Journal Cover British Journal of Educational Technology
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   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  [1592 journals]
  • Effects of the use of interactive E-books by intensive care unit patients'
           family members: Anxiety, learning performances and perceptions
    • Authors: Shu-Yen Lee; Tsae-Jyy Wang, Gwo-Jen Hwang, Shao-Chen Chang
      Abstract: In an intensive care unit (ICU), patients' families play a very important role; however, they often lack medical knowledge and are extremely anxious, which could affect their ability to take care of the patients. The effects of giving conventional paper-based instruction are limited in terms of improving patients' families' understanding of the facilities and the rules in the ICU and in reducing their anxiety. Therefore, in this study, an interactive e-book was developed to present the nursing education content to ICU patients' family members. An experiment was conducted to compare the learning performances and perceptions of the patients' family members learning with the interactive e-book and those who learned with the conventional approach. The research results showed that the nursing e-book significantly improved the learning performances of the ICU patients' family members, although their anxiety was not immediately reduced. Moreover, the family members perceived that the e-book was useful and easy to use, and generally showed high satisfaction with its use. This reveals the potential of using interactive e-books to improve the quality of nursing service in hospitals.
      PubDate: 2018-02-20T23:26:41.173227-05:
      DOI: 10.1111/bjet.12611
  • An examination of gender and situational interest in multimedia learning
    • Authors: Tonia A. Dousay; Natasha P. Trujillo
      Abstract: Existing research highlights conflicting results attempting to capture gender preferences with respect to unimodal versus multimodal designs in online learning. As online learning continues to expand, more research examining the role of gender in multimedia design holds considerable potential. However, the presence of multimedia in online learning contexts presents a more complex problem when taking into consideration the concept of learner interest. The current study sought to investigate gender differences in situational interest (SI) with respect to three different but related designs of an online, multimedia learning environment for continuing, professional education in emergency medical services. The content in these designs was identical, but applied different combinations of the redundancy and modality multimedia principles. A two-way analysis of variance was used to examine the types of SI by gender and type of multimedia design. While no significant difference or interaction effect was identified between gender and triggered SI, an interaction effect was observed for females and the different multimedia designs. Specifically, females reported a higher maintained SI when animation, narration and text were effectively combined. The findings of this study provide insight into best practices for instructional and media designers developing multimedia learning environments as well as future research implications.
      PubDate: 2018-02-12T19:25:24.729283-05:
      DOI: 10.1111/bjet.12610
  • Factors that influence behavioral intention to use mobile-based
           assessment: A STEM teachers’ perspective
    • Authors: Stavros A. Nikou; Anastasios A. Economides
      Abstract: Teachers' role can be catalytic in the introduction of innovative digital tools in order to create new learning and assessment opportunities. This study explores science technology engineering and mathematics (STEM) teachers' intention to use mobile-based assessments in the teaching practice. The study proposes the teachers' acceptance mobile-based assessment (TAMBA) model which extends the technology acceptance model by introducing individual, social, institutional and instructional design factors. An appropriate questionnaire was developed and answered by 161 STEM teachers from 32 European countries. Their responses were analyzed using structural equation modeling. The proposed TAMBA model explains about 50% of the variance in teachers' intention to adopt mobile-based assessment. Perceived Ease of Use was found to be the most important determinant in teachers' intention to use mobile-based assessment. Facilitating Conditions and Output Quality were the most influential external variables in the model. The study findings revealed that focusing on mobile assessment quality design as well as on institutional support are important factors for STEM teachers in order to accept mobile-based assessments in schools.
      PubDate: 2018-02-05T00:35:22.227489-05:
      DOI: 10.1111/bjet.12609
  • Connecting game design with problem posing skills in early childhood
    • Authors: George Kalmpourtzis
      Abstract: This paper presents a teaching experiment with preschoolers, considering games as means for presenting problem-based situations and focusing on the development of game design in connection to problem posing skills. The study was conducted in a focus group of eighteen 5–6-year-old students who participated in game design sessions, compared to a control group of students of the same age, who did not participate in any game design interventions. An experimental design research methodology was applied, where their skills, both in game design and in problem posing, were examined by a pretest and posttest. The findings suggest that the development of game design skills with the support of appropriate organized teaching interventions can also have a positive impact on the development of problem posing skills.
      PubDate: 2018-02-01T01:25:38.254159-05:
      DOI: 10.1111/bjet.12607
  • The modality effect in a mobile learning environment: Learning from spoken
           text and real objects
    • Authors: Tzu-Chien Liu; Yi-Chun Lin, Yuan Gao, Fred Paas
      Abstract: The finding that under split-attention conditions students learn more from a picture and spoken text than from a picture and written text (ie, the modality effect) has consistently been found in many types of computer-assisted multimedia learning environments. Using 58 fifth-grade and sixth-grade elementary school children as participants, we investigated whether the modality effect can also be found in a mobile learning environment (MLE) on plants' leaf morphology, in which students had to learn by integrating information from text and real plants in the physical environment. A single factor experimental design was used to examine the hypothesis that students in a mixed-mode condition with real plants and spoken text (STP condition) would pay more attention to the real plants, and achieve higher performance on retention, comprehension, and transfer tests than the single-mode condition with real plants and written text (WTP condition). Whereas we found that participants in the STP condition paid more attention to observing the plants, and achieved a higher score on the transfer test than participants in the WTP condition, no differences were found between the conditions for retention and comprehension test performance.
      PubDate: 2018-01-24T01:05:30.183165-05:
      DOI: 10.1111/bjet.12605
  • Using digital technology to enhance formative assessment in mathematics
    • Authors: Diane Dalby; Malcolm Swan
      Abstract: In this paper, which is based on research from the EU-funded project Improving Progress through Formative Assessment in Science and Mathematics Education, we explore how iPads are used within formative assessment processes by six mathematics teachers and their classes in two secondary comprehensive schools in the Midlands of England. A design research approach is first used to develop and trial six lessons in which iPads are used in different ways within formative assessment processes. Through lesson observations, video analysis and teacher interviews we then examine how iPad technology contributes to these processes, the functions it performs and the distribution of activity between the main actors (teacher, technology and student). An analytic approach is developed which captures the interactions in visual representations, showing how the technology is often used as a form of communication but also performs more active functions which affect the role taken by the teacher in formative processes. The study offers insight into ways in which iPad technology contributes to effective student learning through formative assessment and introduces an analytic approach that may be useful for further studies.
      PubDate: 2018-01-18T06:46:04.227319-05:
      DOI: 10.1111/bjet.12606
  • Impact of student agency on learning performance and learning experience
           in a flipped classroom
    • Authors: Heng Luo; Tingting Yang, Jin Xue, Mingzhang Zuo
      Abstract: The efficacy of the flipped classroom model largely depends on the specifications of its design and implementation, and one important specification to consider is student agency. With the purpose of prescribing the optimal level of student agency for the flipped classroom, this study conducted a repeated-measures experimental design to compare the effects of three levels of student agency in an undergraduate flipped course with 43 students. The empirical results revealed that student agency had a significant impact on students' academic performance and perceived learning experience. Moreover, a low level of student agency appeared to induce superior performance and evaluation ratings from the students and counter the influence of personality and self-study time. The findings are expected to inform the design and implementation of flipped courses and extend our understanding of student-centred learning to the context of the flipped classroom.
      PubDate: 2018-01-04T02:50:45.846147-05:
      DOI: 10.1111/bjet.12604
  • Assessment in an era of accessibility: Evaluating rules for scripting
           audio representation of test items
    • Authors: Christopher Johnstone; Jennifer Higgins, Gaye Fedorchak
      Abstract: Standardized, large-scale assessment of educational outcomes has become a global phenomenon over the past three decades (Smith, ). A key challenge facing assessment designers is that standard formats may be inaccessible or may create barriers to student performance. Schwanke, Smith, and Edyburn's () A3 model describes how advocates have reacted to structural barriers by providing accommodations and, ultimately, accessibility. This paper synthesizes and evaluates three studies that attempted to improve accessibility in assessments for students who struggle with print reading through audio presentation of assessment items. Cross-study implications for policy and practice are considered.
      PubDate: 2018-01-04T02:30:37.745442-05:
      DOI: 10.1111/bjet.12603
  • L1 versus L2 online intercultural exchanges for the development of 21st
           century competences: The students’ perspective
    • Authors: Ana Sevilla-Pavón
      Abstract: The myriad of possibilities brought about by the advent of Web 2.0 in terms of communication and interaction have revolutionised educational practices over the past few years. One of the most promising educational approaches resulting from this revolution is online intercultural exchange or telecollaboration, which has been reported to contribute towards the development of 21st century competences. Many of the benefits of online intercultural exchange have been extensively explored in the literature and numerous studies have been carried out. However, very few studies have looked into the differences between an L1 or mother tongue exchange and an L2 or lingua franca exchange as far as the development of 21st century competences is concerned. This paper aims at filling this gap by exploring and comparing the results of two configurations of Online Intercultural Exchange carried out over a period of 4 months with 125 participants. The results indicate that the L1 exchange was perceived as more beneficial than the L2 exchange for most of the competences studied (linguistic and communicative competences, Language for Specific Purposes learning, learner autonomy and teamwork). Meanwhile, the L2 exchange was considered as more beneficial for the development of intercultural competence. Furthermore, no significant differences were observed regarding digital literacy.
      PubDate: 2018-01-04T02:20:37.757051-05:
      DOI: 10.1111/bjet.12602
  • Issue Information
    • Pages: 199 - 200
      PubDate: 2018-02-06T22:16:08.899206-05:
      DOI: 10.1111/bjet.12574
  • Moving mathematics out of the classroom: Using mobile technology to
           enhance spontaneous focusing on quantitative relations
    • Authors: Jake McMullen; Minna M. Hannula-Sormunen, Mikko Kainulainen, Kristian Kiili, Erno Lehtinen
      Abstract: Spontaneous focusing on quantitative relations (SFOR) has been shown to be a strong predictor of rational number conceptual development in late primary school. The present study outlines an intervention program that examines the possibilities to enhance late primary school students' SFOR tendency. The intervention program harnessed mobile technology in order to allow students to explore and identify quantitative relations in their everyday environment, including situations outside of the classroom. A total of 38 thirteen-year-olds from two classrooms participated in the seven-week long quasi-experimental study. One classroom spent five lessons over five weeks participating in activities which involved uncovering, defining and describing multiplicative relations in their everyday surroundings. In comparison to a business-as-usual control group, results show the intervention to be successful in enhancing SFOR tendency. These results suggest that it is possible to utilize mobile technologies to enhance students' awareness of the possibilities to use quantitative relations as explicit targets of focusing and reasoning in nonexplicitly mathematical situations.
      PubDate: 2017-12-19T22:20:39.41859-05:0
      DOI: 10.1111/bjet.12601
  • What motivates enrolment in programming MOOCs'
    • Authors: Piret Luik; Reelika Suviste, Marina Lepp, Tauno Palts, Eno Tõnisson, Merilin Säde, Kaspar Papli
      Abstract: Learners who enrol in massive open online courses (MOOCs) have different backgrounds and tend to have different motivations than learners in traditional courses. Based on value-expectancy theory, an instrument was developed to measure motivation for enrolling in a programming MOOC. A study with 1229 adult participants in Estonian-language programming course “About Programming” was conducted to validate the instrument. Results of confirmatory factor analysis validated the 7-factor scale named factors influencing enrolment in MOOC (FIEM). FIEM comprises three factors of expectancies, three factors of values and one factor of social influence. The highest and lowest rated motivational factors influencing enrolment in programming MOOC are discussed in the paper. Interest in and expectations for the course, personal suitability of distance learning and suitability for family and work are the highest-rated motivational factors for those who enrol in MOOC. Usefulness related to own children, social influence and usefulness to related to certification were the lowest rated. The results of this study can be useful for designers of programming MOOCs and the developed scale might be used in future studies.
      PubDate: 2017-12-13T05:13:52.188896-05:
      DOI: 10.1111/bjet.12600
  • Informal digital learning of English and second language vocabulary
           outcomes: Can quantity conquer quality'
    • Authors: Ju Seong Lee
      Abstract: This study investigated to what extent quantity (frequency/amount of time) and quality (diversity) of informal digital learning of English (IDLE) activities was conducive to second language (L2) vocabulary outcomes. Data (n = 77) were gathered quantitatively and qualitatively through a questionnaire, English vocabulary tests (ie, measuring receptive and productive vocabulary knowledge), and a semistructured interview from three universities in an English as a foreign language Korean context. Contrary to earlier findings, this study found that quantity of IDLE was not related to vocabulary scores. It revealed that the quality of IDLE was significantly, positively associated with vocabulary outcomes. These results lead us to the conclusion that the frequent practice of IDLE activities may not automatically guarantee successful L2 vocabulary gains. Rather, engagement with varied types of IDLE activities that combines both form- and meaning-focused language learning is essential for achieving L2 vocabulary acquisition.
      PubDate: 2017-12-10T21:11:02.736395-05:
      DOI: 10.1111/bjet.12599
  • Facial micro-expression states as an indicator for conceptual change in
           students' understanding of air pressure and boiling points
    • Authors: Mei-Hung Chiu; Hongming Leonard Liaw, Yuh-Ru Yu, Chin-Cheng Chou
      Abstract: Utilizing facial recognition technology, the current study has attempted to predict the likelihood of student conceptual change with decision tree models based on the facial micro-expression states (FMES) students exhibited when they experience conceptual conflict. While conceptual change through conceptual conflicts in science education is a well-studied field, there is little research done on conceptual change through conceptual conflict in terms of students' facial expressions. As facial expressions are one of the most direct and immediate responses one can get during instruction and that facial expressions are often representations student's emotions, a link between students' FMES and learning was explored. Facial data was collected from 90 tenth graders. Only data from the 72 students who made incorrect predictions were analyzed in this study. The concept taught was the relationship between boiling point and air pressure. Through facial recognition software analysis and decision tree models, the current study found Surprised, Sad and Disgusted to be key FMES that could be used to predict student conceptual change in a conceptual conflict-based scenario.
      PubDate: 2017-11-23T02:00:50.684481-05:
      DOI: 10.1111/bjet.12597
  • Big Data and data science: A critical review of issues for educational
    • Authors: Ben Kei Daniel
      Abstract: Big Data refers to large and disparate volumes of data generated by people, applications and machines. It is gaining increasing attention from a variety of domains, including education. What are the challenges of engaging with Big Data research in education' This paper identifies a wide range of critical issues that researchers need to consider when working with Big Data in education. The issues identified include diversity in the conception and meaning of Big Data in education, ontological, epistemological disparity, technical challenges, ethics and privacy, digital divide and digital dividend, lack of expertise and academic development opportunities to prepare educational researchers to leverage opportunities afforded by Big Data. The goal of this paper is to raise awareness on these issues and initiate a dialogue. The paper was inspired partly by insights drawn from the literature but mostly informed by experience researching into Big Data in education.
      PubDate: 2017-11-23T01:36:26.582531-05:
      DOI: 10.1111/bjet.12595
  • Editorial introduction: Collaborative learning enhanced by mobile
    • Authors: Jimmy Jaldemark; Stefan Hrastinski, Anders D. Olofsson, Lena-Maria Öberg
      PubDate: 2017-11-16T23:05:47.448056-05:
      DOI: 10.1111/bjet.12596
  • Self-regulation as a function of perceived leadership and cohesion in
           small group online collaborative learning
    • Authors: Kui Xie; Lauren C. Hensley, Victor Law, Zhiru Sun
      Abstract: The present study examined the relationships between perceived leadership, group cohesion, online engagement, self-regulation and learning outcomes. Data included surveys and online discussion logs from 171 students in an undergraduate online course. Through correlation analysis and structural equation modeling, the results revealed unique contributions of task and relationship leadership in small group collaborative learning. Each form of leadership may translate into greater use of self-regulation strategies that align with students’ focus on either the instrumental or interpersonal resources related to academics but may bring about a corresponding lower utilization of other types of self-regulation strategies. Further, results indicate that students’ perceptions of group cohesion provided the most robust and multifaceted positive associations with learning engagement.
      PubDate: 2017-11-08T07:25:24.510698-05:
      DOI: 10.1111/bjet.12594
  • Mobile learning in higher education: A comparative analysis of developed
           and developing country contexts
    • Authors: Rogers Kaliisa; Edward Palmer, Julia Miller
      Abstract: The purpose of this paper is to compare and contrast characteristics of use and adoption of mobile learning in higher education in developed and developing countries. A comparative case study based on a survey questionnaire was conducted with 189 students (undergraduate and postgraduate) from Makerere University in Uganda and the University of Adelaide in Australia. The Unified Theory of Acceptance and Use of Technology (UTAUT) was employed as the theoretical framework. The results indicated that higher education students in developed and developing countries use a range of technologies for learning, with major differences between Uganda and Australia. The study concludes that mobile learning in higher education in developed and developing country contexts is still at an experimental stage with students using mobile devices in pedagogically limited ways.
      PubDate: 2017-11-08T07:20:47.544241-05:
      DOI: 10.1111/bjet.12583
  • To click or not to click: Effectiveness of rating classroom behaviors on
           academic achievement with tablets
    • Authors: Weiyun Chen; Xiaoqing Gu, Lung-Hsiang Wong
      Abstract: Due to the time constraint and lack of concise contextualized classroom behavior indicators, current typical primary school classroom behavior management practices are ad-hoc and lack historical data support. To circumvent these problems, we designed a tablet-based classroom behavior management system (CBMS) for a primary school setting. The CBMS aids teachers in establishing concise and consistent behavioral expectations based on teaching experience and expertise, thus allowing them to conveniently provide timely feedback on pupils’ performance and log ratings on a daily basis. We conducted a 1.5 years field study in a primary school Chinese course in East China, in which 124 pupils in the first grade and four Chinese teachers participated. The analysis of recorded data indicates that teachers’ daily behavioral ratings are positively correlated with their pupils’ academic achievements. The behavior rating strategy and indicators in CBMS can act as a substitute in promoting pupil's academic achievements. Our proposed system shows the feasibility and potential of handheld computer-based assessment strategy in implementing cost-effective classroom organization practices for low grade-level primary school pupils.
      PubDate: 2017-11-08T07:20:26.466352-05:
      DOI: 10.1111/bjet.12593
  • Using learning analytics to scale the provision of personalised feedback
    • Authors: Abelardo Pardo; Jelena Jovanovic, Shane Dawson, Dragan Gašević, Negin Mirriahi
      Abstract: There is little debate regarding the importance of student feedback for improving the learning process. However, there remain significant workload barriers for instructors that impede their capacity to provide timely and meaningful feedback. The increasing role technology is playing in the education space may provide novel solutions to this impediment. As students interact with the various learning technologies in their course of study, they create digital traces that can be captured and analysed. These digital traces form the new kind of data that are frequently used in learning analytics to develop actionable recommendations that can support student learning. This paper explores the use of such analytics to address the challenges impeding the capacity of instructors to provide personalised feedback at scale. The case study reported in the paper showed how the approach was associated with a positive impact on student perception of feedback quality and on academic achievement. The study was conducted with first year undergraduate engineering students enrolled in a computer systems course with a blended learning design across three consecutive years (N2013 = 290, N2014 = 316 and N2015 = 415).
      PubDate: 2017-11-06T02:54:02.891953-05:
      DOI: 10.1111/bjet.12592
  • Students' acceptance of tablet PCs in Italian high schools: Profiles and
    • Authors: Daniela Villani; Laura Morganti, Claudia Carissoli, Elena Gatti, Andrea Bonanomi, Stefano Cacciamani, Emanuela Confalonieri, Giuseppe Riva
      Abstract: The tablet PC represents a very popular mobile computing device, and together with other technologies it is changing the world of education. This study aimed to explore the acceptance of tablet PC of Italian high school students in order to outline the typical students' profiles and to compare the acceptance conveyed in two types of use (learning and communicative activities at school). Data were collected using an online survey that was filled out by students at home. Two hundred and ninety-six students from six public high schools in Milan and surrounding suburbs voluntarily accepted to participate in the study. The results show a varied situation in the Italian schools despite the availability of and funding for the technology. Three clusters were identified with high, moderate and low acceptance of tablet PC and a comparison between such clusters revealed significant differences in gender, grade level and usage frequency. The groups showed also significant differences in relation to the uses of tablet PC at school that appeared coherent with their level of acceptance: students who have higher level of acceptance are those who use the tool more both for learning and communicative purposes. To conclude, students with lower acceptance probably need to better understand the opportunities offered by this technology and how to use it. Based on examining the data from the survey, preliminary recommendations are made.
      PubDate: 2017-10-25T00:55:34.220749-05:
      DOI: 10.1111/bjet.12591
  • Using learning analytics to explore self-regulated learning in flipped
           blended learning music teacher education
    • Authors: Amanda P. Montgomery; Amin Mousavi, Michael Carbonaro, Denyse V. Hayward, William Dunn
      Abstract: Blended learning (BL) is a popular e-Learning model in higher education that has the potential to take advantage of learning analytics (LA) to support student learning. This study utilized LA to investigate fourth-year undergraduates' (n = 157) use of self-regulated learning (SRL) within the online components of a previously unexamined BL discipline, Music Teacher Education. SRL behaviors were captured unobtrusively in real time through students' interaction with course materials in Moodle. Categorized by function: (1) activating—online access location, day-of-the-week, time-of-day; (2) sustaining—online frequency; and (3) structuring—online regularity and exam review patterns, all six SRL behaviors were revealed to have weak to moderate significant relationships with academic achievement. Results indicated access day-of-the-week and access frequency as the strongest predictors for student success. Findings regarding access regularity when viewed through results from previous SRL-LA research may suggest the importance of this SRL behavior for successful students within several BL discipline areas. In addition, the role of learning design (eg, flipped instruction) in potentially scaffolding students' choices toward specific SRL behaviors, was revealed as an important context for future researchers' consideration.
      PubDate: 2017-10-09T23:20:34.739577-05:
      DOI: 10.1111/bjet.12590
  • Taking an instrumental genesis lens: New insights into collaborative
           mobile learning
    • Authors: Teresa Cerratto Pargman; Jalal Nouri, Marcelo Milrad
      Abstract: In this paper, we argue that in order to gain a deeper understanding of collaborative mobile learning in schools, it is important to know not only how mobile devices affect collaborative learning but also how collaborative learning emerges and is mediated by these devices. We develop our argument by applying the instrumental genesis theory and the collective instrumented activities and situations model for the analysis of learners' collaborative learning in the tablet-mediated classroom. This analysis is grounded in data collected in four elementary Swedish schools (ie, from fourth to eighth grade). From the data, we considered the learners' conversation in English as a foreign language, inquiry-based learning in the natural sciences classroom and game-based learning in the arithmetic classroom. On the one hand, the scrutiny of these specific activities led us to distinguish the pragmatic, epistemic, and reflexive instrumental mediations that have already been theorized in the instrumental genesis theory. On the other hand, they helped us to identify two additional ones, which we call emotional and spatial. Based on these findings, we claim that collaboration in the tablet-mediated classroom is a complex activity that emerges from a variety of instrumental mediations that configure contemporary collaborative mobile learning.
      PubDate: 2017-10-04T01:10:27.433416-05:
      DOI: 10.1111/bjet.12585
  • Authoring and enactment of mobile pyramid-based collaborative learning
    • Authors: Kalpani Manathunga; Davinia Hernández-Leo
      Abstract: Collaborative learning flow patterns (CLFPs) formulate best practices for the orchestration of activity sequences and collaboration mechanisms that can elicit fruitful social interactions. Mobile technology features offer opportunities to support interaction mediation and content accessibility. However, existing mobile collaborative learning research has mostly focussed on simple activity orchestrations from the perspective of collaborative flow orchestration and flexibility requirements, predominantly in face-to-face pre-university educational contexts. This paper proposes a particularisation of the Pyramid CLFP to support flexible face-to-face and distance mobile learning scenarios in which learners interact in increasingly larger groups along a sequence of activities (Pyramid levels). PyramidApp implements this Pyramid particularisation that provides both a web-based authoring tool and an enactment tool accessible through web or mobile devices. The authoring tool was evaluated in workshops where teachers appreciated its design and applicability to their educational contexts. PyramidApp flows were enacted in three higher education settings. Learners enjoyed the activities but usage and satisfaction varied depending on several design and contextual factors like the epistemic tasks given, the education level and application mode (face-to-face or distance).
      PubDate: 2017-10-03T22:55:31.837534-05:
      DOI: 10.1111/bjet.12588
  • Toward personal and emotional connectivity in mobile higher education
           through asynchronous formative audio feedback
    • Authors: Päivi Rasi; Hanna Vuojärvi
      Abstract: This study aims to develop asynchronous formative audio feedback practices for mobile learning in higher education settings. The development was conducted in keeping with the principles of design-based research. The research activities focused on an inter-university online course, within which the use of instructor audio feedback was tested, analyzed and developed further. Participants in this study were students (n = 50) from four Finnish universities who enrolled in the 7-week course. The teaching approach of the course could best be characterized as collaborative case-based mobile learning. Furthermore, we employed a novel formative audio feedback practice that has been inspired by and follows the peer-review practices employed by scientific journals. In particular, we wanted to find out how students experienced the use of audio feedback in terms of utility, emotional support and learning. Research data was gathered through a questionnaire to the course students, transcribed audio feedback provided for the students and students' performance results. The study indicates that the novel formative audio feedback practice was successful in promoting the emotional engagement of students and personal connectivity between students and instructors. Furthermore, the audio feedback proved effective in terms of assignment revisions, and also in terms of students' self-reports of the meaning of the audio feedback for learning. The majority of students welcomed the audio feedback, and also expressed a wish for the integrated use of text and audio. Therefore, in future implementations, we will integrate the audio and written feedback.
      PubDate: 2017-10-03T22:55:28.30475-05:0
      DOI: 10.1111/bjet.12587
  • The effect of “here and now” learning on student engagement
           and academic achievement
    • Authors: Gavin Northey; Rahul Govind, Tania Bucic, Mathew Chylinski, Rebecca Dolan, Patrick van Esch
      Abstract: Commitment, persistence and effort have long been considered critical components for an individual's academic success. Yet, according to the old proverb, two heads are better than one and collaborative learning may yield greater benefits than what might be achieved by an individual. Because of this, collaborative learning has been labelled a “social imperative” (DuFour & Marzano, ) that has a positive impact on individual learning behaviours, academic outcomes and the overall level of group knowledge. As such, the need for collaborative learning has become an increasingly important factor in instructional design. This is especially so in the modern technologically advanced world, where learning is no longer constrained by time or place. Instead porous boundaries that allow round-the-clock, “here and now” learning (Martin & Ertzberger, ) are shifting the locus of control from instructor to student and creating a new breed of active learners. The current study involves a quasi-experimental, between-subjects design, where the effects of “here and now” learning on student engagement and academic achievement are examined. The study develops and tests a low-investment blended learning approach, using Facebook as the asynchronous engagement platform to facilitate collaboration outside the classroom. Findings from the study show “here and now” learning has a positive influence on student learning behaviours, student engagement and academic outcomes.
      PubDate: 2017-09-29T10:44:29.604777-05:
      DOI: 10.1111/bjet.12589
  • Mobile technology affordance and its social implications: A case of
           “Rain Classroom”
    • Authors: Li Xiangming; Shuqiang Song
      Abstract: This paper proposed the affordance approach of material, affective and social dimensions so as to explore the learners’ engagement and disposition to share of using mobile learning technology. The participants in this study were graduate-level engineering students (N = 387) from a research university in People's Republic of China. “Rain Classroom” in this case referred to the newly developed built-in mobile application in China facilitating the didactic practice both synchronously and asynchronously in class. Two surveys were issued to both groups before and after the 14-week long experiment. All the data were input into SPSS 16.0 and examined in descriptive statistics and independent samples t-test. The results showed that the group exposed to Rain Classroom had a positive attitude towards the mobile technology tool. Also, the same test group obtained statistically higher scores than the control group in both learning engagement and their willingness to continue and share the learning experience. The study implies that what the mobile learning technology affords has produced positive impact on teachers, students and institutions in terms of curriculum design, learning activities and policy making towards improving academic quality. Future work could focus on comparing learning effects with different time duration and learning intensity. It might also extend to participants from different educational background.
      PubDate: 2017-09-28T06:50:26.685329-05:
      DOI: 10.1111/bjet.12586
  • Mobile-based collaborative learning in the fitness center: A case study on
           the development of English listening comprehension with a context-aware
    • Authors: Gi-Zen Liu; Jing-Yao Chen, Gwo-Jen Hwang
      Abstract: Mobile applications on the go have been adopted in many fields and areas. However, there has been little research regarding the development and use of a context-aware application for users to improve their English listening comprehension through collaboration. This research aimed at helping users improve their listening comprehension with a combination of context-aware tools and video-based materials and attempted to investigate the learning strategies used in groups. Therefore, the researchers designed a Ubiquitous Fitness English Listening Comprehension System (UFELCS) incorporating collaborative listening activities into a fitness center. The researchers conducted mixed methods research using both qualitative and quantitative methods. The results indicate that the participants' learning performance was significantly improved. Moreover, the analysis of the interview data showed that the interviewees and their own groups held positive attitudes towards the creative ways of language learning, and their use of listening strategies was also revealed.
      PubDate: 2017-09-28T01:12:09.500893-05:
      DOI: 10.1111/bjet.12581
  • Mobile collaborative language learning: State of the art
    • Authors: Agnes Kukulska-Hulme; Olga Viberg
      Abstract: This paper presents a review of mobile collaborative language learning studies published in 2012–16 with the aim to improve understanding of how mobile technologies have been used to support collaborative learning among second and foreign language students. We identify affordances, general pedagogical approaches, second- and foreign-language pedagogical approaches, second language acquisition (SLA) principles and affective designs. The results indicate that affordances such as flexible use, continuity of use, timely feedback, personalisation, socialisation, self-evaluation, active participation, peer coaching, sources of inspiration outdoors and cultural authenticity have been emphasised. These affordances were found to be particularly suited to promote social constructivism, which is often sustained by game-based, task based and seamless learning. In terms of second and foreign language pedagogical approaches, the combination of individualised and collaborative learning prevails, along with task based, situated and communicative language learning, and raising orthographic awareness. Among SLA principles, negotiation of meaning and opportunities for feedback are highlighted. Affective aspects include increases in motivation, engagement and enjoyment, mutual encouragement, reduction in nervousness and embarrassment, and a few negative reports of risk of distraction, safety concerns, feelings of uncertainty and technical problems. The reviewed studies present a convincing case for the benefits of collaboration in mobile language learning.
      PubDate: 2017-09-22T01:10:21.777548-05:
      DOI: 10.1111/bjet.12580
  • Using the PCaRD digital game-based learning model of instruction in the
           middle school mathematics classroom: A case study
    • Authors: André R. Denham
      Abstract: Currently there are few pedagogical models available for mathematics teachers who are interested in digital game-based learning. The Play Curricular-activity Reflection and Discussion (PCaRD) model attempts to address this, but lacks the needed exploratory research on its implementation within formal mathematics classrooms. Through the use of semi-structured interviews, this study examined three middle school teachers’ initial experience using PCaRD, the influence of this experience on their digital game-based learning knowledge, and their perceptions on how teaching with digital games impacts student achievement. The findings showed teachers feel PCaRD is a sound Pedagogical model, but needed more practice using it to fully realize its usefulness. Also teachers felt the need to make adaptions to PCaRD based on the composition of their class, and had difficulty implementing the reflection and discussion phases. Finally, teachers felt their low achieving students benefitted most from the use of digital games. Future directions for research are also discussed.
      PubDate: 2017-09-14T02:39:27.969209-05:
      DOI: 10.1111/bjet.12582
  • Understanding nomadic collaborative learning groups
    • Authors: Thomas Ryberg; Jacob Davidsen, Vivien Hodgson
      Abstract: The paper builds on the work of Rossitto et al. on collaborative nomadic work to develop three categories of practice of nomadic collaborative learning groups. Our study is based on interviews, workshops and observations of two undergraduate student's group practices engaged in self-organised, long-term collaborations within the frame of Problem and Project Based Learning. By analysing the patterns of nomadic collaborative learning we identify and discuss how the two groups of students incorporate mobile and digital technologies as well as physical and/or non-digital technologies into their group work. Specifically, we identify the following categories of nomadic collaborative learning practices: “orchestration of work phases, spaces and activities,” “the orchestration of multiple technologies” and “orchestration of togetherness.” We found that for both groups of students there was a fluidity, situatedness and improvisational aspect to how they negotiate the orchestration of their work. Their ways of utilising space, places, technologies and activities over time was a complex interweaving of the digital and physical. We conclude by suggesting that the three categories of practice identified are important for deepening our understanding of nomadic collaborative learning groups.
      PubDate: 2017-09-14T02:19:10.446265-05:
      DOI: 10.1111/bjet.12584
  • Students' insights on the use of video lectures in online classes
    • Authors: Norma I. Scagnoli; Jinhee Choo, Jing Tian
      Abstract: Video lectures (VL), considered an effective means for delivering course content and infusing teaching presence in the virtual environment, have become very popular in education. The purpose of this study was to investigate online student experiences with VL focusing on their opinion of usefulness of VL, their satisfaction with them and their perception of learning derived from them. Our findings show that students' satisfaction with VL has a strong relationship with positive overall learning experience and perception of impact of video on learning. Furthermore, VL can enhance a feeling of engagement with content because of learners' control of the media and instructors' presence. The findings also alert us on the importance of careful planning and balanced integration of VL with other course materials. This provides important information on the effectiveness of video-lectures in college teaching and learning and implications for practice in online course design.
      PubDate: 2017-08-31T00:55:33.929831-05:
      DOI: 10.1111/bjet.12572
  • Factors underlying students' decisions to use mobile devices in clinical
    • Authors: Amanda Harrison; Megan Phelps, Arany Nerminathan, Shirley Alexander, Karen M. Scott
      Abstract: University policies prohibiting use of mobile devices by medical students during clinical placements are contradicted by regular use by physicians. Consequently, many students use their mobile devices, which can be beneficial for learning but may put patient privacy at risk. This study explores the reasons underlying students' decisions about using mobile devices in clinical settings. We used a mixed-methods sequential explanatory design involving a questionnaire and focus groups. Qualitative data from the questionnaire and focus groups was analysed through thematic analysis. We found students were aware of the risks mobile devices posed to professionalism and medical practice. Despite prohibitions, many made individual decisions to use mobile devices because the benefits outweighed the risks. These students were influenced by an organised, strategic approach to learning and a motivation to comply with the beliefs and behaviours of their medical teams and conform to physicians' directives in order to participate in their community of practice. Many students appear to be transferring everyday use of mobile devices to clinical settings. There is a need to understand and promote aspects of learning that are enhanced by mobile devices in clinical settings, while articulating clear guidelines and boundaries compatible with the professional behaviour expected of students.
      PubDate: 2017-08-30T07:45:22.341771-05:
      DOI: 10.1111/bjet.12579
  • A systematic literature review of the use of Semantic Web technologies in
           formal education
    • Authors: Jesper Jensen
      Abstract: This paper presents a systematic literature review of research focused on use of Semantic Web technologies in formal educational contexts. Through systematic search, the review has identified 199 research articles, which are examined with the intention of identifying prevalent themes within the body of research within the field of formal educational use of Semantic Web technologies. The themes identified by the review are: (1) Semantic Web ontologies; (2) Efficient distribution, accessibility, retrieval, reuse and combination of educational resources; (3) Linked Data; (4) Semantic Web enhanced virtual learning environments and personalization of learning environments; (5) Semantic Web learning objects; (6) Evaluation, feedback and assessment; (7) Semantic Web services; (8) Pedagogical tools for teachers and students. Furthermore, this review seeks to examine how these themes and the use of Semantic Web technologies in formal education reflects on the ongoing discussion of how pedagogy and technology should interact. The outset of this discussion is a previous study by Dirckinck-Holmfeld, which establishes that there is a tendency to emphasize technology over pedagogy in educational design and development.
      PubDate: 2017-08-10T00:20:42.586235-05:
      DOI: 10.1111/bjet.12570
  • A tale of two communication tools: Discussion-forum and mobile
           instant-messaging apps in collaborative learning
    • Authors: Zhong Sun; Chin-Hsi Lin, Minhua Wu, Jianshe Zhou, Liming Luo
      Abstract: Computer-supported collaborative learning (CSCL) has shown considerable promise, but thus far the literature has tended to focus on individual technological tools, without due regard for how the choice of one such tool over another impacts CSCL, either in outline or in detail. The present study, therefore, directly compared the learning-related uses of an online discussion forum against such use of a mobile instant-messaging app by the same group of 78 upper-division undergraduate pre-service teachers in China. The participants were asked to use one of the two communication tools during the first of three learning activities, then to switch to the other during the second, and to choose their preferred tool for the third. Based on the results of content analysis, social-network analysis and a survey of the students' attitudes, it was found that while both tools facilitated collaborative learning, they appeared to have different affordances. Specifically, using the online discussion forum resulted in more communication aimed at knowledge construction, while using the mobile instant-messaging app resulted in more social interactions.
      PubDate: 2017-08-08T01:55:28.699778-05:
      DOI: 10.1111/bjet.12571
  • Virtual laboratory—Using a hand movement recognition system to improve
           the quality of chemical education
    • Authors: Robert Wolski; Piotr Jagodziński
      Abstract: The rapid development of information and communication technologies has enabled the development of interfaces, which allow the recognition of the gestures and movements of the user. These interfaces, due to their affordable prices, are available to a wide range of users. They are called natural user interfaces (NUI). NUI are commonly used in game consoles and electronic devices, such as smartphones and tablets. We used the Kinect sensor from Microsoft in our studies to identify the movements and gestures of the user. This interface was used by us in teaching Chemistry in a Middle School and High School by developing a virtual chemical laboratory, which is based on a system of hand movements. We have analyzed the gestures and movements of the virtual chemical laboratory user to determine how they raise the effectiveness in chemical education. The results show how much better students work with a virtual laboratory, when studied by us in chemical areas, that concerned remembering information, understanding information, applying their experience in situations familiar to them from school and in solving chemical problems.
      PubDate: 2017-08-04T06:50:34.861461-05:
      DOI: 10.1111/bjet.12563
  • The anatomy of information cascades in the classroom: An observational
    • Authors: Luis M. Vaquero; Luis Rodero-Merino, Félix Cuadrado
      Abstract: Online learning platforms offer students the option of sharing content. They have become common tools in many universities over the last 10 years. But there is little information about how content spreads in the classroom, ie, how information cascades appear and evolve and what factors are relevant for the formation of cascades. This work analyses information cascades in the classroom, bringing new insights on student learning: students do not share much content, they prefer to share the content they find themselves as opposed to professor-given content, they share more data towards the end of the course and they do it in bursts. The paper also reveals different behaviour by high-performing students: their interactions are distributed more evenly over the term, their behaviour is more stable and they tend to share documents faster than low-performing students. Documents with high information tend to be less shared. Documents with fewer well-known entities are also shared fewer times. Paradoxically, high-performing students exchange more documents with high information, compared to mid- and low-performing students.
      PubDate: 2017-08-04T06:50:24.666392-05:
      DOI: 10.1111/bjet.12567
  • Effects of video-based flipped class instruction on subject reading
    • Authors: Wai S. Tse; Lai Y. A. Choi, Wing S. Tang
      Abstract: Video-based flipped class instruction can strengthen the learning motivation of students. The effectiveness of flipped class instruction on teaching effectiveness and subject satisfaction has been evaluated previously. The present study aims to examine the impact of two aspects of subject reading motivation. A total of 100 secondary school students were recruited from 4 classes of 25 students (ie, video-based flipped Mathematics class, traditional Mathematics class, video-based flipped Liberal Studies (LS) class and traditional LS class) in two local secondary schools. The same teachers taught both the traditional and video-based flipped classes in their subject. The students filled in questionnaires which measured: motivation for general reading; motivation for subject reading; academic subject satisfaction and perceived teaching effectiveness of the teachers. Analysis of covariance controlling for motivation for general reading revealed that students in the flipped classes reported significantly lower motivation for subject reading including reading curiosity, reading importance and reading compliance (t (1,98) = 10.52, p 
      PubDate: 2017-07-16T22:45:19.252879-05:
      DOI: 10.1111/bjet.12569
  • Investigating the impact of teacher education strategies on preservice
           teachers' TPACK
    • Authors: Evrim Baran; Sedef Canbazoglu Bilici, Aylin Albayrak Sari, Jo Tondeur
      Abstract: The purpose of this study was to examine preservice teachers' perceptions of the support their teacher education programs provide for developing their technological pedagogical content knowledge (TPACK). The research was conducted with 215 preservice teachers in the last year of teacher education programs and teaching certificate programs in three universities in Turkey. Data sources were the synthesis of qualitative evidence (SQD) scale that was validated in the Turkish context as part of this study and the TPACK-practical scale. The strategies investigated in the SQD-model included: using teacher educators as role models; reflecting on the role of technology in education; learning how to use technology by design; collaboration with peers; scaffolding authentic technology experiences; and providing continuous feedback. The linear regression analysis revealed a positive relation between teacher education strategies and preservice teachers' TPACK. Reflection and teacher educators' as role models were the most frequently used teacher education strategies in teacher education programs included in this study. Results provided recommendations for further research on the connection between the teacher education strategies and the development of preservice teachers' TPACK in teacher education programs.
      PubDate: 2017-07-12T22:50:42.136511-05:
      DOI: 10.1111/bjet.12565
  • Grading students' programming and soft skills with open badges: A case
    • Authors: Bojan Tomić; Jelena Jovanović, Nikola Milikić, Vladan Devedžić, Sonja Dimitrijević, Dragan Đurić, Zoran Ševarac
      Abstract: Well-developed programming (technical) skills are very important for software engineers, information systems engineers and programmers in general. However, they must also possess relevant personal skills (soft skills) to be successful at the workplace (eg, collaboration, solving real-world problems and communication). The latter, however, are rarely assessed and acknowledged in regular software engineering courses. This paper describes the results of a small case study involving an extracurricular Java programming course in which, in addition to knowledge and skills in relevant technologies, students' soft skills were also assessed. As part of the assessment, students have been awarded Open Badges. The study was exploratory in nature, aimed at examining Open Badges as a motivational mechanism, students' engagement in attaining soft skills and students' perception of soft skills and Open Badges. The results suggest that Open Badges may not be so effective in motivating students to complete the assignments nor attend the course, although students' perception of Open Badges is generally positive. Soft skills were generally perceived as important as hard skills. Students' engagement in attaining soft skills could be affected by assignment announcement time and its level of difficulty.
      PubDate: 2017-06-28T06:05:43.505198-05:
      DOI: 10.1111/bjet.12564
  • 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
    • 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
    • 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
  • 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
  • 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
  • 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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