Authors:Chris Deneen; Henk Huijser; Linda Corrin, Feifei Han Abstract: In this editorial we mark AJET's 40th anniversary by reflecting on the persistent challenge of bridging theory and practice in educational technology research. Despite remarkable advancements – from microcomputers to generative artificial intelligence – recurring themes such as cost-effectiveness, educator readiness and meaningful integration of technology remain persistent concerns. We identify two core issues underpinning the theory-practice gap: siloed theoretical development disconnected from pragmatic realities and the overlooked contributions of third-space professionals, who navigate both domains but are often marginalised in institutional research agendas. The AJET team renews its commitment to fostering robust, reciprocal connections between researchers and practitioners. Initiatives including community-driven special issues, enhanced reviewer development programmes and professional learning resources are highlighted as forming a strategic agenda for building bridges to cross this divide. Looking ahead, we invite a sustained dialogue and collaboration to ensure educational technology research continues to inform practice in meaningful, transformative ways. PubDate: Tue, 22 Apr 2025 00:00:00 +100
Authors:Sebah Al-Ali; Rob Miles Abstract: There is a growing need to upskill higher education (HE) teachers for the effective and responsible integration of generative artificial intelligence (GenAI) in their classrooms. This case study sought to address this growing need by designing and delivering a training course for educators, focusing on the use of ChatGPT as it was the most commonly used tool at the time. The professional development opportunity lasted 5 weeks and covered critical aspects of GenAI use for teaching and learning. Data collected from participants included discussion board entries, written tasks and focus groups. Findings highlight some of the common practices and concerns HE practitioners had regarding the use of GenAI in their practice. The findings also emphasise the importance of providing teachers with customised GenAI training to facilitate its effective integration in HE contexts. Finally, based on the findings of this study, we propose the TPTP Support System for Teachers, built upon four key areas: teacher training, pedagogical support, testing revamp and practice networks. This system aims to guide institutional efforts to facilitate and support educators as they integrate GenAI in HE. Implications for practice or policy: Teacher training is necessary for the effective integration of GenAI in HE contexts. Institutions should provide support in four key areas to facilitate educators’ effective and responsible use of GenAI in HE. The TPTP Support System for Teachers can be leveraged for these planning and support initiatives. PubDate: Fri, 07 Mar 2025 00:00:00 +110
Authors:Roberto Jr Bacani Figueroa; Insung Jung Abstract: This paper presents an investigation into the integration of virtual reality (VR) tours in online English lessons tailored for adult learners. The study utilised a design-based research approach to evaluate the effectiveness of VR tours in this context. It specifically examined the responses of adult learners to this instructional strategy by collecting data through surveys, observation notes and interviews with four learners in Japan and five learners in France, most of whom completed 10 lessons over 4 months. The research findings highlight the effectiveness of VR tours in enhancing learner motivation. Additionally, they demonstrate that perceived learning outcomes are influenced not only by the immersive experience of spatial presence but also by the novelty of technological and scenery-related aspects within the VR environment, as well as factors related to lesson design and individual learner characteristics. Implications for practice or policy: VR photo tours can serve as a powerful tool for language educators to increase the learning motivation of remote learners. The physical location of remote learners and the ergonomics of their devices plays a crucial role in their engagement levels with VR-based online learning activities. Aside from the technological novelty of VR, the inclusion of diverse and visually appealing scenery can further enhance motivation and interest among online learners. PubDate: Thu, 27 Feb 2025 00:00:00 +110
Authors:Libor Juhaňák; Vojtěch Juřík, Nicol Dostálová, Zuzana Juříková Abstract: The use of metacognitive prompting to support self-regulated learning is a well-established area of research in education. Despite receiving considerable attention, the precise mechanism of prompting and its effects on the learning process remain unclear, especially in the context of multimedia learning. This study employed a controlled laboratory experimental design to empirically investigate the effects of metacognitive prompting on learning outcomes, considering both text-based and multimedia learning materials. A population of 110 native Czech undergraduate students in the humanities and social sciences participated in the experiment. Contrary to expectations, metacognitive prompting was not identified as a significant predictor of learning outcomes. Post-hoc analysis indicated that the effects of metacognitive prompting depend on various differences in students and their cognitive processing, which may be further influenced by the nature of the learning material. These findings underscore the importance of considering individual differences when designing and implementing metacognitive prompts in multimedia learning, as well as for follow-up research where they should be closely inspected. Implications for practice or policy: The findings of this study emphasise the importance of individual differences among students in the domain of self-regulated learning, which should be considered when creating meta-cognitive prompts. When designing online learning materials, instructional designers should be aware that the effectiveness of metacognitive prompts may vary depending on the type of learning material. Educators can focus on providing additional support (beyond metacognitive prompts) to low-achieving students to help them develop their ability to regulate their own learning. PubDate: Sun, 23 Feb 2025 00:00:00 +110
Authors:Jack Tsao; Sakinah Alhadad, Danielle Heinrichs, Suraiya Abdul Hameed, Katherine McLay Abstract: Transdisciplinary problem-solving using digital technologies can further the internationalisation agenda within higher education through an inquiry-based collaborative online international exchange that is transformative and contributes real-world knowledge. Our study focused on a 12-week fully online programme bringing together undergraduates and postgraduates from a Hong Kong university and two Australian universities to research the well-being of university students. Drawing on Pierre Bourdieu’s concepts of field and habitus, we analysed the implementation and effectiveness of digital technologies in influencing the students’ experiences of sharing, learning and collaboration practices. The findings highlight the significance of online learning spaces for intercultural sharing beyond disciplinary spaces and generate tensions and ambiguities that provoke students to critically reflect on comparative cultural and social perspectives. This space for educational exploration and possibilities can move students beyond the taken-for-granted and expose them to diverse viewpoints and ways of thinking conducive to transdisciplinary learning and research. Implications for practice or policy: Higher education institutions and educators can leverage purposefully designed digital technologies and structured online exchange programmes to create equitable international and transdisciplinary collaboration and inquiry spaces. Educators can use multimodal digital technologies, such as collaborative platforms (e.g., Miro, Canva) and creative methods (e.g., digital storytelling, body mapping) for students to engage with ambiguity, negotiate cross-cultural tensions and build critical self-awareness in collaborative settings. Higher education institution policies can support students as co-creators of knowledge. PubDate: Fri, 14 Feb 2025 00:00:00 +110
Authors:Rebecca Heiser; Agnieszka Palalas, Ashley Gollert Abstract: As higher education institutions increasingly adopt videoconferencing technologies to broaden access to learning, the need for evidence-based, inclusive practices to support digital well-being becomes paramount. Integrating these technologies into the curriculum necessitates careful design considerations to prevent unintended consequences and uphold learners' privacy, safety, equity and humanity. Our systematic review, based on eight dimensions of digital wellness, has identified key inclusive design decisions for videoconference-enabled formal learning experiences. Drawing from data analysed from 36 empirical studies, we organised six inclusive design considerations for digital wellness in videoconferencing learning environments. These considerations – accessibility, active learning strategies, multimodal communication, readiness, social presence and sociocultural sensitivity – offer course designers a practical framework to create evidence-based practices that foster digital wellness and inclusion in videoconferencing learning spaces. Implications for practice or policy: Academic institutions should recognise digital wellness as a shared responsibility among institutional stakeholders, including faculty, learners, and administrative professionals. Institutional policies should prioritise learner choice and equitable access for co-creating knowledge and fostering safe communication. Stakeholders should be empowered to make informed choices about digital habits to mitigate unintended consequences and encourage mindful technology use. Accessibility barriers must be addressed through intentional learning design, ensuring meaningful participation and interaction for all. PubDate: Sun, 09 Feb 2025 00:00:00 +110
Authors:Mik Fanguy Abstract: Note-taking is generally regarded as an effective learning strategy, but it is also cognitively demanding. Students often omit salient information in their notes due to the burden of trying to listen while writing down what they hear. Two alternative forms to traditional note-taking are online collaborative note-taking and instructor-provided notes. The former strategy allows students to work together online in small groups to share the burden of note-taking as well as the benefits of the collaborative document they produce together. The latter strategy involves the course instructor providing students with a complete set of notes, freeing students cognitively to listen and make connections with the lecture content. However, research on these two approaches remains sparse, and thus far, no study has compared their effects on learning performance. Therefore, the present study compared the learning performances of 161 students divided into two treatment conditions within a flipped learning environment: one where students took collaborative notes and another where students received notes provided by the instructor. Quiz scores showed no differences between the two conditions, but measures of both group and individual writing quality were significantly higher in the online collaborative note-taking condition than with the instructor-provided notes. Implications for practice or policy: To enhance students’ recall, instructors should provide notes to students. To bolster students’ ability to collaborate, instructors should have students take online collaborative notes. To enable students to improve and apply a skill, such as writing, instructors should have students take online collaborative notes. PubDate: Sat, 08 Feb 2025 00:00:00 +110
Open Access journal
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