Subjects -> EDUCATION (Total: 2539 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (37 journals)
    - EDUCATION (2178 journals)
    - HIGHER EDUCATION (155 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (41 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (36 journals)

EDUCATION (2178 journals)            First | 4 5 6 7 8 9 10 11     

Showing 1801 - 857 of 857 Journals sorted alphabetically
Revista de Humanidades y Ciencias Sociales     Open Access  
Revista de Iniciação à Docência     Open Access  
Revista de Innovación y Buenas Prácticas Docentes     Open Access  
Revista de Investigación Educativa de la Escuela de Graduados en Educación     Open Access  
Revista de Investigación en Educación     Open Access  
Revista de Investigación, Desarrollo e Innovación     Open Access  
Revista de la Academia     Open Access   (Followers: 1)
Revista de la Educación Superior     Open Access  
Revista de la Escuela de Ciencias de la Educación     Open Access   (Followers: 1)
Revista de Produção Discente em Educação Matemática     Open Access  
Revista de Saúde Digital e Tecnologias Educacionais     Open Access  
Revista Debates Insubmissos     Open Access  
Revista del Centro de Investigacion. Universidad La Salle     Open Access   (Followers: 1)
Revista del Instituto de Investigaciones en Ciencias de la Educación (IICE)     Open Access   (Followers: 3)
Revista del Instituto de Investigaciones en Educación     Open Access   (Followers: 1)
Revista Diálogo Educacional     Open Access  
Revista Didasc@lia: Didáctica y Educación     Open Access  
Revista Digital Palabra     Open Access  
Revista Digital: Matemática, Educación e Internet     Open Access  
Revista do Lhiste : Laboratório de Ensino de História e Educação     Open Access   (Followers: 1)
Revista do Professor de Física / Physics Teacher Journal     Open Access   (Followers: 2)
Revista Docência do Ensino Superior     Open Access  
Revista Docencia Universitaria     Open Access  
Revista e-Curriculum     Open Access  
Revista Educação e Emancipação     Open Access  
Revista Educação e Políticas em Debate     Open Access  
Revista Educação em Questão     Open Access  
Revista Educação em Saúde     Open Access  
Revista Educação, Cultura e Sociedade     Open Access   (Followers: 1)
Revista Educativa : Revista de Educação     Open Access   (Followers: 1)
Revista Eixo     Open Access  
Revista Electronica Actualidades Investigativas en Educacion     Open Access   (Followers: 1)
Revista Electrónica de Conocimientos, Saberes y Prácticas     Open Access  
Revista Electrónica de Didáctica en Educación Superior     Open Access  
Revista electrónica de investigación educativa     Open Access   (Followers: 1)
Revista Electrónica de Investigación en Educación en Ciencias     Open Access  
Revista Electrónica de Investigación y Docencia     Open Access  
Revista Electrónica de LEEME     Open Access  
Revista Electronica Educare     Open Access   (Followers: 2)
Revista Eletrônica Acolhendo a Alfabetização nos Países de Língua Portuguesa     Open Access  
Revista Eletrônica em Gestão, Educação e Tecnologia Ambiental     Open Access  
Revista Eletrônica Ludus Scientiae     Open Access   (Followers: 1)
Revista Ensino de Geografia (Recife)     Open Access  
Revista Ensino Interdisciplinar     Open Access  
Revista Espaço Pedagógico     Open Access  
Revista Española de Educación Comparada     Open Access  
Revista Eureka sobre Enseñanza y Divulgacion de las Ciencias     Open Access  
Revista Exitus     Open Access  
Revista Extensão e Cidadania     Open Access  
Revista Foro de Educación Musical, Artes y Pedagogía     Open Access  
Revista Fuentes     Open Access  
Revista Gestión de las Personas y Tecnología     Open Access  
Revista História da Educação - History of Education Journal     Open Access  
Revista Historia de la Educacion Latinoamericana     Open Access   (Followers: 2)
Revista Huellas     Open Access   (Followers: 1)
Revista Humanidades & Educação     Open Access   (Followers: 1)
Revista Iberoamericana de Educación     Open Access  
Revista Iberoamericana de Educación Superior     Open Access  
Revista Iberoamericana de Evaluación Educativa     Open Access  
Revista Infancia, Educación y Aprendizaje     Open Access  
Revista Insignare Scientia     Open Access  
Revista Integra Educativa     Open Access  
Revista Interamericana de Investigación, Educación y Pedagogía, RIIEP     Open Access  
Revista Intercâmbio     Open Access  
Revista Intercontinental de Psicologia y Educacion     Open Access  
Revista Internacional de Educação Superior     Open Access  
Revista Internacional de Educación Musical     Open Access  
Revista Internacional de Educación para la Justicia Social     Open Access  
Revista Intersaberes     Open Access  
Revista Interuniversitaria de Investigación en Tecnología Educativa     Open Access   (Followers: 3)
Revista Investigium IRE : Ciencias Sociales y Humanas     Open Access   (Followers: 1)
Revista Jurídica de Investigación e Innovación Educativa (REJIE Nueva Época)     Open Access  
Revista Latinoamericana de Educación Inclusiva     Open Access   (Followers: 1)
Revista Latinoamericana de Estudios Educativos (Mexico)     Open Access  
Revista Latinoamericana de Etnomatemática     Open Access  
Revista Latinoamericana de Investigación en Matemática Educativa     Open Access  
Revista Lusófona de Educação     Open Access  
Revista Magazine de las Ciencias     Open Access  
Revista Mexicana de Investigación Educativa     Open Access   (Followers: 3)
Revista Mexicana de Orientación Educativa     Open Access   (Followers: 1)
Revista Multi-Ensayos     Open Access   (Followers: 2)
Revista Multitexto     Open Access  
Revista Observatório     Open Access  
Revista Órbita Pedagógica     Open Access   (Followers: 1)
Revista Palobra     Open Access  
Revista Pedagogía Universitaria y Didáctica del Derecho     Open Access  
Revista Perspectivas     Open Access  
Revista Pilquen : Sección Psicopedagogía     Open Access  
Revista Portuguesa de Educação     Open Access  
Revista Portuguesa de Educação Artística     Open Access   (Followers: 3)
Revista Portuguesa de Investigação Educacional     Open Access   (Followers: 1)
Revista Psicopedagogia     Open Access  
Revista Publicando     Open Access   (Followers: 3)
Revista REAMEC : Rede Amazônica de Educação em Ciências e Matemática     Open Access  
Revista Semana Pedagógica     Open Access  
Revista SIGMA     Open Access  
Revista Sul-Americana de Filosofia e Educação     Open Access  
Revista Tecnología, Ciencia y Educación     Open Access   (Followers: 1)
Revista Teias     Open Access  
Revista Textura     Open Access  
Revista Torreón Universitario     Open Access   (Followers: 2)
Revista Triângulo     Open Access  
Revista UNAH INNOV@     Open Access  
Revista UNIMAR     Open Access  
Revista UniVap     Open Access   (Followers: 1)
Revista Virtual Universidad Catolica del Norte     Open Access  
Revista Vivências em Ensino de Ciências     Open Access  
Revue de psychoéducation     Full-text available via subscription   (Followers: 2)
Revue des sciences de l'éducation     Full-text available via subscription  
Revue française de pédagogie     Open Access   (Followers: 6)
Revue internationale d'éducation de Sèvres     Open Access   (Followers: 1)
Revue internationale de pédagogie de l'enseignement supérieur     Open Access   (Followers: 1)
Revue internationale des technologies en pédagogie universitaire / International Journal of Technologies in Higher Education     Open Access   (Followers: 1)
Revue Marocaine de la Pensée Contemporaine     Open Access  
REXE. Revista de Estudios y Experiencias en Educacion     Open Access  
Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education     Open Access   (Followers: 3)
RIDAS. Revista Iberoamericana de Aprendizaje Servicio     Open Access  
RIDE : Revista Iberoamericana para la Investigación y el Desarrollo Educativo     Open Access   (Followers: 1)
RIED. Revista Iberoamericana de Educación a Distancia     Open Access   (Followers: 1)
RIESED : Revista Internacional de Estudios sobre Sistemas Educativos     Open Access  
RIV : Rassegna Italiana di Valutazione     Full-text available via subscription   (Followers: 1)
Rivista Italiana di Educazione Familiare     Partially Free  
Roeper Review     Hybrid Journal   (Followers: 4)
Romanian Journal for Multidimensional Education     Open Access  
Roteiro     Open Access  
RUDN Journal of Informatization in Education     Open Access  
RUDN Journal of Psychology and Pedagogics     Open Access  
Russian Education & Society     Full-text available via subscription   (Followers: 5)
Rwandan Journal of Education     Open Access  
Saber & Educar     Open Access   (Followers: 2)
Saberes : Revista interdisciplinar de Filosofia e Educação     Open Access  
Saberes y Prácticas : Revista de Filosofía y Educación     Open Access   (Followers: 2)
Sainsmat     Open Access  
SANE journal : Sequential Art Narrative in Education     Open Access   (Followers: 4)
Sasdaya : Gadjah Mada Journal of Humanities     Open Access   (Followers: 2)
Satya Widya     Open Access  
Scandinavian Journal of Educational Research     Hybrid Journal   (Followers: 8)
Scholarship of Teaching and Learning in Psychology     Full-text available via subscription  
SCHOLE : A Journal of Leisure Studies and Recreation Education     Hybrid Journal   (Followers: 1)
School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice     Hybrid Journal   (Followers: 13)
School Leadership & Management: Formerly School Organisation     Hybrid Journal   (Followers: 22)
School Leadership Review     Open Access   (Followers: 2)
School Psychology International     Hybrid Journal   (Followers: 5)
School Psychology Quarterly     Full-text available via subscription   (Followers: 9)
School Science and Mathematics     Hybrid Journal   (Followers: 4)
Schools : Studies in Education     Full-text available via subscription   (Followers: 6)
Science & Education     Hybrid Journal   (Followers: 23)
Science & Justice     Hybrid Journal   (Followers: 446)
Science Activities: Classroom Projects and Curriculum Ideas     Hybrid Journal   (Followers: 2)
Science and Knowledge in Focus     Open Access   (Followers: 1)
Science Education     Hybrid Journal   (Followers: 24)
ScienceRise : Pedagogical Education     Open Access  
Scientific Bulletin Melitopol State Pedagogical University. Series: Pedagogy     Open Access  
Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: Pedagogy     Open Access  
Scope : Journal of English Language Teaching     Open Access   (Followers: 1)
Screen Education     Full-text available via subscription   (Followers: 3)
Scripta Manent     Open Access  
Secretariado Executivo em Revist@     Open Access  
Sekolah Dasar : Kajian Teori dan Praktik Pendidikan     Open Access  
Seloka : Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access   (Followers: 5)
Seminar.net     Open Access  
Seminars in Speech and Language     Hybrid Journal   (Followers: 41)
SFU Educational Review     Open Access   (Followers: 1)
Shanlax International Journal of Education     Open Access  
Shanlax International Journal of English     Open Access  
Signum Temporis. Journal of Pedagogy and Psychology     Open Access   (Followers: 1)
Sinéctica : Revista Electrónica de Educación     Open Access  
Sinéctica, Revista Electrónica de Educación     Open Access  
SIPATAHOENAN : South-East Asian Journal for Youth, Sports & Health Education     Open Access  
Sisyphus : Journal of Education     Open Access  
Skandinavisk tidsskrift for yrker og profesjoner i utvikling     Open Access  
Smart Learning Environments     Open Access   (Followers: 6)
Social Education     Full-text available via subscription   (Followers: 5)
Social Psychology of Education     Hybrid Journal   (Followers: 5)
Social Studies and the Young Learner     Full-text available via subscription   (Followers: 4)
Social, Humanities, and Educational Studies (SHEs) : Conference Series     Open Access   (Followers: 1)
Sociology of Education     Hybrid Journal   (Followers: 40)
Solidarity : Journal of Education, Society and Culture     Open Access  
Sophía : Colección de Filosofía de la Educación     Open Access  
Sophia : Revista de investigaciones     Open Access  
Sophia Austral     Open Access   (Followers: 1)
Sosiaalipedagoginen Aikakauskirja     Open Access  
Sosio Didaktika : Social Science Education Journal     Open Access  
SosioHumanika: Jurnal Pendidikan Sains Sosial dan Kemanusiaan (Journal of Humanities and Social Sciences Education)     Open Access  
SourceOECD Education & Skills     Full-text available via subscription  
South African Journal of Childhood Education     Open Access   (Followers: 1)
South African Journal of Education     Open Access   (Followers: 2)
South African Journal of Higher Education     Open Access   (Followers: 5)
South-East Asian Journal of Medical Education     Open Access  
Southern African Journal of Environmental Education     Open Access   (Followers: 1)
Southern African Review of Education with Education with Production     Full-text available via subscription   (Followers: 2)
Spor Eğitim Dergisi     Open Access  
Sport Management Education Journal     Hybrid Journal   (Followers: 5)
Sport, Education and Society     Hybrid Journal   (Followers: 13)
SPORTIVE : Journal Of Physical Education, Sport and Recreation     Open Access   (Followers: 2)
Spreadsheets in Education     Open Access   (Followers: 1)
Sri Lanka Journal of Advanced Social Studies     Open Access   (Followers: 1)
Stamford Journal of English     Open Access   (Followers: 1)
Student Affairs Today     Hybrid Journal  
Student Aid News     Hybrid Journal  

  First | 4 5 6 7 8 9 10 11     

Similar Journals
Journal Cover
TechTrends
Journal Prestige (SJR): 0.439
Citation Impact (citeScore): 1
Number of Followers: 10  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1559-7075 - ISSN (Online) 8756-3894
Published by Springer-Verlag Homepage  [2626 journals]
  • Social Presence in an Online Professional Conference
    • Abstract: Abstract This article is a report of a transcript content analysis of participants in six presentation sessions at the 21st Annual Teaching Colleges and Community Worldwide Online Conference. The study was conducted in order to examine the role of social presence in an online professional conference. How participants conveyed social presence and how it influenced their conference experience were explored. The results suggest that social presence can be established in a shorter time frame than previously thought possible compared to online courses conducted over a semester or term. Participants participating in online presentations lasting 20 to 45 min were able to project observable instances of social presence with two new indicators being manifested that were not previously in the literature.
      PubDate: 2019-03-22
       
  • Global Digital Citizenship: Providing Context
    • Abstract: Abstract This paper provides details of the redesign of a digital citizenship unit for pre-service teachers to better support their future students in gaining an understanding of the importance of teaching global digital citizenship. The purpose of the unit design was to broaden these future teachers’ understandings of the complexity of being effective global digital citizens by embedding the subtopics of digital citizenship; equitable access, global awareness, cultural understanding, and safe, healthy, legal, ethical, and responsible uses of technology into the foundations of modeling and integrating technology into the curriculum. To help them learn these complex issues so they could make more critical curriculum decisions in their future classrooms, teacher candidates engaged in a collaborative jigsaw activity, a debate, and were assessed by posting their perspectives in their personal blogs. These teacher candidates demonstrated their growth on this complex, but vital, issue by providing contextual examples.
      PubDate: 2019-03-22
       
  • Review of Muilenberg, L.Y., & Berge, Z.L. (Eds.). (2016). Digital
           Badges in Education: Trends, Issues, and Cases. New York, NY: Routledge
    • PubDate: 2019-03-18
       
  • Impact of Bridging Strategy and Feeling of Knowing Judgments on Reading
           Comprehension Using COMPRENDE: an Educational Technology
    • Abstract: Abstract The main purpose of the present investigation was to explore the effects of a newly-developed educational technology, COMPRENDE, on adolescents’ (N = 85) reading comprehension. More specifically, we explored whether exposure to COMPRENDE significantly improved students’ reading comprehension performance gains as measured by Lectum (a standardized reading test), and to what degree this was effective on struggling readers when compared to proficient readers. Further, we sought to better understand whether planning, monitoring, and evaluation (as metacognitive skills), bridging strategy, contextual vocabulary, perception of COMPRENDE, confidence judgments for performance judged to be correct, and confidence judgments for performance judged to be incorrect (as cognitive skills) significantly predicted reading comprehension performance. Confidence judgments were collected as indices of feeling of knowing (FOKs). Results revealed that COMPRENDE was successful at improving reading comprehension performance but only for struggling readers, and that bridging strategy was the best predictor of reading comprehension performance across both local (item-by-item) and global (holistic) FOKs. Implications for educational practice, technology use in the classroom, research, and theory are discussed.
      PubDate: 2019-03-18
       
  • Computational Thinking Educational Policy Initiatives (CTEPI) Across the
           Globe
    • Abstract: Abstract Since 2006, there has been an ever-increasing momentum in computational thinking educational policy initiatives (CTEPI) across the globe. In this paper, the representative CT educational policy initiatives viewed through the lens of international perspectives and cultural contexts were examined, compared and discussed. Reports, white papers, and policy documents were widely explored, selected through established criteria, and eventually analyzed by the research team. It was found that CTEPI has two characteristics—diverse CT terminology and diverse current status across the globe. Also, curriculum reform and enrichment programs represented two major approaches for CTEPI across the globe. Finally, four development trends emerged from an analysis of CT education policies and initiatives: collaboration and partnerships across sectors and national boundaries, rationales taking a broad perspective and referring to common themes, a redefinition of digital competence, and an emphasis on broadening access and interest.
      PubDate: 2019-03-18
       
  • Correction to: Is the Maker Movement Inclusive of ANYONE': Three
           Accessibility Considerations to Invite Blind Makers to the Making World
    • Abstract: The original version of this article unfortunately contained a mistake. Instead of replacing the word “snap” to “squish” in a specific sentence, all the “snap” words in the article were changed.
      PubDate: 2019-03-07
       
  • Review of Conrad, D., & Openo, J. (2018). Assessment Strategies for
           Online Learning: Engagement and Authenticity. Edmonton, AB: Athabasca
           University Press
    • PubDate: 2019-03-04
       
  • Editor’s Notes
    • PubDate: 2019-03-01
       
  • The Father of Distance Learning
    • PubDate: 2019-03-01
       
  • Student Perceptions on the Role of the Classroom Environment on Computer
           Supported Collaborative Learning
    • Abstract: Abstract The physical classroom remains the one constant space where most schooling takes place and where everyday Computer Supported Collaborative Learning (CSCL) practices in formal educational settings occur. While educational advocates have championed the need for a change to schooling, pedagogy and various teaching and learning practices, the learning environment where these activities are taking place especially at the university level remain the same year after year, creating challenges for those attempting to implement CSCL. In this paper we argue that we cannot improve learning without looking at how the physical classroom space and furniture layout is designed and its impact on learning. Given that the CSCL research emphasizes social interactions, collaboration and knowledge growth, all of which should be occurring in the classroom, it seems appropriate to look at classroom space and changing pedagogies.
      PubDate: 2019-03-01
       
  • Creativity and Expressive Arts, Performance, Physicality and Wellness: a
           Conversation with Dr. Paula Thomson and Dr. Victoria Jaque
    • PubDate: 2019-03-01
       
  • Here or There Instruction: Lessons Learned in Implementing Innovative
           Approaches to Blended Synchronous Learning
    • Abstract: Abstract Here or There (HOT) instruction is a blended synchronous approach that enables students from on-campus (“here”) or a remote location (“there”) to participate together in class activities in real time. The purpose of this article is to share three different cases at two universities that illustrate different implementations of HOT instruction, explain the affordances of these varied approaches, provide best practices that are common to each, and share lessons learned along the way. Readers will gain a better understanding of how to implement a range of innovative HOT approaches, and in what context(s) they might choose one approach over another. The authors’ experience indicates that sound pedagogical principles along with pragmatic considerations, such as class size, available technology, and instructor’s skills, should guide decisions regarding use of these blended synchronous approaches. Future research should look towards what impact blended synchronous environments have on student outcomes.
      PubDate: 2019-03-01
       
  • Designing for Networked Collaborative Discourse: An UnLMS Approach
    • Abstract: Abstract Supporting collaborative discourse with discussion forums in a typical Learning Management System (LMS) remains challenging. This article reports on a design case of an “unLMS” approach, which aimed to devise a networked learning environment not based on an LMS for collaborative discourse in an online course. To support such discourse, four design principles were proposed based on the literature and then used to guide technological and pedagogical designs. Following the principles, a networked learning environment was configured by harnessing emerging technologies of open textbooks, web annotation, and team communication. The designed environment was piloted in the online course. A survey was distributed at the end of the course to investigate student perceptions of the design. Student perceptions of the environment was overall positive in terms of usefulness and ease of use, despite several suggested refinements to improve the tool integration and to personalize student discourse experiences.
      PubDate: 2019-03-01
       
  • Instructional Heuristics for the Use of Worked Examples to Manage
           Instructional Designers’ Cognitive Load while Problem-Solving
    • Abstract: Abstract Research focusing on the complexities faced by instructional designers have called for pedagogical strategies to equip instructional designers with the ability to problem solve and make decisions. One of the most widely studied strategies for managing cognitive load is the use of worked examples, which provides an alternative to traditional problem solving by presenting the learner with a step-by-step model for approaching and solving a problem. This paper synthesizes the literature examining how worked examples are being used as an instructional strategy to promote solving ill-structured problems in various disciplines. It is argued that incorporating instructional heuristics utilizing worked examples will alleviate cognitive load imposed on instructional designers as they acquire skills to demonstrate mastery in conceptual, strategic, and conditional knowledge domains.
      PubDate: 2019-03-01
       
  • Six Key Elements Identified in an Active and Thriving Blended Community of
           Practice
    • Abstract: Abstract Communities of practice offer situated, social and distributed learning experiences that support the professional growth of teachers. However, while some communities of practice are successful, others flounder. This manuscript reports the findings of a qualitative study that examined teachers’ experiences in the Discovery Educator Network, a blended community of practice that positively impacted teacher growth, in order to identify the elements that shaped teacher participation and learning. Data was collected through in-depth interviews with 26 members of the Discovery Educator Network. Data analysis resulted in the identification of six key elements that were critical to the success of the community of practice: leadership roles, personalized learning, guiding principles, organizational support, social learning and purpose.
      PubDate: 2019-03-01
       
  • A Year in the Life of a Pilot Program for Implementing a Digital Clinical
           Experience Assessment Model
    • Abstract: Abstract In efforts to more efficiently assess and manage the student teaching experience (internship) of students, a pilot program was undertaken to implement the LiveText Field Experience Management (FEM) tool. This paper relates the efforts of stakeholders (mentor teachers, university supervisors, school district administrative personnel, teacher education faculty) to implement the FEM tool into the internship at The University of Alabama. Outlined in the paper are the efforts of the pilot team as they implemented the FEM tool over the course of 18 months. This article identifies the challenges the pilot team faced and how those challenges were addressed. The article concludes with suggestions offered by the pilot team for others who may consider adopting a similar system.
      PubDate: 2019-03-01
       
  • Designing for Interdisciplinarity in Higher Education: Considerations for
           Instructional Designers
    • Abstract: Abstract Embedding interdisciplinarity into a higher educational curriculum allows students to develop competence in synthesizing and applying knowledge and skills from across multiple disciplines to address problems and find solutions that would not be possible if only a single disciplinary lens is used. This review of the literature focused on reviewing the state of interdisciplinarity, benefits and challenges of introducing interdisciplinary curriculum into a higher education environment, as well as strategies and models that could be used in designing an interdisciplinary curriculum. It provides a platform for instructional and curriculum designers for integration of interdisciplinary approaches into a curriculum design.
      PubDate: 2019-03-01
       
  • Facilitating Molecular Biology Teaching by Using Augmented Reality (AR)
           and Protein Data Bank (PDB)
    • Abstract: Abstract Spatial understanding of molecules in molecular biology provides a better understanding of molecules in isolation and relation to their next elements. Augmented reality (AR) has recently been developed as a computer interface that enables the users to see the real world with virtual objects superimposed on it. We report a method that shows the use of AR and data provided from protein data bank (PDB) to facilitate the teaching of macromolecules in biology. Users can easily convert the molecules structures obtained from PDB to a 3D format and use it with an AR application to study the molecules from different perspectives. A sample of 60 college students was assigned randomly to one of two conditions namely 2D and AR. At the end of the experiment, participants completed a comprehensive test and then a satisfaction questionnaire. The results of the study showed a significant difference between 2D and AR in satisfaction, the media usability, perception, and apprehension.
      PubDate: 2019-03-01
       
  • Developing an Open Textbook for Learning and Instructional Design
           Technology
    • Abstract: Abstract Despite the emphasis on open educational resources in our field, there are surprisingly few examples of open textbooks in our field, as well as in graduate education generally, despite the findings from research that these books can be affordable, high quality, and advantageous to students and faculty. In this article I describe one process for creating an open introductory textbook. I discuss design decisions, technological choices, and lessons learned, including suggestions for other potential book creators, in an attempt to encourage further development of open book scholarship. I also share initial data on student perceptions about the book, and my conclusions about the textbook creation process.
      PubDate: 2019-03-01
       
  • The Perceived Value of Informal, Peer Critique in the Instructional Design
           Studio
    • Abstract: Abstract The purpose of this study is to investigate how instructional design students perceive the informal, peer critique as an influence in their studio education. Our participants were students enrolled in beginning and advanced studio courses in the department of Instructional Psychology and Technology at Brigham Young University. Groups of 2–3 beginning students were assigned a reviewer from the advanced course, who then led critiques over two face-to-face class sessions with their assigned groups. Students perceived the critique experience to be helpful, although beginning students perceived greater value than did the advanced (possibly due to the time advanced students took to build confidence in the beginners). Students also reported ways in which the critique experience could have been improved, with the most common suggestions being to hold critique sessions more frequently and for longer periods of time. We conclude by discussing the role of informal, peer critiques in the instructional design studio, including how they could complement other forms of feedback that students receive. We also discuss how our findings could contribute towards future research into the value of critique in the instructional design studio environment.
      PubDate: 2018-05-30
      DOI: 10.1007/s11528-018-0302-9
       
 
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