Subjects -> EDUCATION (Total: 2566 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (37 journals)
    - EDUCATION (2200 journals)
    - HIGHER EDUCATION (158 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (41 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

EDUCATION (2200 journals)                  1 2 3 4 5 6 7 8 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
#Tear : Revista de Educação, Ciência e Tecnologia     Open Access   (Followers: 5)
(Pensamiento), (palabra) y obra     Open Access   (Followers: 4)
21st Century Pedagogy     Open Access   (Followers: 12)
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access   (Followers: 2)
ABDIMAS ALTRUIS : Jurnal Pengabdian Kepada Masyarakat     Open Access  
Abdimas Toddopuli : Jurnal Pengabdian Pada Masyarakat     Open Access   (Followers: 10)
About Campus     Hybrid Journal   (Followers: 9)
Academic Medicine     Hybrid Journal   (Followers: 81)
Academic Psychiatry     Full-text available via subscription   (Followers: 34)
Academic Questions     Hybrid Journal   (Followers: 9)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 68)
Accounting & Finance     Hybrid Journal   (Followers: 63)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 25)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 14)
Acta Científica : Ciências Humanas     Open Access   (Followers: 2)
Acta Didactica Norge     Open Access   (Followers: 2)
Acta Educationis Generalis     Open Access   (Followers: 1)
Acta Paedagogica Vilnensia     Open Access   (Followers: 1)
Acta Scientiarum. Education     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 90)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 47)
Action Research     Hybrid Journal   (Followers: 53)
Active Learning in Higher Education     Hybrid Journal   (Followers: 396)
Actualidades Pedagógicas     Open Access  
Adelphi series     Hybrid Journal   (Followers: 14)
Adiyaman University Journal of Educational Sciences     Open Access   (Followers: 1)
Administração Educacional     Open Access  
Administration & Society     Hybrid Journal   (Followers: 18)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 275)
Adult Education Quarterly     Hybrid Journal   (Followers: 258)
Advanced Education     Open Access   (Followers: 19)
Advances in Building Education     Open Access   (Followers: 8)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 38)
Advances in High Energy Physics     Open Access   (Followers: 29)
Advances in School Mental Health Promotion     Partially Free   (Followers: 12)
AERA Open     Open Access   (Followers: 14)
Africa Education Review     Hybrid Journal   (Followers: 31)
African Journal of Chemical Education     Open Access   (Followers: 6)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 12)
African Journal of Health Professions Education     Open Access   (Followers: 7)
African Journal of Research in Mathematics, Science and Technology Education     Hybrid Journal   (Followers: 13)
African Journal of Teacher Education     Open Access   (Followers: 4)
Agora     Full-text available via subscription   (Followers: 6)
AGORA Magazine     Open Access   (Followers: 1)
Ahmad Dahlan Journal of English Studies     Open Access   (Followers: 4)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 9)
Ainedidaktiikka     Open Access  
Akademos     Open Access   (Followers: 2)
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 4)
AKSIOMATIK : Jurnal Penelitian Pendidikan dan Pembelajaran Matematika     Open Access   (Followers: 1)
Aksis : Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access  
Al-Athfaal : Jurnal Ilmiah Pendidikan Anak Usia Dini     Open Access   (Followers: 2)
Al-Bahith Journal     Open Access   (Followers: 1)
Al-Fikrah     Open Access   (Followers: 3)
Al-Idarah : Jurnal Kependidikan Islam     Open Access  
Al-Jabar : Jurnal Pendidikan Matematika     Open Access   (Followers: 1)
Al-Mudarris : Journal of Education     Open Access   (Followers: 3)
Al-Tadris : Jurnal Pendidikan Bahasa Arab     Open Access  
Al-Tadzkiyyah : Jurnal Pendidikan Islam     Open Access  
Al-Tanzim : Jurnal Manajemen Pendidikan Islam     Open Access  
Al.Qadisiya journal for the Sciences of Physical Education     Open Access  
Alberta Journal of Educational Research     Full-text available via subscription   (Followers: 9)
Aldaba     Open Access   (Followers: 1)
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alotrop     Open Access  
Alsic : Apprentissage des Langues et Systèmes d'Information et de Communication     Open Access   (Followers: 18)
Alteridad     Open Access  
Ambiente & Educação : Revista de Educação Ambiental     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 16)
American Educational Research Journal     Hybrid Journal   (Followers: 259)
American Journal of Business Education     Open Access   (Followers: 17)
American Journal of Distance Education     Hybrid Journal   (Followers: 35)
American Journal of Education     Full-text available via subscription   (Followers: 295)
American Journal of Educational Research     Open Access   (Followers: 76)
American Journal of Health Education     Hybrid Journal   (Followers: 39)
American Journal of Physics     Full-text available via subscription   (Followers: 58)
American String Teacher     Full-text available via subscription   (Followers: 3)
Ana Dili Eğitimi Dergisi / Journal of Mother Tongue Education     Open Access   (Followers: 1)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 4)
Anargya : Jurnal Ilmiah Pendidikan Matematika     Open Access   (Followers: 8)
Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova     Open Access  
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 11)
Annals of Modern Education     Full-text available via subscription   (Followers: 6)
Antistasis : An Open Educational Journal     Open Access   (Followers: 9)
Anuario Pilquen : Sección Divulgación Científica     Open Access  
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 3)
Ápice : Revista de Educación Científica     Open Access  
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 19)
Applied Measurement in Education     Hybrid Journal   (Followers: 11)
Aprender     Open Access  
AR-RIAYAH : Jurnal Pendidikan Dasar     Open Access  
Arabia     Open Access   (Followers: 1)
Arabiyatuna : Jurnal Bahasa Arab     Open Access   (Followers: 1)
Archivos de Ciencias de la Educación     Open Access   (Followers: 2)
Areté, Revista Digital del Doctorado en Educación de la Universidad Central de Venezuela     Open Access   (Followers: 1)
Arrancada     Open Access  
Ars Educandi     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 30)
Art Education     Hybrid Journal   (Followers: 1)
Arte e Investigación     Open Access   (Followers: 1)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 49)
Arts Education Policy Review     Hybrid Journal   (Followers: 6)
Artseduca : Revista electrónica de educación en las ARTES     Open Access   (Followers: 1)
ASEAN Journal of Education     Open Access   (Followers: 4)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 21)
Asia Pacific Education Review     Hybrid Journal   (Followers: 13)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 27)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 16)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 28)
Asia-Pacific Science Education     Open Access   (Followers: 1)
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
Asian Education and Development Studies     Hybrid Journal   (Followers: 7)
Asian Journal of Distance Education     Open Access   (Followers: 5)
Asian Journal of Education and Social Studies     Open Access   (Followers: 3)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 19)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 4)
Asian-Pacific Journal of Second and Foreign Language Education     Open Access   (Followers: 5)
ASp     Open Access   (Followers: 4)
Assessing Writing     Hybrid Journal   (Followers: 17)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 258)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 15)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 50)
Assessment Update     Hybrid Journal   (Followers: 7)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Taqaddum     Open Access  
At-Turats     Open Access  
ATENA Didaktik     Open Access   (Followers: 5)
Atenas : Revista Científico Pedagógica     Open Access   (Followers: 1)
Athenea Digital     Open Access  
ATIKAN : Jurnal Kajian Pendidikan (Journal of Educational Studies)     Open Access  
Atthulab : Islamic Religion Teaching and Learning Journal     Open Access   (Followers: 1)
Aula Abierta     Open Access   (Followers: 2)
Aula de Encuentro     Open Access  
Australasian Journal of Educational Technology     Open Access   (Followers: 20)
Australasian Journal of Engineering Education     Hybrid Journal   (Followers: 3)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 8)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 6)
Australian Art Education     Full-text available via subscription   (Followers: 8)
Australian Educational Researcher     Hybrid Journal   (Followers: 34)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 16)
Australian Journal of Career Development     Hybrid Journal   (Followers: 5)
Australian Journal of Dyslexia and Other Learning Difficulties     Full-text available via subscription   (Followers: 10)
Australian Journal of Education     Hybrid Journal   (Followers: 51)
Australian Journal of Environmental Education     Full-text available via subscription   (Followers: 11)
Australian Journal of Indigenous Education, The     Full-text available via subscription   (Followers: 15)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 7)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 6)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 473)
Australian Journal of Teacher Education     Open Access   (Followers: 31)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 7)
Australian Screen Education     Full-text available via subscription   (Followers: 3)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 4)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Autism     Hybrid Journal   (Followers: 356)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Bahastra     Open Access  
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 2)
Baltic Journal of Career Education and Management     Open Access   (Followers: 1)
Barn : Forskning om barn og barndom i Norden     Open Access   (Followers: 1)
Basastra : Jurnal Bahasa, Sastra, dan Pengajarannya     Open Access   (Followers: 1)
BC TEAL Journal     Open Access  
Becoming : Journal of the Georgia Middle School Association     Open Access   (Followers: 3)
Behavioural Sciences Undergraduate Journal     Open Access   (Followers: 6)
BELAJEA : Jurnal Pendidikan Islam     Open Access  
BELIA : Early Childhood Education Papers     Open Access   (Followers: 10)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 5)
Berkeley Review of Education     Open Access   (Followers: 10)
Beyond Behavior     Hybrid Journal   (Followers: 1)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bio-Lectura     Open Access  
BIODIK : Jurnal Ilmiah Pendidikan Biologi     Open Access   (Followers: 1)
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access   (Followers: 1)
Bioeduscience     Open Access   (Followers: 3)
Bioma : Jurnal Ilmiah Biologi     Open Access  
Biomedical Engineering Education     Hybrid Journal   (Followers: 2)
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 9)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
Biosfer : Jurnal Tadris Biologi     Open Access  
BISE : Jurnal Pendidikan Bisnis dan Ekonomi     Open Access   (Followers: 1)
Biuletyn Historii Wychowania     Open Access  
BMC Medical Education     Open Access   (Followers: 50)
BMJ Simulation & Technology Enhanced Learning     Hybrid Journal   (Followers: 13)
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
Boletim Técnico do Senac     Open Access  
Bordón : Revista de Pedagogía     Open Access   (Followers: 1)
British (Jurnal Bahasa dan Sastra Inggris)     Open Access   (Followers: 1)
British Educational Research Journal     Hybrid Journal   (Followers: 280)
British Journal of Educational Studies     Hybrid Journal   (Followers: 212)
British Journal of Educational Technology     Hybrid Journal   (Followers: 210)
British Journal of Music Education     Hybrid Journal   (Followers: 28)
British Journal of Religious Education     Hybrid Journal   (Followers: 11)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 66)
British Journal of Special Education     Hybrid Journal   (Followers: 59)

        1 2 3 4 5 6 7 8 | Last

Similar Journals
Journal Cover
Australasian Journal of Educational Technology
Number of Followers: 20  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1449-3098 - ISSN (Online) 1449-5554
Published by Australasian Society for Computers in Learning in Tertiary Education Homepage  [1 journal]
  • Trends in education technology in higher education

    • Authors: Kate Thompson; Linda Corrin, Gwo-Jen Hwang, Jason M. Lodge
      PubDate: Thu, 29 Jul 2021 22:51:24 +100
       
  • Preparation and synchronous participation improve student performance in a
           blended learning experience

    • Authors: Charlotte Emily Jane Clark; Ger Post
      Abstract: Blended learning can create flexibility for students, more efficiently utilise infrastructure, and can provide high-quality learning at scale. We investigated perceived value and learning gains associated with asynchronous eLearning and synchronous face-to-face (f2f) components of a blended learning experience. We hypothesised that individual student preference for eLearning and f2f learning would be variable, but that participation in f2f classes would enhance student learning. Using a design-based research approach, we have evaluated two iterations of a blended learning experience, combining qualitative survey data and quantitative attendance data and student grades. Students overwhelmingly valued active learning, both within eLearning materials and f2f classes. Final marks positively correlated with the number of f2f classes students attended. Analysis of a subset of intended learning outcomes (ILOs) showed that students who accessed eLearning independently and students who attended f2f classes performed equally-well in ILO-related assessment tasks, however, students were more likely to choose an assessment task directly-related to a class they attended. In addition, completion of required eLearning prior to f2f class attendance significantly enhanced student performance in related assessment tasks. We suggest that f2f attendance as part of blended learning is beneficial, however students can obtain selected ILOs from engaging eLearning materials. Implications for practice or policy:
      Instructors will gain insight into aspects of blended active learning that students value.
      We present evidence that supports the benefits to students of completion of pre-eLearning prior to participation in synchronous f2f classes.
      PubDate: Sat, 15 May 2021 00:00:00 +100
       
  • The choice of customisation strategies in training: An overview of
           parameters and their systematisation

    • Authors: Marina Anikieva
      Abstract: This paper discusses the factors that determine the customisation of e-learning programmes. The process of customisation depends on many parameters, such as the objectives of the programme, the quantity and order of the learning materials, the personality and abilities of the student, and the resources within the learning system. Curriculum developers are able to put together these parameters in varying combinations, reflecting differing educational strategies. Because of this possibility it has become important to study how one can determine an appropriate strategy or learning path for any individual student. This is becoming particularly relevant because curriculum developers have to consider large numbers of already developed learning courses, modules, and technologies. One of the approaches to addressing this problem is the classification, or taxonomy, of customisation parameters. This paper reviews published material from highly-rated journals dealing with customisation of learning. As a result of this review the groups of customisation parameters are identified and a generalised scheme of grouped parameters, and their sequence, corresponding to the inner logic of the learning process are developed. This taxonomy allows the educational activities to be arranged so that learners can achieve their learning goals more efficiently. Implications for practice or policy:
      The developers of curricula and learning materials can use the proposed taxonomy for structuring learning materials within the course, as well as for choosing the forms and methods of their elaboration.
      The developers of e-learning systems or modules can use the proposed taxonomy for planning and enhancing the functionality of their systems.
      PubDate: Sat, 01 May 2021 00:00:00 +100
       
  • Expectations for success: Auditing opportunities for students with print
           disabilities to fully engage in online learning environments in higher
           education

    • Authors: Melissa Cain; Melissa Fanshawe
      Abstract: The rapid digitalisation of learning has had demonstrable impacts on access to education for students with a print disability. In higher education contexts, learning management systems (LMS) have become the predominant method for distributing content. This conceptual article addresses how students with print disabilities such as vision impairment, blindness, dyslexia, and visual fatigue experience their education through online engagement. Using Redmond et al.’s (2018) online engagement framework for higher education, the authors analyse the cognitive, social, emotional, behavioural, and collaborative needs and expectations of these learners. This article provides a contemporary picture of the barriers students with print disabilities currently encounter and the possibilities for access available through the use of accessible and assistive technologies. Recommendations for equitable access, including a range of actionable strategies, are provided to assist teacher educators, higher education providers, higher education disability support advisors, and LMS designers. Implications for practice or policy:
      Barriers to equitable engagement in education experienced by students with print disabilities can be overcome by utilising the detailed recommendations in the audit tool developed by the authors.
      Higher education providers should consider the recommendations in this article to ensure they meet legislative requirements for inclusion and that students with print disabilities achieve social, academic, and emotional connectiveness in their education.
      PubDate: Sat, 10 Apr 2021 00:00:00 +100
       
  • Exploring preservice teacher self-reported and enacted TPACK after
           participating in a learning activity types short course

    • Authors: Daniel Mourlam; Steven Chesnut, Heather Bleecker
      Abstract: Preparing preservice teachers to teach effectively with digital technologies and media (DTM) is at the heart of initial teacher preparation as digital access continues to increase throughout society. The development of preservice teacher technological pedagogical content knowledge (TPACK) is important in order to create DTM-rich instruction. This study investigated preservice teacher self-reported and enacted TPACK after participating in learning activity types short courses, and the relationship between preservice teacher perceptions and observed practice. Data collection occurred using a pre-post self-report survey and preservice teacher lesson plans collected before and after short course implementation in two educational technology courses. Results from structural equation modeling and confirmatory factor analysis indicated no significant differences in preservice teacher self-reported technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK, significant differences in preservice teacher enacted TCK, TPK, and TPACK, and no significant relationship between preservice teacher self-reported and enacted TPACK. Implications for practice or policy:
      Teacher educators may consider using learning activity types short courses for preservice teachers’ enacted TPACK development, while using other strategies for self-reported TPACK development.
      Teacher education programs can determine preservice teachers’ readiness for teaching with DTM by assessing both preservice teachers’ knowledge and beliefs.
      Teacher education programs may consider using both self-report and performance-based assessments of preservice teachers’ knowledge as there may be discrepancies in what preservice teachers believe and how they enact their knowledge in practice.
      PubDate: Sat, 10 Apr 2021 00:00:00 +100
       
  • Student perceptions towards the usage of AR-supported STEMUP application
           in mobile courses development and its implementation into English learning
           

    • Authors: Huang-Yao Lin; Shu-Chiao Tsai
      Abstract: This study investigated the use of an augmented reality (AR) -supported application called STEMUP to develop mobile English courses on Android and iOS smartphones. It focused on vocabulary and listening and speaking skills, in an initial assessment of the effectiveness of implementing AR-based mobile English courses. The study was conducted with English major sophomores who took an elective course, Design and Practice of Mobile Learning, at a technology university in Taiwan. A preliminary curriculum was prepared for integrating STEMUP into English courses in which students would not only learn how to develop AR-based mobile English courses but also practise target English skills with two assigned English courses on STEMUP. The results from the student questionnaire indicated that the layout design of the student-generated AR-based mobile English courses complied with several of Mayer’s principles of multimedia learning and that the focus on learning with the mobile English courses met Chapelle’s seven suggested criteria for the development of multimedia computer-assisted language learning. The students of English as a foreign language responded that STEMUP was an easy application for developing AR-based mobile English courses and that learning with the assigned AR-based mobile English courses was interesting and motivational. Implications for practice or policy:
      Teachers of English as a foreign language can easily develop AR-based mobile English courses on STEMUP by referring to Mayer’s principles of multimedia learning.
      Focusing on learning English language with AR-based mobile courses meets Chapelle’s suggested criteria for development of multimedia computer-assisted language learning.
      This AR-supported STEMUP can be extended to educational settings, especially in remote schools that lack English learning resources and teachers.
      PubDate: Wed, 31 Mar 2021 00:00:00 +110
       
  • How and why are digital badges being used in higher education in New
           Zealand'

    • Authors: Maggie Katherine Hartnett
      Abstract: Digital technologies, as mediators and facilitators of learning, are altering tertiary education; how and when it occurs, what it entails, who has access, and how capabilities and skills are acknowledged. Digital badges are one such technological tool. Created to acknowledge competency, skill or achievement they have been adopted for a variety of purposes including to motivate learners, recognise achievement and accredit learning. Internationally, the use of digital badges is growing; however, much of the existing literature addresses the potential of digital badges while there is a relative paucity of empirical research, particularly in the Australasian region. This research explored the use of digital badges within New Zealand’s public higher education sector. Using a mixed methods approach (national survey of staff followed by interviews), results revealed over half of the institutions were using badges or planned to in the future. Identified benefits included displaying achievement, motivating learners and evidencing learning. Challenges were also noted, including faculty members’ lack of knowledge about badges, inconsistent use and lack of formal regulation of badges. The findings suggest that badge use is at the early adoption stage and provide valuable insights from which to develop future practice. Implications for policy or practice:
      Decision-makers need to be mindful that organisational culture considerations can affect the success of badging systems and micro-credentials.
      Implementers of digital badging systems need to ensure staff understand the value and credibility of digital badges.
      Staff responsible for awarding digital badges need to be involved in decisions about how and why they are used beyond individual units of study.
      PubDate: Fri, 19 Mar 2021 00:00:00 +110
       
  • Using head mounted display virtual reality simulations in large
           engineering classes: Operating vs observing

    • Authors: Andrew Valentine; Tom Van Der Veen, Patrick Kenworthy, Ghulam Mubashar Hassan, Andrew L Guzzomi, R. Nazim Khan, Sally Amanda Male
      Abstract: A barrier to using head mounted display (HMD) virtual reality (VR) in education is access to hardware for large classes. This paper compares students’ learning when engaging with an HMD VR simulation as the operator and as the observer, to evaluate whether benefits of HMD VR can be achieved without requiring all students to operate the equipment. Postgraduate engineering students (N = 117) completed a safety hazard identification exercise in a workshop. The performance of students who operated and observed was compared. Results showed that students performed similarly in the exercise that followed the simulation whether they operated HMD VR (n = 33) or observed (n = 84). The finding suggests that educators may be able to use HMD VR simulations in classes with a large enrolment, by reducing the need for investment and management of a large number of sets of HMD VR equipment. Implications for practice or policy:
      Engineering educators can use HMD VR simulations to teach students about safety in design.
      Engineering students are able to identify safety hazards in a HMD VR simulation effectively whether they are operating the equipment or observing another student in their group operating the VR equipment.
      One HMD VR set per student group is sufficient.
      HMD VR simulations can be used inclusively, even when some students are unable or unwilling to wear the headset.  
      PubDate: Fri, 19 Mar 2021 00:00:00 +110
       
  • Predicting mobile learning acceptance: An integrated model and empirical
           study based on higher education students' perceptions

    • Authors: Ali Alowayr; Ahmed Al-Azawei
      Abstract: This research extends the unified theory of acceptance and use of technology (UTAUT) model based on the expectation-confirmation and self-determination theories. It is aimed at exploring students’ perspectives regarding the acceptance of mobile learning (m-learning) in higher education. Although UTAUT receives considerable attention in technology acceptance research, the present study is unlike previous work, in that it is among the first to integrate the self-determination and expectation-confirmation theories with this model to better understand m-learning adoption, particularly in developing countries. A total of 246 undergraduate students responded voluntarily to an online questionnaire. The resulting findings suggest that integrating the UTAUT model with variables that represent learners‘ basic psychological needs can highly affect their acceptance of m-learning technology. These findings are discussed further for their theoretical and practical implications. Implications for practice or policy:
      In mobile learning, teachers need to create meaningful learning tasks to facilitate students’ learning.
      Teachers should be aware of the importance of confirming learners’ initial expectations of mobile learning’s benefits, to ensure greater learning effectiveness.
      Students should feel no pressure in their decision to adopt mobile learning.
      Higher education institutes need to exploit the benefits of mobile learning, given that students have high willingness to accept it, but adequate training and facilities should be provided.
      PubDate: Tue, 09 Mar 2021 00:00:00 +110
       
  • Analysing self-regulated learning strategies of MOOC learners through
           self-reported data

    • Authors: M. Elena Alonso-Mencía; Carlos Alario-Hoyos, Iria Estévez-Ayres, Carlos Delgado Kloos
      Abstract: Massive open online courses (MOOCs) require registered learners to be autonomous in their learning. Nevertheless, prior research studies showed that many learners lack the necessary self-regulated learning (SRL) skills to succeed in MOOCs. This research study aimed to gain insights into the relationships that exist between SRL and background information from MOOC learners. To this end, a series of three MOOCs on computer programming offered through edX were used to collect self-reported data from learners using an adaptation of the Motivated Strategies for Learning Questionnaire. Results show significant differences in general learning strategies and motivation by continent, prior computing experience and percentage of completed MOOCs. Men reported higher motivation than women, whereas pre-university learners needed further guidance to improve their learning strategies. Implications for practice:
      A better understanding of learners’ SRL strategies can help design better MOOCs.
      An early identification of learners with poor SRL strategies can help to reduce dropout rates of those learners who actually intend to finish the MOOC.
      A better understanding of differences between groups of students with respect to their SRL strategies can help design MOOCs with personalised variations for a better performance.
      PubDate: Tue, 09 Mar 2021 00:00:00 +110
       
  • Influence of the NAO robot as a teaching assistant on university
           students’ vocabulary learning and attitudes

    • Authors: Hossein Banaeian; Ilkay Gilanlioglu
      Abstract: This study investigated how the NAO robot as a teaching assistant affects the way university students learn vocabulary and their attitudes towards it. A mixed method approach was followed to gather both quantitative and qualitative data. A quasi-experimental design, including a pre-test and a post-test, was employed to explore the impact of the NAO robot on students’ vocabulary learning. Moreover, a questionnaire and an interview were used to identify the attitudes of the participants towards the NAO robot. The participants, who were taking a vocabulary course for language improvement as part of the regular curriculum of the program during the experiment, were freshman students of the English language teaching undergraduate program at a higher education institution in North Cyprus. Of the two groups, the control group performed slightly better than the experimental group even though the analyses did not show any statistically significant difference between them. Descriptive data analysis showed that most of the students liked the NAO robot and its abilities. However, related findings from the qualitative data were mixed. Most participants liked the NAO robot and thought that the robot helped them to learn the new words, while some thought that the technology needed to be improved. Implications for practice or policy:
      Evidence of vocabulary gains and students’ generally positive attitudes mark the NAO robot as a promising tool in language learning and teaching.
      The benefits and drawbacks of the NAO robot should be taken into account prior to its integration into second language vocabulary learning and teaching.
      In alignment with the continuous assessment of developments in robot-assisted language learning research, teachers should be provided with professional training for using the NAO robot effectively with various learners.
      PubDate: Tue, 09 Mar 2021 00:00:00 +110
       
  • Faculty members’ planned technology integration behaviour in the context
           of a faculty technology mentoring programme

    • Authors: Hatice Cilsalar Sagnak
      Abstract: This qualitative case study aimed to examine faculty members’ perceived behaviour regarding the use of technology in their classrooms. The behavior was examined within the framework of the decomposed theory of planned behavior. The theory states that technology integration behaviour is directly related to intention and perceived behaviour control and indirectly related to attitude, subjective norms and perceived behaviour control. Data sources included semi-structured interviews conducted with 17 faculty members who participated in a faculty technology mentoring programme implemented at a large public university in Turkey over a semester of 4 months’ duration. The data analysis revealed that the factors affecting faculty members’ planned technology integration behaviour were related to their intentions, attitude, subjective norms and perceived behaviour control, as explained in the theory. Faculty members identified a number of student-related, faculty-related and context-related challenges in technology integration. The recommendations arising from the study are to support and sustain faculty members’ technology integration in higher education classrooms. Implications for practice or policy:
      Technology mentoring programs can improve faculty teaching practices with technology in higher education classrooms.
      Faculty members’ technology integration behaviour can be supported by addressing the challenges, including lack of time and motivation, insufficient technological knowledge and classroom management problems.
      The technology integration awareness of faculty members can be developed by improving the teaching and learning environment with the support of administrators, peers and students and providing the required time and incentives to integrate technology.
      PubDate: Fri, 01 Jan 2021 00:00:00 +110
       
  • Towards faster feedback in higher education through digitally mediated
           dialogic loops

    • Authors: Jill Willis; Andrew Gibson, Nick Kelly, Nerida Spina, Jennifer Azordegan, Leanne Crosswell
      Abstract: How feedback is understood and enacted has shifted from the traditional practice of providing individual feedback on summative tasks at key points to a more ongoing series of dialogues between the teacher and students during the teaching period. This paper reports on the experiences of designing faster feedback through weekly dialogic feedback loops to enhance students’ personal connection to their learning while providing teachers with faster, actionable feedback data to inform learning design. A pragmatic inquiry considered how benefits might potentially be amplified through the use of digital technologies. Data included student reflections collected via the GoingOK web application, interviews and focus groups. The findings identify and theorise four types of digitally mediated feedback loops: students in computer-mediated dialogue with themselves; students and teachers in dialogue with each other; the reflection on how feedback informed learning; and the sociotechnical dialogue informing ongoing technical design. Three design dilemmas that were experienced by teachers as they enacted digitally mediated dialogic feedback loops are articulated, alongside the principles that enabled responsive design. Understanding these design elements is fundamental if automation of some parts of the feedback loop through reflective writing analytics is to be considered both feasible and desirable. Implications for practice or policy:
      Digitally mediated feedback loops can facilitate faster feedback, enabling students to reflect on their learning and providing teachers with access to new insights about diverse learners.
      Feedback technology can challenge existing ideas about feedback.
      Faster feedback can save teachers time, but efficiencies are likely to depend on an increased human workload in the short term as automation technologies can be slower to develop.
      Sociotechnical innovation requires collective dialogue between educators and digital developers, across asynchronous timelines.
      PubDate: Fri, 01 Jan 2021 00:00:00 +110
       
 
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