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
Digital Education Review
Journal Prestige (SJR): 0.222
Citation Impact (citeScore): 1
Number of Followers: 7  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2013-9144
Published by Universitat de Barcelona Homepage  [58 journals]
  • The Use of Facebook in Higher Education: Analysis of the Relationship
           Between Participation and Subject Marks

    • Authors: Isabel-María Solano-Fernández, Pedro-Antonio García-Tudela, María-del-Mar Sánchez-Vera
      Pages: 1 - 16
      Abstract: Social networks in Higher Education have enormous educational potential, within the framework of a teaching process that values communication between educational agents, collaboration as a teaching methodology and active participation as a means of achieving more meaningful and contextualised learning. Within the framework of an experience of educational innovation based on the use of Facebook in early childhood education Degree at University of Murcia (Spain). From the implementation, the relationship between the participation of students on this social network and their mark in the subject “Medios, Materiales y TIC” is analyzed. For this purpose, a quantitative methodology is used, with an ex post facto research design based on the marks obtained by the students (n=172), with which a multiple correlation analysis has been carried out. The results show significant differences in the grades obtained by the three groups of the subject, as well as in the relationship between participation in the social network Facebook and the final grade of the subject, showing that the students who obtain the best grades are those who have participated most in the social network. The experience carried out shows the potential of Facebook as a complementary resource as part of a reflective and planned process. Likewise, it raises the need to complete research such as this with cutting-edge research approaches that allow the differences in terms of the methodology used by the teaching staff to be accounted for.
      PubDate: 2021-12-27
      DOI: 10.1344/der.2021.40.1-16
       
  • Development of Digital University Model in Modern Conditions:
           Institutional Approach

    • Authors: Elvir Munirovich Akhmetshin, Vladimir Lvovich Vasilev, Artemiy Vladimirovich Kozachek, Galina Vladimirovna Meshkova, Maria Vladimirovna Mikhailova
      Pages: 17 - 32
      Abstract: Currently, special attention is paid to the development of digital technologies. In the context of the pandemic, the remote, distance, digital format of work has become top requested. Those events coincided with the general trend towards total digitalization of all spheres of life, including education. New concepts have emerged and taken hold - digital education and digital university. However, a mechanism for the development of a digital university has not yet been proposed. In the present study, an institutional approach was used to analyze the problems of the development of a digital university. The research scheme was used: institutions - motivation - control. The results of the empirical study (questionnaire and survey of university entries and its partners) made it possible to identify the existing contradictions between the participants in university activities and the external environment in terms of assessing aspects of the digital development of the university, to highlight the most effective institutions, conditions of positive motivation and control mechanisms for successful digital transformation of a university. The authors propose their own version of the concept for the development of a digital university, introducing as the core of it a new scientific concept - infrastructure logic. They lay a foundation for the principles of infrastructure logic, formation mechanisms and approaches to the use of indicators of digital development based on infrastructure logic, directions for improving the strategy of digital development of the university 4.0. The conclusions and recommendations formulated in this study can be used by other educational systems and universities.
      PubDate: 2021-12-27
      DOI: 10.1344/der.2021.40.17-32
       
  • Quality Requirements for Continuous Use of E-learning Systems at Public
           vs. Private Universities in Spain

    • Authors: Jana Prodanova, Sonia San-Martín, Estefanía Jerónimo Sánchez-Beato
      Pages: 33 - 50
      Abstract: During the later years of technological innovation, e-learning systems have demonstrated to be an effective way to improve educational quality and overcome time and place constraints. Virtual communication, instruction and evaluation have become an important part of the higher education. However, although e-learning has been implemented extensively, its operation and success might differ between organisations, due to institutional capacity and resources. With this in mind, the objective of this research is to distinguish between public and private universities, in the sense of the e-learning system quality and the perceived institutional support, as means to achieve users’ intention to continue using e-learning. Analysing the information from 270 Spanish teachers and students in e-learning systems at public and private universities, we concluded that information, service and educational quality determine e-learning continuous use at public universities, while perceived institutional support acts as a mediator between the information and educational quality and the continued use, in the case of the private universities. Valuable recommendations for higher-education institutions’ management suggest that innovative tools for interaction and organisation, cooperation of public and private universities, and investment in technology and human resources, are vital for continuity of e-learning systems.
      PubDate: 2021-12-27
      DOI: 10.1344/der.2021.40.33-50
       
  • Impact of Technology Readiness and Techno Stress on Teacher Engagement in
           Higher Secondary Schools

    • Authors: Genimon Vadakkemulanjanal Joseph, Kennedy Andrew Thomas, Alex Nero
      Pages: 51 - 65
      Abstract: Rapid technology advancements resulted a fundamental shift in the education sector which redefined the teaching-learning process and teacher engagement. Based on numerous studies on work engagement models and technology readiness, this study explores, how the teachers’ readiness to embrace educational technologies, impact on teacher engagement. With stratified cluster sampling model, data were collected from principals, managers, students and 122 faulty were participated in this quantitative study using standardized tools. Teachers were highly engaged with students-colleagues and varied across experience/age groups. Technology readiness factors positively impacted on social engagements with students-colleagues. As education technology usage is exponential, more future research is needed.
      PubDate: 2021-12-27
      DOI: 10.1344/der.2021.40.51-65
       
  • Primary Educational Strategies in Times of Digital Curriculum

    • Authors: Isabel María Gallardo Fernández, Laura Monsalve Lorente, Miriam Elizabeth Aguasanta Regalado
      Pages: 66 - 81
      Abstract: Our contribution is based on the most noteworthy results of a research project focusing on teaching strategies at a time when the contents of the primary education curriculum are becoming digital. The expansion of the digital content industry is forcing a paradigm shift. In this paper we analyse the strategies implemented by teachers of the fifth and sixth year of primary school in relation with the digitisation of curricular content. With this aim, we planned our research following ethnographic methodology, analysing a period of two years of a case study. The main data collection tools we used are the analysis of the centre’s documents and website, semi-structured interviews with different participants, and direct observation of fifth and sixth year primary education classrooms. We can infer from the analysis that technology facilitates processes of inclusion in the centre, enhancing collaborative and cooperative work. Furthermore, the use of digital devices promotes attention to diversity. The implementation of digital technologies in schools implies redefining teaching practices and teaching-learning processes.The results show that the addition of digital materials is a step forward in the centre’s attention to diversity, improving accessibility and overcoming the digital gap thanks to schools’ access to technological resources.
      PubDate: 2021-12-27
      DOI: 10.1344/der.2021.40.66-81
       
  • The Use of Social Media in Education: A Systematic Review of the
           Scientific Literature

    • Authors: Raquel Gil-Fernández, Diego Calderón-Garrido
      Pages: 82 - 109
      Abstract: Teaching-learning strategies have undergone changes in recent years due to the emergence of digital technology and the emergence of social media as mediators and facilitators of new contexts. A review of the scientific literature that has dealt with the use of generic social media in different educational settings during the last ten years is carried out in this work. For this, a documentary analysis of the articles indexed in the Journal Citation Reports (JCR) of the Web of Science has been carried out. For this purpose, a documentary analysis of the articles indexed in the Journal Citation Reports of the Web of Science was carried out, which, after selection, resulted in 160 papers. To do their analysis they have been divided into five areas: digital competence and teaching digital competence; social media as a vehicle for the creation of virtual environments and educational communities; the teaching-learning process mediated by social media as a didactic resource at various educational levels; problems and addictions derived from the use of social media and social movements and demands in the field of education through social media. The results reveal that, although new environments and contexts are being established in this sense and that research on them is intensified, in all categories of analysis there is a wide margin for implementation.
      PubDate: 2021-12-27
       
  • Exploring Digital Literacy: How Do Undergraduate Students Evaluate Digital
           Video for Inclusion in Assignment Work'

    • Authors: Peter Tiernan
      Pages: 110 - 121
      Abstract: This paper investigates how students evaluate online video for use in assignment work, in order to understand digital literacy with online video in practice. Students sourced content for a written assignment using a customised video retrieval system (VRS), and reflected on their choice of videos. The study examines the key areas influencing the use and evaluation of online video for assignments such as digital literacy, the learning value of video, strategies for integrating video, and the key features of VRSs. This paper examines students' experiences using online video for assignment work and pays particular attention to their evolution of video content and their reasons for selecting videos. Findings show that students select video based on its relevance to their existing knowledge, ability to develop their arguments, and on the source and quality of content. Students display key elements of digital literacy when provided with an authentic task, and the appropriate tools and content to accomplish this. The work also presents a series of recommendations and considerations for future work in the area.
      PubDate: 2021-12-27
      DOI: 10.1344/der.2021.40.110-121
       
  • Digital Competences for Smart Learning During COVID-19 in Higher Education
           Students from Spain and Latin America

    • Authors: Ana Pérez Escoda, Francisco Lena-Acebo, Rosa García-Ruiz
      Pages: 122 - 140
      Abstract: Networked society has become the context of a technology-supported environment for learning and teaching. The access to knowledge is essentially mediated through connected smart devices that nurture digital skills and define a new learning concept: Smart learning, moreover during COVID-19 pandemic. This study aims to present a descriptive and correlational analysis focusing on the development of smart learning in three different areas when using the Internet: use, learning and critical thinking from the perspective of digital competences during pandemic lockdown. The study was designed under a non-experimental quantitative methodology in which 926 students in higher education from four countries participated. After an in-depth literature review, a questionnaire was designed including not only these three areas mentioned but a deeper analysis of each one in five areas of digital skills development. Results show significant differences among countries that could help to improve not only formal education in Higher Education, but the digital skills needed for lifelong learning for citizenship in a next future conditioned by recent situation. Based on findings, several suggestions are proposed for achieving a smart education supported by digital skills in online environments.
      PubDate: 2021-12-27
      DOI: 10.1344/der.2021.40.122-140
       
  • COVID-19 Lessons: Experience in Organization of Distance Pre-school
           Education

    • Authors: Asta Railienė, Odeta Merfeldaite, Romas Prakapas
      Pages: 141 - 153
      Abstract: The article focuses on the analysis of new experience in the national context, i.e. the organisation of distance education in preschool education and the challenges in application of the innovation, when the implementation as such is not planned and modelled for getting ready for it in advance. In Lithuania, before the COVID-19 pandemic, distance education in preschool education, which is meant to prepare a child for school, was not applied, there were no specific guidelines, tested teaching platforms or pedagogic practices. The study deals with the results of focus groups research performed in June 2020, designated for discussing of experiences of the Lithuanian preschool education institutions in distance education gained during the quarantine (from 16/03/2020 to 29/05/2020). The performed analysis of experiences in the organisation of distant education in preschool education disclosed the essential challenges faced when applying this form of education in the education of six-year-old children. It has been established that the key challenges organizing distance education in preschool education are related to the lack of the IT solutions for distance education; the readiness of the participants of the education process for distance education and engagement in suchprocess of education, as well as the lack of support from national and regional institutions in the organisation of distance education. The results of research open possibilities for further researches, which are necessary for efficient and sustainable distance education integration into preschool education. In this context, explicit, deep research related to the analysis of appropriateness of distance education platforms in the early stage of age, search for didactic solutions of digital content for them and deep research into concrete implementation cases is necessary.
      PubDate: 2021-12-27
      DOI: 10.1344/der.2021.40.141-153
       
  • Re-imagining Digital Technology in Education through Critical and
           Neo-materialist Insights

    • Authors: Magda Pischetola
      Pages: 154 - 171
      Abstract: Technological determinism, techno-solutionism and instrumental perspectives on technologies have populated educational research literature in the last decades, and even more since the pandemic crisis has started. This essay offers a critique about simplistic explanations of technology adoption in pedagogy by using insights from critical philosophy of technology and feminist new materialism. It rejects the assumption of teachers’ resistance to change and proposes a frame to expand future imaginaries of education. In this sense, critical studies provide a focus on human activity as interconnected with social and situated knowledges/practices. The emphasis is on recursive relations that allow educational researchers and practitioners to take into account the considerable complexity of digital technologies pedagogical adoption. On the other hand, feminist new materialism brings about a new focus on relational ontology, which adds to the critical theoretical framework the agentic element. By overcoming a binary way of seeing technologies through utopias and dystopias, new materialist studies focus on ethics and responsibility. We argue that we need both a critical and a neo-materialist view, in order to adopt technologies in education in meaningful, productive and creative ways. Building on small narratives and possible utopias can take us to re-design and re-interprete the future of educational technologies.
      PubDate: 2021-12-27
      DOI: 10.1344/der.2021.40.154-171
       
  • Female Higher Education Teachers Use Digital Technologies More and Better
           than They Think

    • Authors: Cristina Mercader, Mar Duran-Bellonch
      Pages: 172 - 184
      Abstract: The unequal status of female teachers in higher education is a reality. However, are digital technologies another reason for their exclusion' The main aim of this study was to analyze the integration of digital technologies in teaching from a gender perspective. The research was a multiple case study applying the quantitative method. The sample comprised 527 teachers from four Spanish universities. The instrument utilized was a self-administered survey. The results confirm both types of segregation and the fact that female teachers see themselves as less digitally competent than their male counterparts; ironically, the findings also show that the former use information and communication technologies in teaching more than the latter. In conclusion, we highlight the need to study more deeply the intersection between digital breach and gender in higher education, and to take measures during the early stages of education to overcome female teachers’ tendency of underestimating their digital competence.
      PubDate: 2021-12-27
      DOI: 10.1344/der.2021.40.172-184
       
 
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