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Research in Learning Technology
Journal Prestige (SJR): 0.784
Citation Impact (citeScore): 2
Number of Followers: 201  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2156-7069 - ISSN (Online) 2156-7077
Published by Association for Learning Technology Homepage  [1 journal]
  • Students’ perceptions of the educational value of Twitter: a
           mixed-methods investigation

    • Authors: Amanda Deaves, Emily Grant, Kate Trainor, Kathryn Jarvis
      Abstract: It has been suggested that Twitter can be used in healthcare education to enhance active engagement and access to information. However, there is limited information regarding students’ perceptions of this platform as a pedagogical tool. This study explored the perceptions of final-year undergraduate physiotherapy students in relation to a dedicated Twitter feed that was used to support learning throughout the academic year. A mixed-methods design was utilised. A total of 33 students participating in pre- and post-surveys and two focus groups (super users and novice users) provided rich data regarding value perceptions. The results indicate that the Twitter feed was a positive addition to teaching/education and provided insights in three themes: digital literacy, educational experience and professional identity. Twitter appeared to add value to the students’ educational experience via peer-assisted learning, collaboration and connectivity. Professional identity awareness can impact students’ Twitter activity; therefore, consideration regarding the enhancement of self-confidence and active engagement within this platform is recommended.Published: 14 January 2019Citation: Research in Learning Technology 2019, 27: 2139 - http://dx.doi.org/10.25304/rlt.v27.2139
      PubDate: 2019-01-14
      DOI: 10.25304/rlt.v27.2139
      Issue No: Vol. 27 (2019)
       
  • Smart learning environment: Teacher’s role in assessing classroom
           attention

    • Authors: Rawia Bdiwi, Cyril de Runz, Sami Faiz, Arab Ali Cherif
      Abstract: The main purpose of this article is to investigate the impact of teacher’s position on students’ performance in higher education. A new pedagogical approach based on collaborative learning is used due to the design of a smart learning environment (SLE). This workspace uses, respectively, information and communication technologies (ICT) and radio frequency identification (RFID)-based indoor positioning system in order to examine students’ perceptions and the involvement of groups into this smart classroom. The merge of interactive multimedia system, ubiquitous computing and several handheld devices should lead to a successful active learning process. Firstly, we provide a detailed description of the proposed collaborative environment using mainly new technologies and indoor location system serving as a platform for evaluating attention. The research provides an obvious consensus on the teacher’s role in assessing classroom attention. We discuss our preliminary results on how teacher’s position influences essentially students’ participation. Our first experiments show that the integration of novel technologies in the area of higher education is extremely promoting the traditional way of teaching. The smart classroom model has been recommended to support this evolution. As a result, the found results indicate that the teacher’s position increases the learner’s motivation, engagement and effective learning.Published: 4 January 2019Citation: Research in Learning Technology 2019, 27: 2072 - http://dx.doi.org/10.25304/rlt.v27.2072
      PubDate: 2019-01-04
      DOI: 10.25304/rlt.v27.2072
      Issue No: Vol. 27 (2019)
       
 
 
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