Subjects -> EDUCATION (Total: 2346 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1996 journals)
    - HIGHER EDUCATION (140 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

ONLINE EDUCATION (42 journals)

Showing 1 - 41 of 41 Journals sorted alphabetically
Aprendo con NooJ     Open Access   (Followers: 1)
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
Asian Journal of Distance Education     Open Access   (Followers: 2)
Campus Virtuales     Open Access   (Followers: 3)
Current Issues in Emerging eLearning     Open Access   (Followers: 11)
Designs for Learning     Open Access   (Followers: 12)
Digital Education Review     Open Access   (Followers: 7)
Edu Komputika Journal     Open Access   (Followers: 1)
Edutec : Revista Electrónica de Tecnología Educativa     Open Access  
European Journal of Open, Distance and E-Learning     Open Access   (Followers: 4)
ICT Learning     Open Access   (Followers: 4)
IEEE Transactions on Learning Technologies     Full-text available via subscription   (Followers: 12)
International Journal of Computer-Assisted Language Learning and Teaching     Full-text available via subscription   (Followers: 14)
International Journal of Cyber Ethics in Education     Full-text available via subscription   (Followers: 2)
International Journal of Educational Technology     Open Access   (Followers: 10)
International Journal of Educational Technology in Higher Education     Open Access   (Followers: 26)
International Journal of Game-Based Learning     Hybrid Journal   (Followers: 17)
International Journal of Mobile and Blended Learning     Full-text available via subscription   (Followers: 25)
International Journal of Mobile Learning and Organisation     Hybrid Journal   (Followers: 16)
International Journal of Virtual and Personal Learning Environments     Full-text available via subscription   (Followers: 18)
International Journal of Web-Based Learning and Teaching Technologies     Hybrid Journal   (Followers: 20)
International Journal on Advances in ICT for Emerging Regions (ICTer)     Open Access   (Followers: 2)
International Review of Research in Open and Distance Learning     Open Access   (Followers: 24)
International Technology and Education Journal     Open Access   (Followers: 1)
Irish Journal of Academic Practice     Open Access   (Followers: 1)
Irish Journal of Technology Enhanced Learning     Open Access   (Followers: 2)
Journal of Computers in Education     Hybrid Journal   (Followers: 9)
Journal of Digital Learning in Teacher Education     Hybrid Journal   (Followers: 25)
Journal of Learning and Teaching in Digital Age     Open Access   (Followers: 6)
Journal of Learning for Development     Open Access   (Followers: 4)
Journal of Open, Flexible and Distance Learning     Open Access   (Followers: 29)
Journal of Research on Technology in Education     Hybrid Journal   (Followers: 16)
Journal of Teaching and Learning with Technology     Open Access   (Followers: 10)
Multicultural Education Review     Hybrid Journal   (Followers: 8)
Networks : An Online Journal for Teacher Research     Open Access   (Followers: 1)
OUSL Journal     Open Access  
Research and Practice in Technology Enhanced Learning     Open Access   (Followers: 7)
Revista Interuniversitaria de Investigación en Tecnología Educativa     Open Access  
Smart Learning Environments     Open Access   (Followers: 6)
Teknodika     Open Access  
Theory and methods of e-learning     Open Access   (Followers: 11)
Similar Journals
Journal Cover
IEEE Transactions on Learning Technologies
Journal Prestige (SJR): 0.783
Citation Impact (citeScore): 3
Number of Followers: 12  
 
  Full-text available via subscription Subscription journal
ISSN (Print) 1939-1382 - ISSN (Online) 1939-1382
Published by IEEE Homepage  [228 journals]
  • Cover 2

    • Free pre-print version: Loading...

      Abstract: Advertisement.
      PubDate: Dec. 1 2021
      Issue No: Vol. 14, No. 6 (2021)
       
  • Gea2: A Serious Game for Technology-Enhanced Learning in
           STEM

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      Authors: Lauren S. Ferro;Francesco Sapio;Annalisa Terracina;Marco Temperini;Massimo Mecella;
      Pages: 723 - 739
      Abstract: Education and training are among the fields taking advantage of serious games (SGs). In this article, we present Gea 2: A New Earth, a digital SG developed as an immersive 3-D virtual learning environment, integrating several educational resources, including multimedia learning material, communication tools, and intelligent tutoring support. The game aims to complement traditional classroom activities in science, technology, engineering, and mathematics (STEM), for high school students and teachers. It incorporates an intelligent pedagogical agent that can converse in natural language with the student and provides unsolicited hints during gameplay. This article presents the game and its evaluation based on experiments involving about 100 participants. We think that the results presented here add to the research on game-based learning for STEM, by proposing a complex game system, where artificial intelligence techniques are integrated to support students’ learning, and by confirming that the game experience can be attractive for the learners, also in very constrained classroom environments, such as those we operated in.
      PubDate: Dec. 1 2021
      Issue No: Vol. 14, No. 6 (2021)
       
  • Automatic Creativity Measurement in Scratch Programs Across Modalities

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      Authors: Anastasia Kovalkov;Benjamin Paaßen;Avi Segal;Niels Pinkwart;Kobi Gal;
      Pages: 740 - 753
      Abstract: Promoting creativity is considered an important goal of education, but creativity is notoriously hard to measure. In this article, we make the journey from defining a formal measure of creativity, that is, efficiently computable to applying the measure in a practical domain. The measure is general and relies on core theoretical concepts in creativity theory, namely fluency, flexibility, and originality, integrating with prior cognitive science literature. We adapted the general measure for projects in the popular visual programming language Scratch. We designed a machine learning model for predicting the creativity of Scratch projects, trained and evaluated on human expert creativity assessments in an extensive user study. Our results show that opinions about creativity in Scratch varied widely across experts. The automatic creativity assessment aligned with the assessment of the human experts more than the experts agreed with each other. This is a first step in providing computational models for measuring creativity that can be applied to educational technologies, and to scale up the benefit of creativity education in schools.
      PubDate: Dec. 1 2021
      Issue No: Vol. 14, No. 6 (2021)
       
  • Feasibility Study on Using AI and VR for Decision-Making Training of
           Basketball Players

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      Authors: Wan-Lun Tsai;Li-Wen Su;Tsai-Yen Ko;Tse-Yu Pan;Min-Chun Hu;
      Pages: 754 - 762
      Abstract: Decision-making plays an essential role in basketball offense. Offensive players must make effective decisions to score a basket in various defensive situations. Virtual reality (VR) has been widely used in the training of athletes to strengthen their ability to make optimal decisions by creating controllable repeatable training scenarios. In this article, an action-aware offensive decision-making training system for basketball using VR and artificial intelligence is proposed. The proposed system is composed of different virtual defensive scenarios and an offensive action recognition framework. Trainees wearing head-mounted display and a motion capture suit are trained by intuitively interacting with the VR system and receive decision suggestions when a bad one is made. This study changes the training media and methods to create an immersive training environment during the training phase and evaluates the training effectiveness. These training scenarios are a conventional tactics board, the proposed VR system with a prerecorded $360^circ$ panorama video, and the VR system with computer-simulated virtual content. Results indicate that the training scenario affects the training in terms of decision time.
      PubDate: Dec. 1 2021
      Issue No: Vol. 14, No. 6 (2021)
       
  • Learning Automated Essay Scoring Models Using Item-Response-Theory-Based
           Scores to Decrease Effects of Rater Biases

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      Authors: Masaki Uto;Masashi Okano;
      Pages: 763 - 776
      Abstract: In automated essay scoring (AES), scores are automatically assigned to essays as an alternative to grading by humans. Traditional AES typically relies on handcrafted features, whereas recent studies have proposed AES models based on deep neural networks to obviate the need for feature engineering. Those AES models generally require training on a large dataset of graded essays. However, assigned grades in such a training dataset are known to be biased owing to effects of rater characteristics when grading is conducted by assigning a few raters in a rater set to each essay. Performance of AES models drops when such biased data are used for model training. Researchers in the fields of educational and psychological measurement have recently proposed item response theory (IRT) models that can estimate essay scores while considering effects of rater biases. This study, therefore, proposes a new method that trains AES models using IRT-based scores for dealing with rater bias within training data.
      PubDate: Dec. 1 2021
      Issue No: Vol. 14, No. 6 (2021)
       
  • A Study of Strategies for Developing Online Laboratories

    • Free pre-print version: Loading...

      Authors: Jacobo Sáenz;Luis de la Torre;Jesús Chacón;Sebastián Dormido;
      Pages: 777 - 787
      Abstract: Researchers and teachers around the world have created newsoftware and hardware to develop, reuse, and deploy online laboratories (labs). However, due to the nature of labs, most of the available solutions depend greatly on where and how online labs can be used in the first place. Thus, there have been multiple design solutions and great technology combinations. In this study, we analyzed and studied the main obstacles in the online lab development and the alternatives of the technologies, means, methodologies, and approaches on creating online labs. The resulting analysis showed the advantages, disadvantages, and problems of each key component and attempted to explore the working combinations that ensure the usability, modularity, universality, accessibility, and reliability of online labs. In addition, we explored a general solution to take advantage of the benefits of the technologies involved in online labs and to fix or reduce the impacts of the arising problems when developing and deploying online labs.
      PubDate: Dec. 1 2021
      Issue No: Vol. 14, No. 6 (2021)
       
  • Gala: An Open-Access Platform for Interactive Learning With Sustainability
           Case Studies

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      Authors: Meghan Wagner;Cameron L. Bothner;Emily Rau;Pearl Zhu Zeng;Edward H. Waisanen;Megan A. Czerwinski;Bret Fickes;Ivan Eastin;Rebecca D. Hardin;
      Pages: 788 - 801
      Abstract: Sustainability science has been gaining traction within academic research and teaching over the past few decades, and it is now entering a phase of greater maturity as a discipline, with links to sectors beyond the academy including energy, finance, advocacy, development, design, construction, agriculture, and healthcare. Concurrently, the growth of the internet has spurred innovation in platform development. This convergence has generated technology-enabled opportunities for training sustainability scholars and practitioners grounded in active learning pedagogies. Case studies are one active learning strategy becoming established within the fields of environment and sustainability. However, the traditional case study form and mode of delivery, which excel at a retroactive analysis of strategic decision-making and outcomes, can create challenges for teaching about issues involving emergent technologies and rapidly changing scientific and social dimensions. This article describes one novel platform, called Gala, for teaching and learning about sustainability science through case studies that address these challenges. Gala closely integrates text and multimedia components, is easily updated, and embraces content consumers as content creators and vice versa. We also report here the results of one pilot study that investigated differences between graduate and undergraduate student interactions with different case components. Results indicate that both groups heavily used the case narrative, but varied in their use of multimedia components. Such insights into patterns of case use are informing decisions about improvements to Gala and directions for future case production, teaching, and assessment, in order to create better tools for teaching and learning about sustainability.
      PubDate: Dec. 1 2021
      Issue No: Vol. 14, No. 6 (2021)
       
  • Toward Automatic Classification of Online Discussion Messages for Social
           Presence

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      Authors: Máverick André;Rafael Ferreira Mello;André Nascimento;Rafael Dueire Lins;Dragan Gašević;
      Pages: 802 - 816
      Abstract: Social presence is an essential construct of the well-known Community of Inquiry (CoI) model, which is created to support design, facilitation, and analysis of asynchronous online discussions. Social presence focuses on the extent to which participants of online discussions can see each other as “real persons” in computer-mediated communication. In the CoI model, social presence is looked at through the affective, interactive, and cohesive categories. Previous research has obtained good results in the automatic identification of these three categories in the analysis of transcripts of asynchronous online discussions using the random forest algorithms benefiting from traditional text mining features in combination with structural features such as Coh-Metrix and linguistic inquiry and word count (LIWC). In this context, this study evaluated the performance of the state-of-the-art decision tree algorithms and the deep learning linguistic model bidirectional encoder representations from transformers (BERT) for automatic detection of social presence in online discussions. The results revealed that eXtreme gradient boosting (XGBoost) and adaptive boosting (AdaBoost) outperformed the traditional random forest classifier that was commonly used in the previous works on automatic analysis of social presence reaching 0.38, 0.79, and 0.94 for the affective, interactive, and cohesive categories, respectively. Moreover, the proposed classifiers also reached better result when compared to BERT. Finally, this study explored a broad range of features used in the automatic classification of online discussion messages according to the categories of social presence. The results showed the importance of the features provided by the well-known linguistic framework LIWC and features calculated by techniques, such as social network analysis and sentiment analysis, that had never been reported previously in the literature for the automatic detection of-social presence.
      PubDate: Dec. 1 2021
      Issue No: Vol. 14, No. 6 (2021)
       
  • Augmented Reality and Engineering Education: A Systematic Review

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      Authors: Alejandro Álvarez-Marín;J. Ángel Velázquez-Iturbide;
      Pages: 817 - 831
      Abstract: Augmented reality (AR) for learning is a relevant topic that has recently received considerable attention. However, the current literature lacks a survey of AR-based educational approaches and experiences in the specific field of engineering studies. Five research questions were addressed: RQ1) engineering studies where AR is used; RQ2) types of educational activities where AR is used; RQ3) evaluation of its impact on students and instructors; RQ4) relevant characteristics of AR apps; and RQ5) their degree of interactivity. Regarding RQ1, it is concluded that AR has been mainly used in technical drawing, electronics, and construction. Concerning RQ2, AR apps have assisted in lectures, exercise classes, and laboratories. However, the preferred educational activity varies for each discipline. Regarding RQ3, it has been found that AR apps have been evaluated with respect to students’ or instructors’ perceptions and students’ academic performance. In general, the perceptions are positive, but students criticize some technical elements. Moreover, academic performance is increased in most studies. Finally, regarding RQ4 and RQ5, AR apps do not achieve the highest levels of functional characteristics and have low degrees of interactivity. The systematic review indicates that there is plenty of room for the future use of AR in engineering studies, but each engineering area must identify adequate educational purposes. It is also recommended to assess apps through objective measures, more structured constructs, and validated scales. Finally, higher functional characteristics and interactivity should be encouraged to exploit the full potential of AR.
      PubDate: Dec. 1 2021
      Issue No: Vol. 14, No. 6 (2021)
       
 
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