Subjects -> EDUCATION (Total: 2346 journals)
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    - HIGHER EDUCATION (140 journals)
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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
Designs for Learning
Number of Followers: 12  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1654-7608 - ISSN (Online) 2001-7480
Published by Stockholm University Press Homepage  [8 journals]
  • Problems and Solutions in Researching Computer Game Assisted Dialogues for
           Persons with Aphasia

    • Abstract: In this paper, we describe technological advances for supporting persons with aphasia in philosophical dialogues about personally relevant and contestable questions. A computer game-based application for iPads is developed and researched through Living Lab inspired workshops in order to promote the target group’s communicative participation during group argumentation. We outline some central parts of the background theory of the application and some of its main features, which are related to needs of the target group. Methodological issues connected to the design and use of Living Labs with persons with aphasia are discussed. We describe a few problems with researching development of communicative participation during group argumentation using an app assisted intervention for the target group and suggest some possible solutions. Published on 2022-03-16 09:45:37
       
  • Students’ Meaning-Making of Nutrient Uptake in Relation to
           Organizational Levels

    • Abstract: Previous research suggests that everyday expressions are commonly used in students’ descriptions of nutrient uptake. This study investigate a classroom context in year 5 with a focus on signs of scientific meaning-making about nutrient uptake with an animation as a resource in two different schools. In one of the schools there was also a teacher review. The aim of this study is to investigate the pedagogical affordances of scientific terms and everyday expressions in the animation and in classroom teaching. Further, students’ signs of scientific meaning-making at the meso and submicro organizational level in group discussions and written descriptions are analyzed and if taking part of a teacher review influenced the students’ use of scientific terms and everyday expressions.The results show that the students who had a teacher review use everyday expressions at the meso and submicro level to a greater extent than the students who did not have an teacher review. The everyday expressions are often used as a kind of translation from the scientific terms in the students’ drawings. Published on 2022-03-08 10:17:29
       
  • Exploring Educational Designs by Schematic Models: Visualizing Educational
           Value and Critical Issues of Recognition and Socio-Material Frames

    • Abstract: Drawing on experiences from a large-scale Nordic co-design research project, this paper explores the development of cross-border blended education with the aim to strengthen students’ Nordic identity and knowledge of neighboring Nordic languages illuminating the flow of didactical designs students were offered to engage in, i.e. the knowledge content, activities, spaces and resources. The iterative, three-year educational development of designing for learning proved to provide space for shared and collaborative knowledge development involving students in rich, authentic, and goal-oriented inter-Nordic comprehension practices on multiple levels, addressing content-related as well as contextual frames in teaching situations. Schematic models of the didactical designs revealed initial dis-alignment and diverse appropriation of modes and media in parallel cooperative activities combined with collaborative cross-border face-to-face talk promoting students to take perspective, compare, and contrast. Addressing the socio-material frames of teaching gave an opportunity to discover new learning goals and design activities in new adequate arrangements of the physical classroom and the digital space. The analysis demonstrates that students developed linguistic, cultural, critical, and digital competences of varied educational value based on the teams’ divergent approaches to knowledge processes to incorporate digital technologies in teaching practice. The study highlights the critical factors of recognizing digital, multimodal meaning-making and informal skills as means to promote learning and schools’ remaining insufficient provision of digital infrastructure for learning activities in blended learning environments. Published on 2022-02-25 10:57:46
       
  • Adaptive Professional Development during the Pandemic

    • Abstract: In Sweden, upper secondary school teachers made a swift transition into emergency remote teaching in 2020 due to the outbreak of covid-19. This paper reports on a Design-Based Research intervention in which professional development was designed using the Blended Learning Adoption framework, to support teachers to develop their teaching practices online. Twenty-six teachers participated in the intervention which spanned six months. Data was analysed using thematic analysis. Key results revealed that the pandemic had become an impetus for change, for many teachers, but far from all. Emerging teaching practices in synchronous online learning included: inviting special needs pedagogues in parallel breakout rooms, and grouping and re-grouping students when facilitating varied collaboration. Apart from realising new potentials of online teaching and learning, teachers identified emerging challenges such as: new ways of cheating, ethical aspects of accessing students’ private homes via cameras and a lack of guidelines on managing disengagement. Conclusively, teacher’s professional development and new experiences elicit new practices that could benefit teachers after the pandemic. Professional development during uncertain times and design principles supporting intervention ownership transfer are discussed. Published on 2022-01-25 11:27:31
       
  • Assessment of Information and Communication Technology Competencies in
           Design-Based Learning Environments

    • Abstract: Design-based learning (DBL) enables 21st-century skills to be gained through design-oriented production processes. Jonassen’s “Designing Constructivist Learning Environments framework” (CLEs) is a suitable model for designing a DBL environment. In such learning environments, students must have a certain level of information and communication technology (ICT) competencies in order to achieve learning goals. The aim of the study is to build on ICT competency areas that are likely to be used in each phase of CLEs and to develop a scale in order to assess the usage of these technologies by students. The study is of importance in terms of enabling teachers to evaluate learners and themselves technologically before education starts in such an environment. Literature review, expert opinion, and focus group interview were conducted to develop the scale. In order to determine the construct validity of the scale, principal component analysis was conducted for each technology competency area identified on the scale. As a result of the analysis, it was determined that the Cronbach’s alpha values of the subscales of the measuring tool were between 0.817 and 0.993. Cronbach’s alpha values above 0.80 indicate that the scale is adequately valid and reliable (Cronbach & Meehl, 1956). In line with these results, the “Design-based learning environments technological competencies scale” is considered being a suitable tool for assessing the ICT competency of teachers and students before starting teaching in learning environments based on the constructivist approach. Published on 2021-11-25 10:45:39
       
  • Conditions for the Active Involvement of Teachers in a Design-Based
           Research Project

    • Abstract: Design-based research (DBR) develops solutions in combination with research and has gained increasing popularity in educational research. This research approach involves close collaboration between researchers and practitioners. Many studies show that teachers are often passive participants in DBR projects, where their role becomes implementing researchers’ ideas. This paper reports on a case where teachers became, instead, a driving force in a DBR project and investigates the conditions for this to happen. Data were collected by means of group interviews with the eight pilot teachers in the KreTek project, which was undertaken as a collaboration between a university and a municipality in Norway. The authors’ own experiences as participants in the project also form part of the empirical basis for the study. The conditions for active involvement identified here are 1. A shared and relevant challenge; 2. An open entrance to the project; 3. An allocated time and meeting space; and 4. Responsibility and autonomy. The results are discussed in light of perspectives on teacher professionalism, theories on self-determination and previous research on teachers’ roles in collaboration between researchers and teachers. It is concluded that by fulfilling the identified conditions for active involvement of teachers with an emphasis on trust, responsibility and autonomy, teachers may play an active role in DBR projects. In turn, this can facilitate a fruitful process where products of research projects using a DBR approach are deeply grounded in practitioners’ contexts and thus are able to meet the actual needs of schools. Published on 2021-09-27 11:03:25
       
  • “I am Magic!”: Pupils’ Engagement when Designing in
           Learning Programming

    • Abstract: Within a theoretical framework grounded in design for learning, this article presents a research project about pupils’ engagement during programming education. In a design-theoretical perspective, everyone who is somehow engaged in a learning process is a designer. The results show that how pupils design their learning when programming is related to different types of engagement. By analysing pupils’ engagement when programming, the study contribute to an insight how behavioural, emotional, and cognitive engagement can be identified and understood. The study was carried out during programming lessons adapted for novice learners (age group 7–15), visiting Swedish science centres (SCs) as a part of their school day. SCs had experience of programming education and was used as complement to education at school ahead of the implementation of programming as a mandatory subject in Swedish compulsory schools. Published on 2021-09-13 10:29:16
       
  • Identifying Youths’ Spheres of Influence through Participatory
           Design

    • Abstract: When designing learning environments and curricula for diverse populations, it is beneficial to connect with learners’ cultural knowledge, and the related interests, they bring to the learning context. To aid in the design and development of a computing curriculum and identify these areas of personal and cultural connection, we conducted a series of participatory design sessions. The goal of these sessions was to collect ideas around ways to make the instructional materials reflect the interests and voices of the learners. In this paper, we examine how the use of participatory design techniques can advance our understanding of the domains influencing today’s youth. Specifically, we examine the ideas generated by youth during these sessions as a means to understand what influences them and their ideas of cultural relevancy. In this work, we identify the resources children draw on across design activities and organize them to extend the Spheres of Influence framework (L. Archer et al., 2014). We identify seven spheres to attend to when designing for learning: Home and Family, School and Work, Hobbies and Leisure, Media, Interests, Peers, and Identity. Published on 2021-06-17 10:26:46
       
  • Children’s Out-of-School Learning in Digital Gaming Communities

    • Abstract: The aim of this study is to investigate children’s out-of-school learning in digital gaming communities. This was achieved by exploring girls’ participation in Minecraft communities. Data were generated through interviews, video-recorded play sessions and video-stimulated recall. Multimodal interactional analysis was applied in order to analyze children’s mediated actions. The components of Wenger’s Social Theory of Learning were used as a basis when exploring learning in children’s out-of-school digital gaming communities. Five significant themes of what characterizes learning in digital gaming communities were identified: learning through experiencing, learning through belonging, learning through performing, learning through struggling and learning through enacting participatory identities. The main findings are presented in a tentative conceptual framework that can support teachers, school leaders and policymakers who are interested in connecting children’s out-of-school learning experiences with their learning in school. Published on 2021-05-28 11:21:27
       
  • A Model for Analysing Digital Mathematics Teaching Material from a Social
           Semiotic Perspective

    • Abstract: The use of digital teaching materials is increasing in mathematics teaching. The dynamic resources of these materials have great potential, for example to adapt the content to different teaching methods and different students. These materials also provide new opportunities for the increasing distance learning. However, in order to take advantage of this potential and to avoid possible disadvantages, a deepened understanding of the function of these materials is needed. In this article, we describe a social semiotic model for multimodal analysis of digital teaching materials in mathematics. The suggested model is intended as a tool for researchers as well as for teachers, to analyse how affordances by digital technology are utilized to offer mathematical meaning in different teaching materials, by an analysis of networks of information offered regarding central aspects of mathematical concepts. Published on 2021-04-06 11:01:46
       
 
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