid Journal   (Followers: 12)
Computer Science Journal     Open Access   (Followers: 20)
Computer Science Master Research     Open Access   (Followers: 10)

        1 2 3 4 5 6 | Last

Journal Cover British Journal of Educational Technology
  [SJR: 1.613]   [H-I: 63]   [122 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  [1583 journals]
  • Retraction statement: The application of a multi-attribute decision-making
           algorithm to learning management systems evaluation
    • Abstract: The above article, published online on 3 February 2010 in Wiley Online Library (http://wileyonlinelibrary.com) has been retracted by agreement between the Journal Editors, Carina Given, Sara Hennessy, Manolis Mavrikis, Sara Price and Niall Winters, and John Wiley & Sons Ltd. on behalf of British Educational Research Association. The Retraction has been agreed due to unauthorized use of material contained in an unpublished PhD thesis: Momani, A. (2008) Easy Way to Evaluate LMSs (EW-LMS), Department of Computer and Information Systems, Near East University, Nicosia, North Cyprus.ReferenceCavus, N. (2011). The application of a multi-attribute decision-making algorithm to learning management systems evaluation. British Journal of Educational Technology, 42, 19–30. doi: 10.1111/j.1467-8535.2009.01033.x
      PubDate: 2017-06-20T21:35:33.470603-05:
      DOI: 10.1111/bjet.12566
       
  • Learning collocations: Effects of online tools on teaching English
           adjective-noun collocations
    • Authors: Ahmet Basal
      Abstract: Collocations are word combinations essential for achieving fluency in a given language. Considerable emphasis should therefore be placed on teaching collocations as a part of vocabulary instruction in language teaching. However, there is no current consensus on how best to teach collocations, and few studies have addressed the issue. This quasi-experimental study investigated the effectiveness of online tools for learning English adjective-noun collocations compared to learning collocations via traditional activities. A quasi-experimental design with a pretest and immediate and delayed posttests was applied to 53 participants (n = 25 for the control group; n = 28 for the experimental group). The test results reveal that participants in the experimental group who learned collocations with online tools performed significantly better on both immediate and delayed posttests, demonstrating the effectiveness of these tools on learning adjective-noun collocations.
      PubDate: 2017-06-05T03:55:34.535015-05:
      DOI: 10.1111/bjet.12562
       
  • 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
       
 
 
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