Subjects -> COMPUTER SCIENCE (Total: 2313 journals)
    - ANIMATION AND SIMULATION (33 journals)
    - ARTIFICIAL INTELLIGENCE (133 journals)
    - AUTOMATION AND ROBOTICS (116 journals)
    - CLOUD COMPUTING AND NETWORKS (75 journals)
    - COMPUTER ARCHITECTURE (11 journals)
    - COMPUTER ENGINEERING (12 journals)
    - COMPUTER GAMES (23 journals)
    - COMPUTER PROGRAMMING (25 journals)
    - COMPUTER SCIENCE (1305 journals)
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    - DATA BASE MANAGEMENT (21 journals)
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    - E-LEARNING (30 journals)
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E-LEARNING (30 journals)

Showing 1 - 30 of 30 Journals sorted alphabetically
Advanced Technology for Learning     Full-text available via subscription   (Followers: 139)
Aprendo con NooJ     Open Access   (Followers: 1)
Australasian Journal of Educational Technology     Open Access   (Followers: 17)
Computer Assisted Language Learning     Hybrid Journal   (Followers: 28)
Computer Speech & Language     Hybrid Journal   (Followers: 13)
Education in the Knowledge Society     Open Access   (Followers: 2)
Educational Technology Research and Development     Partially Free   (Followers: 45)
eLearn Magazine     Full-text available via subscription   (Followers: 4)
European Journal of Open, Distance and E-Learning - EURODL     Open Access   (Followers: 11)
Human-centric Computing and Information Sciences     Open Access   (Followers: 6)
Interdisciplinary Journal of e-Skills and Lifelong Learning     Open Access   (Followers: 4)
Interdisciplinary Journal of Information, Knowledge, and Management     Open Access   (Followers: 12)
International Journal of Adult Education and Technology     Hybrid Journal   (Followers: 17)
International Journal of Ambient Computing and Intelligence     Full-text available via subscription   (Followers: 3)
International Journal of Computer-Assisted Language Learning and Teaching     Full-text available via subscription   (Followers: 14)
International Journal of Online Pedagogy and Course Design     Full-text available via subscription   (Followers: 7)
International Journal of Research Studies in Educational Technology     Open Access   (Followers: 10)
Journal of Assistive Technologies     Hybrid Journal   (Followers: 19)
Journal of Computers in Education     Hybrid Journal   (Followers: 9)
Journal of Machine Learning Research     Open Access   (Followers: 62)
Jurnal Inovasi Teknologi Pendidikan     Open Access  
Jurnal Komtika     Open Access  
Nordic Journal of Digital Literacy     Open Access  
Online Journal of Distance Learning Administration     Open Access   (Followers: 12)
Research and Practice in Technology Enhanced Learning     Open Access   (Followers: 8)
Research in Learning Technology     Open Access   (Followers: 72)
RIED. Revista Iberoamericana de Educación a Distancia     Open Access   (Followers: 1)
RU&SC. Revista de Universidad y Sociedad del Conocimiento     Open Access   (Followers: 1)
Tidsskriftet Læring og Medier (LOM)     Open Access   (Followers: 1)
UOC Papers. Revista sobre la sociedad del conocimiento     Open Access   (Followers: 1)
Similar Journals
Journal Cover
International Journal of Online Pedagogy and Course Design
Number of Followers: 7  
 
  Full-text available via subscription Subscription journal
ISSN (Print) 2155-6873 - ISSN (Online) 2155-6881
Published by IGI Global Homepage  [147 journals]
  • Correlations Between the UN SDGs and Educational Technology From the
           Perspective of Taiwan's Educational Innovation

    • Free pre-print version: Loading...

      Authors: Ho; Shin-Jia
      Pages: 1 - 7
      Abstract: Society 5.0 is characterized by problem solving and value creation, decentralization, diversity, resilience, and environmental harmony. It also indicates that the major mankind needs to face are presented in the seventeen SDGs proposed by the UN. Therefore, the educational context of the UN SDGs was investigated in this study. Through a dialogue with Taiwan’s educational context and link with the educational technology behind the current Society 5.0 proposed by Japan, UN SDGs were discussed and aligned with the 12-year national basic education program of Taiwan. Societal design was applied to drive the practice of maker education, demonstrating the three core ideas of the 12-year national basic education: taking initiative (ontological view), engaging the public (cognitive view), and seeking the common good (ethical view). Defining the 12-year national basic education program can help truly implement the connotations of education in SDGs and highlight the key role of educational technology.
      Keywords: Educational Technologies; Education; Instructional Design
      Citation: International Journal of Online Pedagogy and Course Design (IJOPCD), Volume: 12, Issue: 3 (2022) Pages: 1-7
      PubDate: 2022-07-01T04:00:00Z
      DOI: 10.4018/IJOPCD.304081
      Issue No: Vol. 12, No. 3 (2022)
       
  • Maker Education Challenge in Social Sciences

    • Free pre-print version: Loading...

      Authors: El Hafiz; Subhan, Widiasih, Puti Archianti, Eryandra, Alvin
      Pages: 1 - 11
      Abstract: The present article aims to explain the challenges of maker education in social science, specifically in psychological courses. Three distinctive but inseparable challenges are the products, the professional competencies, and technology. The present articles show that the challenges can be overcome since the barrier is mainly in the back of educators’ minds. This paper argues that maker education should be cultivated in psychological courses to enhance meta-competencies, i.e., creativity in problem-solving, and to appreciate a prominent scholar in Psychology who creates a psychological product, i.e., counseling couch, namely Sigmund Freud. Further, a subject of maker education has been applied in psychological courses that show the benefit of making tangible products. The subject, i.e., creative and innovative, has successfully trained students to develop their creativity through making a product to address daily psychological issues. Finally, the course design and the effect on the students were discussed.
      Keywords: Educational Technologies; Education; Instructional Design
      Citation: International Journal of Online Pedagogy and Course Design (IJOPCD), Volume: 12, Issue: 3 (2022) Pages: 1-11
      PubDate: 2022-07-01T04:00:00Z
      DOI: 10.4018/IJOPCD.304085
      Issue No: Vol. 12, No. 3 (2022)
       
  • The Efficacy of Maker Education and STEAM Content Delivery Through Cooking

    • Free pre-print version: Loading...

      Authors: Sabourian; Layla
      Pages: 1 - 12
      Abstract: The research explores a multimodal platform and curriculum, Chef Koochooloo, that merges cooking instruction with the science, technology, engineering, arts, and mathematics (STEAM) approach to education. This curriculum and application uses narrative content emphasizing cuisines, cultures, and food from many countries, aiming to develop healthy cooking skills and enhance STEAM, nutrition, and human geography knowledge through food preparation. Further, the effectiveness of this approach toward maker education in developing student interest across disciplines is discussed. The experimental study consisted of a 10-week pilot study across 11 schools in California to test the effectiveness of this approach and curriculum. 259 students participated in this study. Narrative methods, semi-structured interviews, and multimodal analyses of platform and lesson iterations based on educational standards were used to evaluate this approach. Additionally, interviews with stakeholders reveal a set of challenges and affordances useful toward the analyses of maker education interventions as a whole.
      Keywords: Educational Technologies; Education; Instructional Design
      Citation: International Journal of Online Pedagogy and Course Design (IJOPCD), Volume: 12, Issue: 3 (2022) Pages: 1-12
      PubDate: 2022-07-01T04:00:00Z
      DOI: 10.4018/IJOPCD.304082
      Issue No: Vol. 12, No. 3 (2022)
       
  • Maker Education

    • Free pre-print version: Loading...

      Authors: Bertrand; Marja Gabrielle, Namukasa, Immaculate Kizito
      Pages: 1 - 12
      Abstract: Makerspaces and the learning and teaching associated with them have become a growing area of interest in K-12 education, especially with respect to student engagement in STEM. While the benefits of maker education in schools have been studied, little empirical research has been on how to assess K-12 student learning through making. In this paper, the authors address this gap by examining the research question: How do educators assess the learning experience in maker education' We took a sample of 4 different non-profit and in-school STEAM programs in Ontario, Canada and carried out a qualitative case study. We conducted interviews, observations, and document analysis. The findings revealed that authentic assessment practices were used at each research site. Further, sharing the learning experience with the wider community beyond the classroom benefited the students and teachers in the programs as well as students and educators both local and outside the programs. This study sheds light on the nature and benefits of assessment and documentation in makerspaces.
      Keywords: Educational Technologies; Education; Instructional Design
      Citation: International Journal of Online Pedagogy and Course Design (IJOPCD), Volume: 12, Issue: 3 (2022) Pages: 1-12
      PubDate: 2022-07-01T04:00:00Z
      DOI: 10.4018/IJOPCD.304083
      Issue No: Vol. 12, No. 3 (2022)
       
  • Tackling the Challenges of Acquiring Web Videos for STEM Hands-On Learning

    • Free pre-print version: Loading...

      Authors: Ting; Yu-Liang, Tsai, Shin-Ping, Tai, Yaming, Tseng, Teng-Hui
      Pages: 1 - 16
      Abstract: The web offers rich learning resources, including technology education. With the advocate of hands-on learning and STEM education, many web videos teach users how to use technological tools to create an STEM artifacts and acquire related science knowledge. These videos were adopted by teachers in their classroom and followed closely as pro-claimed technology education. As web credibility is a challenge and how students approach the topics to develop systematic knowledge are crucial, this study proposed a learning model to address these challenges. The model was embedded into a teacher training to have teachers self-experience these challenges. Participating teachers were expected to construct their pedagogical knowledge inductively, and their responses to the proposed learning were collected. With the participation of 27 in-service teachers, the results demonstrated teachers’ recognition and support of the proposed model. However, their belief and concerns regarding its implementation generated uncertainty. Study results broaden the spectrum of hands-on teacher training.
      Keywords: Educational Technologies; Education; Instructional Design
      Citation: International Journal of Online Pedagogy and Course Design (IJOPCD), Volume: 12, Issue: 3 (2022) Pages: 1-16
      PubDate: 2022-07-01T04:00:00Z
      DOI: 10.4018/IJOPCD.304084
      Issue No: Vol. 12, No. 3 (2022)
       
  • Effects of Maker Education Integrating ARCS on Learners' Performance,
           Motivation, Self-Efficacy

    • Free pre-print version: Loading...

      Authors: Hwang; Jan-Pan, Chang, Mei-Yao
      Pages: 1 - 9
      Abstract: Maker movement has become very popular in recent years. It is a process of continuous experimentation, integration, and thinking of a series of practical skills and creative ideas. The application of maker in education can be called Maker Education. In the learning process of maker education, if learners have the ability to integrate interdisciplinary knowledge, this process will be more effective. On the other hand, some scholars pointed out that the Maker movement is a trial-and-error cycle and requires multiple capabilities such as reflection, feedback, communication, and coordination. However, most learners are lack these abilities, and they also prone to frustration and learned helplessness in the learning process, especially learners with low and medium learning achievements.
      Keywords: Educational Technologies; Education; Instructional Design
      Citation: International Journal of Online Pedagogy and Course Design (IJOPCD), Volume: 12, Issue: 3 (2022) Pages: 1-9
      PubDate: 2022-07-01T04:00:00Z
      DOI: 10.4018/IJOPCD.304086
      Issue No: Vol. 12, No. 3 (2022)
       
 
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