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Research in Learning Technology
Journal Prestige (SJR): 0.784
Citation Impact (citeScore): 2
Number of Followers: 191  

  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]
  • Are students getting used to Learning Technology' Changing media usage
           patterns of traditional and non-traditional students in higher education

    • Authors: Carina Dolch, Olaf Zawacki-Richter
      Abstract: In 2012 (N = 2339) and 2015 (N = 1327), a longitudinal analysis was carried out to investigate changes in the media usage patterns of German higher education (HE) students, with a special emphasis on differences between traditional students (TS) and non-traditional students (NTS). Based on an online questionnaire, the students provided information about the digital devices they own or have access to, on the frequency of use as well as perceived value of digital media, e-learning tools and services for their learning in HE. The presented results indicate implications for the instructional design of teaching and learning in HE. In general, the findings show a shift towards using mobile devices. Unexpectedly, the frequency of media usage is slightly, but significantly, decreasing from 2012 to 2015. Furthermore, the results are discussed based on a media usage typology that distinguishes between entertainment users, peripheral users, advanced users and instrumental users. NTS are over-represented in the group of instrumental users who tend to apply e-learning tools a lot. Moreover, NTS state a higher demand for digital teaching and learning formats than TS.Published: 5 October 2018Citation: Research in Learning Technology 2018, 26: 2038 - http://dx.doi.org/10.25304/rlt.v26.2038
      PubDate: 2018-10-05
      DOI: 10.25304/rlt.v26.2038
      Issue No: Vol. 26 (2018)
       
  • Teaching movement science with full-body motion capture in an
           undergraduate liberal arts psychology class

    • Authors: Shengwei Yao, Elizabeth Queathem, David Neville, Damian Kelty-Stephen
      Abstract: Movement science is a field that is quickly growing in its scope, leaning heavily on psychological expertise for research design with human participants but requiring computational and engineering ability. Undergraduate psychology curricula are in a unique position to train some of its future scholars. This report reviews an attempt to pilot a class on motion capture for undergraduate psychology students. Recent developments in motion-capture technology have opened up the opportunity for giving hands-on experience with high-quality motion capture for students at liberal-arts colleges with leaner research budgets. Post-course responses to the Research on Integrated Science Curriculum (RISC) survey demonstrated that our students made significantly large gains in their ability to organise an empirical approach to study a complex problem with no clear solution, and to collect and analyse data to produce a coherent insight about that problem. Students may benefit from incorporating motion capture into their undergraduate psychology curriculum.Published: 4 October 2018Citation: Research in Learning Technology 2018, 26: 2119 - http://dx.doi.org/10.25304/rlt.v26.2119View Supplementary material
      PubDate: 2018-10-04
      DOI: 10.25304/rlt.v26.2119
      Issue No: Vol. 26 (2018)
       
  • How a MOOC can effectively facilitate student transitions to an online
           distance postgraduate programme

    • Authors: Eva Kubincová, Vicki H.M. Dale, John Kerr
      Abstract: A Massive Open Online Course (MOOC) was developed to help promote awareness of, and support student transitions into, a fully online distance, credit-bearing postgraduate certificate (PGCert). A qualitative study using semi-structured interviews was undertaken with participants on the PGCert to investigate learner experiences of both the MOOC and PGCert, and to establish the extent to which the MOOC supported learners’ transitions into the PGCert in terms of their (1) foundation knowledge, (2) study skills, (3) digital literacies, (4) readiness for self-directed learning, and to determine whether additional efforts could have been directed to more effectively support student transitions. Findings revealed that the MOOC informed participants’ decision to undertake the fully online PGCert, and that this was due to the effective learning design and a strong teacher presence throughout. The participants already possessed some background knowledge and a number of essential learning skills (though not uniformly), questioning assumptions around MOOCs as an aid to widening participation in higher education; however, the MOOC helped to enhance and unify these. Not surprisingly, there were some challenges encountered on entering online postgraduate study that the MOOC design could not anticipate or solve; therefore, we recommend that online learners are appropriately supported throughout their studies. This work has implications in terms of how MOOCs may help facilitate student transitions into other fully online, credit-bearing programmes of study.Published: 20 September 2018Citation: Research in Learning Technology 2018, 26: 2055 - http://dx.doi.org/10.25304/rlt.v26.2055 
      PubDate: 2018-09-20
      DOI: 10.25304/rlt.v26.2055
      Issue No: Vol. 26 (2018)
       
  • Professional development of teachers acting as bridges in online social
           networks

    • Authors: Maria Macià, Iolanda García
      Abstract: Spanish K-12 teachers participate in online social networks to share educational resources and also to socialise with other teachers. In these networks, participants connected to several groups can adopt a bridging role. In general, ‘bridging teachers’ are more participative, engaged and they help to spread information through the network. In this study, we explore how bridging teachers use Twitter and whether this use results in a better outcome in their educational practices. Three kinds of data sources were analysed: teacher interviews, teachers’ contributions on their own blogs and webpages, and teachers’ Twitter activity. The analysis provided information on the participants’ school practices, professional development, use of social networking sites and type of activity on Twitter. The results indicate that teachers acting as bridges use participatory methodologies combined with technology in their classroom and are active users of several social networking sites, although they prefer Twitter for professional matters. Regarding the use of Twitter, we have been able to identify two main patterns of interaction: one targeted at information sharing and the other focused on social relations.Published: 20 August 2018Citation: Research in Learning Technology 2018, 26: 2057 - http://dx.doi.org/10.25304/rlt.v26.2057
      PubDate: 2018-08-20
      DOI: 10.25304/rlt.v26.2057
      Issue No: Vol. 26 (2018)
       
  • Stakeholder perspectives on graphical tools for visualising student
           assessment and feedback data

    • Authors: Luciana Dalla Valle, Julian Stander, Karen Gresty, John Eales, Yinghui Wei
      Abstract: This paper contributes to the development of learning and academic analytics in Higher Education (HE) by researching how four graphical visualisation methods can be used to present student assessment and feedback data to five stakeholder groups, including students, external examiners and industrialists. The visualisations and underlying data sets are described, together with the results of a questionnaire designed to elicit the perspectives of the stakeholder groups on the potential value of the visualisations. Key findings of this study are that external examiners agree that the visualisations help them to carry out their role and students concur that they can assist with study organisation, relative performance assessment against the wider cohort and even module choice. All stakeholder groups were positive about the benefits of graphical visualisations in this HE context and supported an increased use of visualisations to assist with data interpretation.(Published: 30 July 2018)Citation: Research in Learning Technology 2018, 26: 1997 - http://dx.doi.org/10.25304/rlt.v26.1997View Supplementary material
      PubDate: 2018-07-30
      DOI: 10.25304/rlt.v26.1997
      Issue No: Vol. 26 (2018)
       
  • Success in information technology – what do student nurses think
           it takes' A quantitative study based on Legitimation Code Theory

    • Authors: Mike Johnson
      Abstract: The goal for learners to make successful use of information technology (IT) has become a staple of education policy and curriculum. The literature about how this can be achieved offers various conceptions of this goal, namely, skills, competence, literacy, fluency, capabilities, etc. When these concepts are reified as a taxonomy or model, they are presented in abstract forms distinct from the people who are supposed to attain them: in particular their attitudes and aspirations, which can change over time. This study, informed by Legitimation Code Theory’s (LCT) ‘specialisation’ concept (Maton 2014), surveyed student nurses (n = 310) in one UK university to find out what approach to learning they thought would lead to success in IT. The survey asked participants to select from four different ‘specialisation’ codes for four different subjects, and the responses were normalised. Each of the three year groups revealed a ‘code shift’, from a ‘knowledge code’ (ER+,SR-) in year 1, to a ‘relativist code’ (ER-,SR-) in year 2, to a ‘knower code’ (ER-,SR+) in year 3. The discussion offers some possible causes for these shifts and points to a possible contribution towards the field of digital literacies which has often depicted success in IT as a knowledge code, largely bypassing aspects of personality and intuition seen in the responses from year 3 students. Clearly further research would be needed to affirm and explicate these shifts.Published: 25 July 2018Citation: Research in Learning Technology 2018, 26: 2049 - http://dx.doi.org/10.25304/rlt.v26.2049
      PubDate: 2018-07-25
      DOI: 10.25304/rlt.v26.2049
      Issue No: Vol. 26 (2018)
       
  • iPad apps and visual methodologies: Empirical and ethical issues in
           achieving authentic data

    • Authors: Natalia Kucirkova, Garry Falloon
      Abstract: This article suggests new ways of working with visual data collected with or via iPads. Using the example of two iPad apps that we co-created, we argue that multimedia and display recorder apps can generate highly authentic data, capable of providing unique insights into the activities and experiences of young children that more conventional data methods cannot achieve. We discuss and illustrate how the use of the apps addresses some empirical and ethical challenges concerning the positioning of the child and researcher in observational research, notably in relation to observer effects and researcher subjectivity. We outline some principles and strategies for researchers interested in using iPad apps and address some challenges and use considerations of these innovative methods.Published: 19 June 2018Citation: Research in Learning Technology 2018, 26: 2029 - http://dx.doi.org/10.25304/rlt.v26.2029
      PubDate: 2018-06-19
      DOI: 10.25304/rlt.v26.2029
      Issue No: Vol. 26 (2018)
       
  • Identifying online communities of inquiry in higher education using social
           network analysis

    • Authors: Shazia K. Jan
      Abstract: This article presents findings from a case study on a fully online bachelor’s level course at an Australian University. The study was undertaken to demonstrate the effectiveness of the integrated methodological framework (IMF) in structurally exploring and identifying online communities of inquiry (CoI). The IMF employs social network analysis (SNA) as the key methodology for exploring community-based learning in light of the communities of practice (CoP) and CoI frameworks. The case study was conducted on two offerings of the same online course with some variations in the design. In line with the intentions of the lecturer to engage students in a CoI, the course included guided, facilitated, and graded weekly discussion activities. On application of the IMF, network diagrams and SNA measures clearly showed the impact of the different learning designs on student online engagement within the discussion forums in each semester. Based on structural components of a CoI within the IMF, a comparative analysis of the networks obtained indicated the formation of an unidentified community in S2 and a CoI in S3. The article discusses findings in terms of effectiveness of the IMF, impact of learning design on community formation and learning analytics in online learning.Published: 9 June 2018Citation: Research in Learning Technology 2018, 26: 2064 - http://dx.doi.org/10.25304/rlt.v26.2064
      PubDate: 2018-06-08
      DOI: 10.25304/rlt.v26.2064
      Issue No: Vol. 26 (2018)
       
  • Reengineering the ASSURE Model to curbing problems of technology
           integration in Nigerian learning institutions

    • Authors: Theodorio Adedayo Olayinka, Theodorio Francisca Jumoke, Morakinyo Temitayo Oyebamiji
      Abstract: This article focused on reengineering the ASSURE Model in order to combat inadequacies of implementing the ASSURE Model in Nigerian learning institutions. Much emphasis was on physical problems militating against successful implementation of the model in Nigeria. These problems were thoroughly discussed by the author who later coined his own model out of the model for further experimentation in order to correct identified educational deficiencies and for the creation of a document that could be used as a blueprint.Published: 9 June 2018Citation: Research in Learning Technology 2018, 26: 1999 - http://dx.doi.org/10.25304/rlt.v26.1999
      PubDate: 2018-06-08
      DOI: 10.25304/rlt.v26.1999
      Issue No: Vol. 26 (2018)
       
  • Exploring perceived cognitive load in learning programming via Scratch

    • Authors: Ünal Çakiroğlu, S. Sude Suiçmez, Yılmaz B. Kurtoğlu, Ayhan Sari, Suheda Yildiz, Mücahit Öztürk
      Abstract: The purpose of this study is to investigate the perceived cognitive load and its effects on the academic performance in Scratch-based programming. The four main concepts of programming (sequences, operators, conditions and loop) were delivered in the instructional package. Participants were 12 sixth-grade students enrolled at a public secondary school. The results from quantitative and qualitative instruments indicated that students’ perceived cognitive loads were close to each other among four programming concepts. The attractive interface of Scratch was somewhat useful but some parts of the interface were problematic for achieving the programming tasks. This study concludes with suggestions for Scratch practitioners and researchers to pay attention to the sources of cognitive load effects.Published: 10 May 2018Citation: Research in Learning Technology 2018, 26: 1888 - http://dx.doi.org/10.25304/rlt.v26.1888
      PubDate: 2018-05-10
      DOI: 10.25304/rlt.v26.1888
      Issue No: Vol. 26 (2018)
       
  • Editorial: Playful Learning

    • Authors: A. Mark Langan, Fiona Smart
      Abstract: Welcome to this themed collection for Research in Learning Technology. These articles collate ideas and practices developed from workshops held at the second Playful Learning Conference in July 2017 (http://conference.playthinklearn.net). It is fair to say that this is an extraordinary conference, designed to explore the intersection between learning and play for adults. The approach and content of the event are intentionally playful, yet underpinned by robust research and exploratory practices. The workshops, keynote speakers, stands and activities are intended to disrupt the temptation to default to mainstream educational thinking. They also provide a space for academics from diverse backgrounds to play, learn and think together. Moseley (2017) curated examples from the inaugural 2016 conference for a previous special issue.Published: 9 May 2018Citation: Research in Learning Technology 2018, 26: 2079 - http://dx.doi.org/10.25304/rlt.v26.2079
      PubDate: 2018-05-09
      DOI: 10.25304/rlt.v26.2079
      Issue No: Vol. 26 (2018)
       
  • Playful learning: tools, techniques, and tactics

    • Authors: Nicola Whitton
      Abstract: Over the past decade, there has been an increased use of playful approaches to teaching and learning in higher education. Proponents argue that creating ‘safe’ playful spaces supports learning from failure, management of risk-taking, creativity and innovation, as well as increasing the enjoyment of learning for many students. However, the emergent field of playful learning in adulthood is under-explored, and there is a lack of appreciation of the nuanced and exclusive nature of adult play. This article will first examine the theoretical background to the field, providing an initial definition of ‘playful learning’ through the metaphor of the ‘magic circle’ and presenting a hypothesis of why play is important for learning throughout the life course. Second, it will frame the field by highlighting different aspects of playful learning: playful tools, techniques, and tactics. The third section of the article provides two case studies that exemplify different aspects of play: the EduScapes escape room design project, which uses playful failure-based learning, and the Playful Learning Conference, which employs playful principles to rethink the conference format. The article concludes by highlighting three central issues for this emerging field: lack of a research trajectory; the language of play; and unacknowledged privilege inherent in the use of playful learning.Published: 9 May 2018This paper is part of the Special Collection: Playful Learning Conference, edited by Fiona Smart and Mark Langan. More papers from this collection can be found here Citation: Research in Learning Technology 2018, 26: 2035 - http://dx.doi.org/10.25304/rlt.v26.2035
      PubDate: 2018-05-09
      DOI: 10.25304/rlt.v26.2035
      Issue No: Vol. 26 (2018)
       
  • Constraints and autonomy for creativity in extracurricular gamejams and
           curricular assessment

    • Authors: Simon Grey, David Parker, Neil Gordon
      Abstract: The engagement observed by the players of the games that they play is a desirable quality that has not gone unnoticed in the field of education, leading to concepts such as gamification of education, game-based learning and serious games for training. Game designer Sid Meier is often cited as defining games as being ‘a series of interesting decisions’. The concept of choice implies an autonomous selection from a constrained set of options. This article reflects on the impact of autonomy and constraints, and extrinsic and intrinsic motivators on students’ software development work during both curricular and extracurricular activities. Finally, a model for the design of games for game-based learning is proposed in terms of autonomy and constraints with respect to learning outcomes.Keywords: learning; gamejam; extrinsic motivators; intrinsic motivatorsThis paper is part of the Special Collection: Playful Learning Conference, edited by Fiona Smart and Mark Langan. More papers from this collection can be found here.Published: 9 May 2018Citation: Research in Learning Technology 2018, 26: 2023 - http://dx.doi.org/10.25304/rlt.v26.2023
      PubDate: 2018-05-09
      DOI: 10.25304/rlt.v26.2023
      Issue No: Vol. 26 (2018)
       
  • Nostalgia, gamification and staff development – moving staff training
           away from didactic delivery

    • Authors: Tom Foster, Simon Warwick
      Abstract: There is growing evidence that incorporating games into education supports active learning and student participation. With that in mind, we created a staff development session that involved a playful learning activity, in which attendees experienced 90’s nostalgia, whilst working on an important learning and teaching issue.Based on the British game show, The Crystal Maze, The ‘Crys-TEL’ maze required attendees to complete a number of challenges as a group to attempt to ‘solve’ a pressing learning and teaching issue. Using gamification techniques, defined as game design elements in non-game settings, attendees experienced different delivery styles, whilst always working towards the learning and teaching issue they had been asked to consider. In a nod to the original Crystal Maze game show, attendees worked in groups to score points for completing various tasks. The two groups with the most points competed against each other in the final to collect crystals, and ultimately conquer the ‘maze’.This article will describe the journey we took from the initial concept through to the delivery of the session, and our reflections and proposed future developments of the Crys-TEL Maze.Published: 8 May 2018This paper is part of the Special Collection: Playful Learning Conference, edited by Fiona Smart and Mark Langan. More papers from this collection can be found here Citation: Research in Learning Technology 2018, 26: 2021 - http://dx.doi.org/10.25304/rlt.v26.2021
      PubDate: 2018-05-09
      DOI: 10.25304/rlt.v26.2021
      Issue No: Vol. 26 (2018)
       
  • Using games to disrupt the conference Twittersphere

    • Authors: Rosie Jones, Emily Shields
      Abstract: Social media tools are changing practices in many industries, including academia, and the Twitter platform is widely recognised as the ‘tool of choice’ for microblogging. Academic conferences often use social media to provide conference ‘backchannels’. This article describes a conference game using toys as alter egos, driven through Twitter. We found that the soft toy game format was participated in by a majority of the attendees, with early posts in advance of the conference a good signal of engagement. We look at what the organisers learnt from the game and how such games, including Twitter elements, could support wider networks beyond the conference itself.Published: 9 May 2018This paper is part of the Special Collection: Playful Learning Conference, edited by Fiona Smart and Mark Langan. More papers from this collection can be found here.Citation: Research in Learning Technology 2018, 26: 2036 - http://dx.doi.org/10.25304/rlt.v26.2036
      PubDate: 2018-05-09
      DOI: 10.25304/rlt.v26.2036
      Issue No: Vol. 26 (2018)
       
  • Unhappy families: using tabletop games as a technology to understand play
           in education

    • Authors: John Lean, Sam Illingworth, Paul Wake
      Abstract: In this article, we argue that tabletop games provide a helpful means of rethinking the affordances of digital games in pedagogy. We argue that tabletop games offer a distinctive technology from digital games in exploring the idea of play as experience, providing a sociable, accessible and tactile platform that can easily be adapted by players to suit their needs. At a workshop session at an international conference on play in education, we used tabletop games to enable discussion and observation of play. This workshop suggested that, rather than a singular definition, tabletop play means different things to different people, and what is ‘counted as’ play depends upon both individual and group interactions. Building upon this discussion, in this article, we return to both tabletop and digital games to discuss the idea of play as experience, especially with regard to the use of technology in educational settings, and how games might be seen as less ‘predictable’ than other technologies. We hope that this discussion provides future inspiration to other scholars who are considering the use of tabletop games in both pedagogical and technological research.Published: 9 May 2018This paper is part of the Special Collection: Playful Learning Conference, edited by Fiona Smart and Mark Langan. More papers from this collection can be found here.Citation: Research in Learning Technology 2018, 26: 2027 - http://dx.doi.org/10.25304/rlt.v26.2027
      PubDate: 2018-05-09
      DOI: 10.25304/rlt.v26.2027
      Issue No: Vol. 26 (2018)
       
  • Social media as a student response system: new evidence on learning impact

    • Authors: Chelsea Liu
      Abstract: The ubiquitousness of social media renders it a potentially powerful tool in higher education. This study explores the use of Twitter as a tool to enhance active learning and improve feedback during large-sized lectures. Students in a final-year undergraduate accounting course at an Australian university engaged in Twitter-based synchronous activities, including answering in-lecture quizzes and posting questions. This study explores two key questions: (1) ‘what encourages students to actively utilise social media in their learning process'’ and (2) ‘what pedagogical advantages are offered by social media in enhancing students’ learning experiences'’ Results of a student survey administered at the end of the course show that (1) students are more likely to participate in in-lecture Twitter activities if they are familiar with the technology, (2) Twitter activities encourage students to participate in active learning, (3) Twitter provides a platform enabling two-way student–instructor communication and (4) students find Twitter activities helpful regardless of whether they attend the lecture in real time or view online lecture recordings. These findings deepen our understanding of the pedagogical benefits of using Twitter as a student response system, which will assist educators to better harness the power of social media in the learning–teaching process.Published: 27 April 2018Citation: Research in Learning Technology 2018, 26: 2043 - http://dx.doi.org/10.25304/rlt.v26.2043
      PubDate: 2018-04-27
      DOI: 10.25304/rlt.v26.2043
      Issue No: Vol. 26 (2018)
       
  • Inline training: a technique for continuous, within-task learning

    • Authors: Brian Krisler, Richard Alterman
      Abstract: As software continues to grow in power and complexity, frequent on-the-job training is essential to maintain a proficient and productive skill set. However once a base operational skill set is attained, software users rarely continue to become proficient with the tools they use on a daily basis. This lack of proficiency results in the frequent occurrence of workflow interruptions due to the continued locating and re-locating of the operators required to perform both new and routine tasks. Aids such as reference cards and application help systems exist to make the user aware of efficient methods for task completion; however, these resources are seldom used. This study presents a new and efficient approach to help software users continue to learn about the tools they use to complete their work. This new approach to learning, called inline training, leverages common workflow interruptions to facilitate the discovery of new application knowledge. At issue is fitting the amount of work necessary to use the trainer into the already occurring interruption window. By understanding the amount of within-interruption work tolerated by the user, including an inline trainer within the window, promotes a deeper understanding of the application, resulting in a more efficient workflow.Published: 11 April 2018Citation: Research in Learning Technology 2018, 26: 1994 - http://dx.doi.org/10.25304/rlt.v26.1994
      PubDate: 2018-04-11
      DOI: 10.25304/rlt.v26.1994
      Issue No: Vol. 26 (2018)
       
  • Communication, collaboration and identity: factor analysis of academics’
           perceptions of online networking

    • Authors: Katy Jordan, Martin Weller
      Abstract: Since the advent of online social networking sites, much has been written about their potential for transforming academia, as communication and collaboration underpin many scholarly activities. However, the extent to which these benefits are being realised in practice is unclear. As the uptake of tools by academics continues to grow, there is a question as to whether differences exist in their use and if any patterns or underlying factors are at play. This article presents the results of an online survey addressing this gap. A disciplinary divide was evident in terms of preferred academic social networking platforms, while perceptions about how academics use online networking for different purposes are linked to job position. Exploratory factor analysis identified four components representing different strategies used by academics in their approaches to online networking, including maintaining a personal learning network, promoting the professional self, seeking and promoting publications, and advancing careers.Published: 10 April 2018Citation: Research in Learning Technology 2018, 26: 2013 - http://dx.doi.org/10.25304/rlt.v26.2013
      PubDate: 2018-04-10
      DOI: 10.25304/rlt.v26.2013
      Issue No: Vol. 26 (2018)
       
  • Coding, designing and networking: fostering learning through social
           connections

    • Authors: Lucila Carvalho, Rob Saunders
      Abstract: Trends in digital technologies and new social practices are calling for innovative models of learning in education. A recent development in the learning sciences, which conceptualises learning activity as networked learning, can offer deeper insight into how digital learning spaces influence the ensuing activity of learners. The networked approach coupled with social semiotics is applied in the analysis of Peep – a computer-based platform with social networking features that supports an undergraduate design course. This article illustrates how the networked learning approach and social semiotics reveal elements of the platform that enable design learning and foster social connections amongst students and lecturers. The article also examines the distribution of students’ activity and changes in their patterns of interaction over time.Published: 3 April 2018Citation: Research in Learning Technology 2018, 26: 2006 - http://dx.doi.org/10.25304/rlt.v26.2006
      PubDate: 2018-04-03
      DOI: 10.25304/rlt.v26.2006
      Issue No: Vol. 26 (2018)
       
  • Digital literacy: a Palestinian refugee perspective

    • Authors: John Traxler
      Abstract: This paper is the first attempt to explore digital literacy in the specific context of the Palestinian refugee community in the Middle East by looking at the cultural specificity of digital literacy theorising and practice, by analysing current digital education policy in the countries hosting the Palestinian refugee community and by documenting the digital environment of the Palestinian refugee. It identifies the distance or deficit between the community’s current access to digital literacy education, appropriately defined, and its digital environment, needs and opportunities. Finally, the paper provides a brief agenda for further empirical research.Published: 7 March 2018Citation: Research in Learning Technology 2018, 26: 1983 - http://dx.doi.org/10.25304/rlt.v26.1983
      PubDate: 2018-03-07
      DOI: 10.25304/rlt.v26.1983
      Issue No: Vol. 26 (2018)
       
  • UK higher education institutions’ technology-enhanced learning
           strategies from the perspective of disruptive innovation

    • Authors: Michael Flavin, Valentina Quintero
      Abstract: The publication of institutional strategies for learning, teaching and assessment in UK higher education is practically ubiquitous. Strategies for technology-enhanced learning are also widespread. This article examines 44 publically available UK university strategies for technology-enhanced learning, aiming to assess the extent to which institutional strategies engage with and accommodate innovation in technology-enhanced learning. The article uses qualitative content analysis as its method, and uses the categories of disruptive innovation, sustaining innovation and efficiency innovation to evaluate individual institutional strategies. The article argues that sustaining innovation and efficiency innovation are more commonplace in the strategies than disruptive innovation, a position which is misaligned with the technology practices of students and lecturers.Published: 2 March 2018Citation: Research in Learning Technology 2018, 26: 1987 - http://dx.doi.org/10.25304/rlt.v26.1987
      PubDate: 2018-03-02
      DOI: 10.25304/rlt.v26.1987
      Issue No: Vol. 26 (2018)
       
  • ResearchGate and Academia.edu as networked socio-technical systems for
           scholarly communication: a literature review

    • Authors: Stefania Manca
      Abstract: ResearchGate and Academia.edu have been increasingly acknowledged as the most popular academic social network sites (ASNS) for scholarly communication. Along with their benefits for supporting communication and knowledge sharing within academic communities, concerns over quality and credibility remain a pertinent issue. In terms of research investigation, ASNS have attracted strong attention for new scholarly practice and their potential for building, maintaining and enhancing reputation. However, a thorough understanding is still lacking of how these sites operate as networked socio-technical systems reshaping scholarly practices and academic identity. This article analyses 39 empirical studies published in peer-reviewed journals with a specific focus on ResearchGate and Academia.edu. The aim is to describe the status of the research and to identify gaps and priorities in the areas of scholarly networked learning and shared knowledge. Results show that the number of studies focusing on ResearchGate was more than double those dedicated to Academia.edu. While both sites have attracted attention in the library and information sciences as deployments for reputation building and alternative ranking systems, such as ResearchGate metrics, there is a dearth of research investigating practices and new modes of communication in the light of a networked participatory approach to scholarship. Most of the studies analysed focused on the general uptake or impact assessment of alternative metrics, while very few investigated individual and collective scholarly practices. This study points to the need for specific research on open and distributed learning achieved in ASNS according to a networked learning perspective.Published: 20 February 2018Citation: Research in Learning Technology 2018, 26: 2008 - https://dx.doi.org/10.25304/rlt.v26.2008
      PubDate: 2018-02-20
      DOI: 10.25304/rlt.v26.2008
      Issue No: Vol. 26 (2018)
       
  • Investigating digital native female learners’ attitudes towards
           paperless language learning

    • Authors: Tsoghik Grigoryan
      Abstract: This study is an investigation of paperless language learning in the context of the United Arab Emirates. The purpose of this study was to examine Emirati level 1 English language learners’ attitudes towards the iPad use as a means of language learning. It was done through a cross-sectional survey questionnaire, wholly composed of fixed-choice questions, and through weekly reflective journals that were written by the teachers teaching the groups. The survey collected data through a questionnaire from 80 students who had been exposed to paperless language learning for a duration of 80 teaching periods. The data collected showed positive student attitudes towards iPad implementation as a language learning tool in terms of learner satisfaction, motivation, perceived tool usefulness and learning effectiveness. Reflective journal analysis showed that the digital world presents the students with a direct link between the effort taken and the reward received, whereas the feedback or the reward given by the teachers in the traditional classroom was either too nebulous or too slow to motivate students to keep the pace of progressive learning.Published: 9 February 2018Citation: Research in Learning Technology 2018, 26: 1937 - http://dx.doi.org/10.25304/rlt.v26.1937
      PubDate: 2018-02-09
      DOI: 10.25304/rlt.v26.1937
      Issue No: Vol. 26 (2018)
       
  • Professional learning design framework: supporting technology integration
           in Alberta

    • Authors: Lydia van Thiel
      Abstract: Researchers around the world are interested in knowing how to support teachers in developing both their technology skills and their understanding of how educational technologies can provide opportunity to engage all learners at their skill and interest level in learning activities that were not possible without technology. The solution involves the design and development of teacher professional learning (PL). This study examines a snapshot of one school district, which has experienced a growth in available digital student technology occurring at the same time when teachers experienced a loss of traditional pen and paper resources. Qualitative and quantitative data were gathered and analysed to determine what features of PL would best support teachers in this district. These findings were then considered within the scope of government suggested policy, frameworks and reports. The final suggested framework is for a PL that is collaborative, grade and subject relevant; offers hands-on opportunities; is supported by coaching; is based on research; and is supported by leadership which provides both time and a collaboratively developed vision.Published: 5 February 2018Citation: Research in Learning Technology 2018, 26: 1989 - https://dx.doi.org/10.25304/rlt.v26.1989
      PubDate: 2018-02-05
      DOI: 10.25304/rlt.v26.1989
      Issue No: Vol. 26 (2018)
       
  • Collaborative learning with PeerWise

    • Authors: Denis Duret, Rob Christley, Paul Denny, Avril Senior
      PubDate: 2018-01-03
      DOI: 10.25304/rlt.v26.1979
      Issue No: Vol. 26 (2018)
       
 
 
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