Subjects -> COMPUTER SCIENCE (Total: 2313 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
Australasian Journal of Educational Technology
Number of Followers: 17  

  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]
  • The importance of choosing the right keywords for educational technology
           publications

    • Authors: Linda Corrin; Kate Thompson, Gwo-Jen Hwang, Jason M. Lodge
      Abstract: Keywords refer to important words or concepts that represent the research foci and theoretical backgrounds of an academic study. They enable readers to glean a quick impression about what they are going to read from an academic article. Keywords also provide valuable information for researchers who intend to search for articles related to a particular field or conduct a survey related to a specific topic. Therefore, in selected academic journals, detailed guidelines are provided to help authors choose appropriate keywords for highlighting their research. In this editorial, we examine the role of keywords from several perspectives by reviewing the keywords adopted by AJET authors in recent years. Accordingly, we attempt to provide recommendations to AJET authors for their future submissions. It is expected that, via using proper keywords, the authors and readers as well as the journal can be benefited.
      PubDate: Mon, 06 Jun 2022 00:00:00 +100
       
  • Interrelated analysis of interaction, sequential patterns and academic
           achievement in online learning

    • Authors: Denizer Yildirim; Yasemin Usluel
      Abstract: This study aimed to examine the behaviour of learners across a whole system and in various courses to reveal the interrelation between learners' system interaction, age, programme features and course design. We obtained data from the system logs of 1,634 learners enrolled in distance learning programmes. We performed hierarchical clustering analysis to describe system interactions; then, we carried out a sequential pattern analysis to examine navigational behaviours by clusters. The results showed that the system interactions (e.g., content, live lesson, assignment, exam, discussion) across the whole system differ by age and programme. The behaviour profiles of the learners changed when different course designs were presented. Learners who interacted more with any component (e.g., live lesson or content) according to their needs were more successful than those with limited interaction and assessment-oriented (those with limited interactions outside of the assignment). In an information and communication technology course, learners whose system interactions were sufficient to receive rewards were more likely to succeed. The sequential pattern analysis showed that the assessment-oriented cluster interacted with the assignment in the midterm weeks; the award-oriented cluster interacted with the content or completed their assignment and received an award. Consequently, it is difficult to determine or generalise the intervention unless the system, programme and course design features are standard. Implications for practice or policy: Course designers can use the assessment activities or motivation factors such as awards to increase students' system interactions. Course designers should not determine or generalise interventions unless the system, programme and course design are standard. Researchers should not only focus on data but also consider the contextual characteristics of data.
      PubDate: Sat, 23 Apr 2022 00:00:00 +100
       
  • Where's the harm' Screening student evaluations of teaching for
           offensive, threatening or distressing comments

    • Authors: Matthew J. Gibson; Justin Luong, Hanbit Cho, Bryan Moh, Simone Zanin, Mentari Djatmiko, R. Zach Aandahl
      Abstract: Student evaluation surveys provide educational institutions with important feedback regarding the student experience of teaching and courses; however, qualitative comments can contain offensive, insulting or threatening content. Large educational institutions generate thousands of comments per academic term; therefore, manual screening processes to find potentially harmful comments are not generally feasible. We developed a methodology for semi-automated screening of student comments that incorporates a machine learning decision support system and a detailed psychological assessment protocol. In a case study at a large public Australian university, our system identified 4,258 out of 62,049 (6.9%) comments as potentially harmful and requiring further review. Feedback from stakeholders demonstrates that this methodology is useful in reducing staff workload and could be broadly applied to different settings. Implications for practice or policy:
      Educational institutions can adopt this methodology to dramatically decrease the number of working hours required to screen harmful free-text comments.
      Researchers can use the proposed psychology-based assessment as an example of how to develop a protocol to categorise comments.
      Educators and researchers can use this case study to follow best practices to develop their own decision support system that implements free-text comment classifiers.
      PubDate: Tue, 19 Apr 2022 00:00:00 +100
       
  • How university students negotiate cognitive-social interactions and
           leverage cognitive tools for mobile peer tutoring

    • Authors: Seng-Chee Tan; Yin Ling Cheung, Chee-Kit Looi
      Abstract: This paper reports a case study of 20 university peer tutor-tutee dyads which engaged in online synchronous peer tutoring using MENTOR, a mobile application developed to support peer tutoring. Despite years of research, peer tutoring still attracts significant attention and an emerging area of research is online peer tutoring. This study aimed to contribute to research on mobile peer tutoring, which is still in its infancy stage. Underpinned by Vygotskian social-cultural learning and Wertsch's notion of mediated actions by tools, a qualitative analysis of the recorded tutees’ mobile phone screen during the peer tutoring sessions was conducted. Our findings show three different types of peer tutor-tutee social cognitive interactions, with varying degrees of tutees showing agency in seeking clarifications. While most tutees demonstrated some level of agency in seeking clarifications, fewer tutees showed agency in co-annotating on the canvas space. The findings also illuminate how the participants leveraged the canvas tools provided by MENTOR to create a shared understanding and cognitive convergence. Implications for practice or policy:
      University teachers could engage students in peer tutoring using mobile applications
      Peer tutors could engage tutees by asking questions or pause for clarifications
      Tutees could play an active role in seeking clarifications or offer their ideas
      Mobile peer tutoring participants could leverage features of the technology to create a shared understanding
      PubDate: Thu, 31 Mar 2022 00:00:00 +110
       
  • An examination of student user experience (UX) and perceptions of remote
           invigilation during online assessment

    • Authors: Dr Lesley Sefcik; Dr Terisha Veeran-Colton , Dr Michael Baird , Dr Connie Price, Steve Steyn
      Abstract: This study aimed to understand the effects of a custom-developed, artificial intelligence–based, asynchronous remote invigilation system on the student user experience. The study was conducted over 3 years at a large Australian university, and findings demonstrate that familiarity with the system over time improved student attitudes towards remote invigilation. Positive experiences were found to be related to ease of use and convenience for test sitting. The majority of students reported that it was important for the institution to have approaches such as remote invigilation to discourage cheating and they believed that the system was useful in this regard. Perceived technical problems were found to invoke feelings of anxiety with being remotely invigilated, and students suggested that greater clarity on expectations of appropriate behaviour, privacy and data security would help alleviate discomfort and improve the system. Implications for practise or policy:
      Educators can improve the student user experience of remote invigilation by ensuring that students are provided the opportunity to practise and become familiar with using remote invigilation software before any summative assessment task.
      Administrators should provide clear policy guidance about the management of student data collected during remotely invigilated assessment tasks.
      PubDate: Mon, 21 Feb 2022 00:00:00 +110
       
  • Personalised learning model for academic leveling and improvement in
           higher education

    • Authors: Lizette Susana Hernandez Cardenas; Leticia Castano, Cristina Cruz Guzman, Juan Pablo Nigenda Alvarez
      Abstract: This study's innovative objective was to develop a personalised learning model to equate students' entry level knowledge as they entered the School of Medicine and Health Sciences at Tecnologico de Monterrey in Mexico in 2019. This was necessitated by a difference in the depth and approach to preparatory content. The methodology focused on adapting the learning process to the students' specific knowledge requirements in cell biology and chemistry courses to enrich knowledge and improve academic performance. We implemented a diagnostic test at the start of the course to determine the students' level of mastery in these subjects. The students were allowed to learn at their own pace and were expected to improve their low initial scores by constructing their learning paths. The professor served as an advisor. At the end of the course the students retook the exam to measured the difference between the diagnostic test results and the terminal level of knowledge. The research design was non-experimental, observing the phenomenon as it occurred in the natural context, using an interval-type scale (quantitative) questionnaire. The analysis of the learning model's results showed an increase in the students' knowledge and satisfaction and demonstrated the model's usefulness for understanding educational content. Implications for practice or policy:
      This study presents a personalised learning model that emulates adaptive learning and provides flexibility and autonomy to students for acquiring knowledge.
      The participating students self-assessed their entry level of knowledge in chemistry and biology via the online diagnostic test using Canvas, the learning management system (LMS) of Tecnologico de Monterrey.
      The ability to asking questions to the professors, in synchronous feedback sessions, was facilitated by the interactive communication platform, to enrich the learning experience.
      PubDate: Mon, 21 Feb 2022 00:00:00 +110
       
  • Asynchronous text-based communication in online communities of foreign
           language learners: Design principles for practice

    • Authors: Mariolina Pais Marden; Jan Herrington
      Abstract: Effective employment of information and communication technology (ICT) in foreign language teaching and learning has become imperative as a means to support second language development when traditional face-to-face instruction and interaction is not possible. Using a design-based research approach and a theoretical framework that integrates authentic learning and online communities of practice principles, this paper examines the nature and extent of students’ contributions to computer mediated communication (CMC) tools provided in an online Italian as a foreign language learning environment. This paper describes the context of the intervention strategy, the methodology used, and presents an analysis of themes emerging from the data relating to the use of multiple discussion forums to support interaction and collaboration within the online community of foreign language learners. The findings suggest that there was a substantial development in the way students used different discussion forums over the course of two consecutive iterative implementations of the online learning environment developed. The findings also show that, as time progressed, students felt increasingly more confident about communicating their ideas in writing in the target language to different groups of participants. Implications for practice or policy:
      The design principles and learning environment described in this study will assist foreign language educators to create their own pedagogical frameworks for language education in technology-based, authentic learning environments.
      The design principles that emerged from this research will assist foreign language educators to support student interaction and collaboration in online communities of learners.
      Foreign language students’ engagement with peers and native speakers will be enhanced by integrating the recommendations for encouraging purposeful and authentic student online interactions.
      PubDate: Mon, 21 Feb 2022 00:00:00 +110
       
  • Negotiating teacher educators' beliefs about blended learning: Using
           stimulated recall to explore design choices

    • Authors: Bram Bruggeman; Kyra Hidding, Katrien Struyven, Bram Pynoo, Anja Garone, Jo Tondeur
      Abstract: Teachers’ beliefs about education influence practice and vice versa. Teacher educators should be particularly attuned to the association between educational beliefs and practice. Teachers’ beliefs about education have been widely studied, but investigating how a team of teacher educators put a shared vision on blended learning into practice is less researched. Blended learning practices are subject to the four design aspects of incorporating flexibility, stimulating interaction, facilitating the learning process, and creating an affective learning climate. This qualitative study investigates a team of experienced blended learning teacher educators from two perspectives: their beliefs about blended learning, and how these beliefs are realised in practice. Seventeen screencast stimulated recall interviews revealed: (1) teacher educators express evaluative beliefs about deep and meaningful blended learning and descriptive beliefs about online flexibility and face-to-face interaction, and (2) how these beliefs are realised in practice by flexible online facilitation of learning processes, profound face-to-face interaction, and providing authentic learning experiences. Furthermore, as a result of the association between beliefs about blended learning and practice, the areas of refining student feedback, improving online structure and increasing interaction in online learning materials emerged for professional growth. Finally, recommendations are made for blended learning practitioners and teacher educators. Implications for practice or policy:
      Teacher educators hold evaluative beliefs about deep and meaningful blended learning and descriptive beliefs about online flexibility and face-to-face interaction.
      Deep and meaningful blended learning is promoted by flexible online facilitation of learning processes, profound face-to-face interaction, and providing authentic learning experiences.
      Areas for professional growth are refining student feedback, improving online structure and increasing interaction in online learning materials.
      PubDate: Mon, 21 Feb 2022 00:00:00 +110
       
  • Exploring the concept of the digital educator during COVID-19

    • Authors: Dr Ana Schalk; Dr Claire McAvinia, Dr Pauline Rooney
      Abstract: In this paper, we explore academic identity, specifically the identity of the educator in higher education and academics’ conceptualisations of the digital educator. We suggest that the concept of a digital educator is not only about technology, tools and uses. The context for this exploration is academics’ participation in an online professional development module, Digital Education, and the “pivot online” (Weller, 2020a) during campus closures caused by the COVID-19 pandemic in 2020. Through qualitative research, we explored participants’ sense of teaching identity, whether they had or have a concept of being a digital educator and the extent to which these identities might have shifted while the campus closure continued. We present analysis of their accounts and reflect on the implications of this analysis, particularly in relation to organisational digital capacity defined as “the skills, competencies, attitudes, infrastructure, and resources that enable people to work, live and learn in a world that is increasingly digital world” (National Forum, 2018, p. iv). We consider how higher education institutions will cope with the complex challenges facing us and suggest ways in which the implications of this research could better enable institutions to navigate change and build organisational digital capacity. Implications for practice or policy:
      The pivot to online teaching and assessment during the COVID-19 pandemic has had complex effects on professional identities which need to be researched and understood.
      Programme teams in campus-based institutions have experienced erosion of professional norms and relationships. They need support and leadership during the gradual return to campus.
      Faculty integrated technologies rapidly but unevenly into practice; therefore, the ongoing building of digital capacity and the shift towards post-digital pedagogies needs dedicated support and leadership.
      PubDate: Mon, 21 Feb 2022 00:00:00 +110
       
  • Smart classroom preferences and information literacy among college
           students

    • Authors: Liqin Yu; Di Wu, Harrison Hao Yang, Sha Zhu
      Abstract: In recent years, smart classrooms have been widely constructed in colleges and universities. To help the design of student-centred smart classroom in compliance with students’ information literacy levels and enable all students to adapt to the smart classroom smoothly, this study utilised a quantitative method to investigate the information literacy and preferences for smart classroom learning environments (PSCLE) of 873 Chinese college students. The results indicated statistically significant effects of college students’ information literacy on the eight dimensions of students’ PSCLE (student negotiation, inquiry learning, reflective thinking, usefulness, ease of use, multiple sources, connectedness, functional design). In addition, three profiles could be identified regarding students’ information literacy. Students with a high level of information literacy obtained significantly higher scores on four of the critical dimensions of PSCLE (student negotiation, inquiry learning, reflective thinking and functional design) than those students with medium or low levels of information literacy. Based on the results, we suggest that college students’ information literacy and their PSCLE should be considered by researchers and education practitioners when designing, constructing and evaluating smart classroom learning environments. Implications for practice or policy:
      Schools should evaluate students’ information literacy and equip smart classrooms with various information communication technology devices to cater to students’ varying levels of information literacy.
      Instructors or curriculum designers should develop differentiated instruction strategies and activities for students, in alignment with different levels of information literacy.
      Institutions and organisations should reconsider evaluation criteria for smart classrooms and incorporate the improvement of students’ information literacy as an important indicator.
      PubDate: Mon, 21 Feb 2022 00:00:00 +110
       
  • Digital accreditations in MOOC-based training on sustainability: Factors
           that influence terminal efficiency

    • Authors: Maria Soledad Ramirez Montoya; Sandra Martínez-Pérez, Guillermo Rodriguez-Abitia, Edgar Lopez-Caudana
      Abstract: Digital certificates in massive open online course (MOOC) learning experiences provide alternative credentials linked to lifelong learning. The Bi-National Laboratory on Smart Sustainable Energy Management and Technology Training provided the context for this research. This project was undertaken by Mexican and United States universities, businesses and governmental organisations, having granted 17,776 certifications in sustainability and 10,705 labour competence certificates. The research focused on analysing the factors that promote digital credentials, from the point of view of participant and platform characteristics, in the framework of MOOCs in energy sustainability, through the MexicoX and edX platforms. Using the ex post facto method, two validated instruments were applied to analyse motivation and self-regulation processes. A total of 4,002 useful responses were gathered from participants in 35 MOOC courses. The results account for six determinant factors for digital accreditation: perceived usefulness, self-efficacy, knowledge domain and expertise, group work disposition, achievement drive, and performance strategic thinking. We highlight implications for research on educational innovation and for educational practice in MOOCs. These data may be of interest to academics, researchers and decision-makers interested in training through distance environments. Implications for practice or policy:
      Digital certifications in MOOCs are motivation for participants to successfully finish their courses, and this can be leveraged for education and research.
      Course leaders need to consider that effective design and implementation of new models for MOOCs may help improve terminal efficiency.
      The potential perceived benefits from training on professional performance have the greatest influence on the terminal efficiency of MOOC participants.
      PubDate: Mon, 21 Feb 2022 00:00:00 +110
       
  • Exploring the specification of educational compatibility of virtual
           reality within a technology acceptance model

    • Authors: Andrew Kemp; Edward Palmer, Peter Strelan, Helen Thompson
      Abstract: This study investigated the specification of educational compatibility within a technology acceptance model (TAM) suited to engaging educational technologies. Attitudes towards virtual reality (VR) for learning was used to test the experimental model. One hundred and seventy-nine valid survey responses were collected from 517 potential participants with the majority from first-year university students. The independent variables were educational compatibility, cognitive engagement, social influence, system attributes, perceived anxiety and facilitating conditions. Exploratory factor analysis showed that educational compatibility and attitude were collinear, and therefore were combined into one construct. Confirmatory factor analysis indicated that the combined educational compatibility-attitude construct and perceived usefulness were not discriminant. Two structural models were therefore compared: one where educational compatibility-attitude items were incorporated within perceived usefulness, and another where educational compatibility-attitude items were excluded entirely. The results showed that incorporating educational compatibility-attitude items within perceived usefulness affected the influence of cognitive engagement and system attributes on perceived usefulness, though overall model power was unchanged. The results suggested that (a) educational compatibility and attitude could be redundant, and (b) incorporating educational compatibility into perceived usefulness may help specify educationally focused TAMs. Implications for practice or policy:
      Researchers may regard educational compatibility and attitude to be redundant and exclude them from TAMs as separate constructs.
      Researchers could consider tailoring the perceived usefulness construct to make it more specific to the educational context, for example by including one or more educational compatibility items.
      PubDate: Tue, 11 Jan 2022 00:00:00 +110
       
  • Leveraging asynchronous speaking tasks to promote willingness and
           confidence to speak in Spanish: A qualitative study

    • Authors: Nadia Jaramillo
      Abstract: This study describes the experiences of students in a flipped intermediate Spanish college class who used a video discussion digital tool to develop their confidence to speak in the foreign language. Students participated in a series of 10 speaking tasks designed based on the framework on technology-mediated tasks (Gonzalez-Lloret & Ortega, 2014) and the world-readiness standards for communicative performance of the American Council on the Teaching of Foreign Languages (2015). Through semi-structured interviews and reflection journals, students shared their learning accomplishments, unveiled their inner fears in speaking skills and detailed their journey in gaining confidence to speak in Spanish. Their experiences showed that willingness to communicate and self-efficacy are driving forces that, fostered in a brave learning environment, enable students to take risks and be creative with the language. The study also presents pedagogical implications regarding the design of technology-mediated tasks and the conditions of the learning environment that can foster or hinder students’ language oral communicative skills. Implications for practice or policy:
      Technology-mediated tasks should be designed based on a learner-centred approach and the affordances of the tool to promote communicative competence in foreign and second language learning.
      Technology-mediated tasks can promote the development of confidence to use the foreign and second language more spontaneously, while allowing students to fail without being judged or penalised.
      Technology-mediated tasks can give students some control over their own learning process, facilitating opportunities for self-monitoring to gain confidence in speaking in the foreign or second language.
      PubDate: Mon, 20 Dec 2021 00:00:00 +110
       
 
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