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ORCIDBritish Journal of Educational Technology, Volume 50
Volume 50, Number 1, January 2019
- Sara Hennessy, Manolis Mavrikis, Carina Girvan, Sara Price
, Niall Winters:
BJET Editorial for the 50th Anniversary Volume in 2019: Looking back, reaching forward. 5-11
- Melissa Bond, Olaf Zawacki-Richter, Mark Nichols:
Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology. 12-63
- Robert G. Bodily, Heather Leary, Richard Edward West:
Research trends in instructional design and technology journals. 64-79 - Eija Henritius, Erika Löfström, Markku S. Hannula:
University students' emotions in virtual learning: a review of empirical research in the 21st century. 80-100 - Ben Kei Daniel:
Big Data and data science: A critical review of issues for educational research. 101-113 - Amanda P. Montgomery, Amin Mousavi, Michael Carbonaro, Denyse V. Hayward, William Dunn:
Using learning analytics to explore self-regulated learning in flipped blended learning music teacher education. 114-127 - Abelardo Pardo, Jelena Jovanovic, Shane Dawson, Dragan Gasevic, Negin Mirriahi:
Using learning analytics to scale the provision of personalised feedback. 128-138 - Davinia Hernández-Leo, Roberto Martínez Maldonado, Abelardo Pardo, Juan Alberto Muñoz-Cristóbal, María Jesús Rodríguez-Triana:
Analytics for learning design: A layered framework and tools. 139-152 - Piret Luik, Reelika Suviste, Marina Lepp, Tauno Palts, Eno Tõnisson, Merilin Säde, Kaspar Papli:
What motivates enrolment in programming MOOCs? 153-165 - Christian Stöhr, Natalia Stathakarou, Franziska Mueller, Sokratis Nifakos, Cormac McGrath:
Videos as learning objects in MOOCs: A study of specialist and non-specialist participants' video activity in MOOCs. 166-176 - Anat Cohen, Udi Shimony, Rafi Nachmias, Tal Soffer:
Active learners' characterization in MOOC forums and their generated knowledge. 177-198 - Jinju Duan, Kui Xie, Nathan A. Hawk, Shengquan Yu, Minjuan Wang:
Exploring a Personal Social Knowledge Network (PSKN) to aid the observation of connectivist interaction for high- and low-performing learners in connectivist massive open online courses. 199-217 - Robert Wolski, Piotr Jagodzinski:
Virtual laboratory - Using a hand movement recognition system to improve the quality of chemical education. 218-231 - Ah-Fur Lai, Chih-Hung Chen, Gon-Yi Lee:
An augmented reality-based learning approach to enhancing students' science reading performances from the perspective of the cognitive load theory. 232-247 - Su Cai, Enrui Liu, Yang Yang, Jyh-Chong Liang:
Tablet-based AR technology: Impacts on students' conceptions and approaches to learning mathematics according to their self-efficacy. 248-263 - Colleen Stieler-Hunt, Christian M. Jones:
A professional development model to facilitate teacher adoption of interactive, immersive digital games for classroom learning. 264-279 - Anna Keune, Kylie A. Peppler:
Materials-to-develop-with: The making of a makerspace. 280-293 - Oi-Lam Ng, To Chan:
Learning as Making: Using 3D computer-aided design to enhance the learning of shape and space in STEM-integrated ways. 294-308 - Janette Hughes, Laura Morrison, Ami Mamolo, Jennifer Laffier, Suzanne de Castell:
Addressing bullying through critical making. 309-325 - Sarah K. Howard, Kate Thompson, Jie Yang, Jun Ma:
Working the system: Development of a system model of technology integration to inform learning task design. 326-341 - Ahmet Basal:
Learning collocations: Effects of online tools on teaching English adjective-noun collocations. 342-356 - Evrim Baran, Sedef Canbazoglu Bilici, Aylin Albayrak Sari, Jo Tondeur:
Investigating the impact of teacher education strategies on preservice teachers' TPACK. 357-370 - Luis M. Vaquero, Luis Rodero-Merino, Félix Cuadrado:
The anatomy of information cascades in the classroom: An observational study. 371-384 - Wai S. Tse, Lai Y. A. Choi, Wing S. Tang:
Effects of video-based flipped class instruction on subject reading motivation. 385-398 - Norma I. Scagnoli, Jinhee Choo, Jing Tian:
Students' insights on the use of video lectures in online classes. 399-414 - André R. Denham:
Using the PCaRD digital game-based learning model of instruction in the middle school mathematics classroom: A case study. 415-427 - Isabel Buil, Sara Catalán, Eva Martínez:
The influence of flow on learning outcomes: An empirical study on the use of clickers. 428-439 - Weiyun Chen, Xiaoqing Gu, Lung-Hsiang Wong:
To click or not to click: Effectiveness of rating classroom behaviors on academic achievement with tablets. 440-455 - Kui Xie, Lauren C. Hensley, Victor Law, Zhiru Sun:
Self-regulation as a function of perceived leadership and cohesion in small group online collaborative learning. 456-468 - Mei-Hung Chiu, Hongming Leonard Liaw, Yuh-Ru Yu, Chin-Cheng Chou:
Facial micro-expression states as an indicator for conceptual change in students' understanding of air pressure and boiling points. 469-480
Volume 50, Number 2, March 2019
- Charles K. Crook:
The "British" voice of educational technology research: 50th birthday reflection. 485-489
- Mutlu Cukurova, Rosemary Luckin, Alison Clark-Wilson:
Creating the golden triangle of evidence-informed education technology with EDUCATE. 490-504
- Jesper Jensen:
A systematic literature review of the use of Semantic Web technologies in formal education. 505-517
- Bojan Tomic, Jelena Jovanovic, Nikola Milikic, Vladan Devedzic, Sonja Dimitrijevic, Dragan Djuric, Zoran Sevarac:
Grading students' programming and soft skills with open badges: A case study. 518-530 - Amanda Harrison, Megan Phelps, Arany Nerminathan, Shirley Alexander, Karen M. Scott:
Factors underlying students' decisions to use mobile devices in clinical settings. 531-545 - Rogers Kaliisa, Edward Palmer, Julia Miller:
Mobile learning in higher education: A comparative analysis of developed and developing country contexts. 546-561 - Jake McMullen, Minna M. Hannula-Sormunen, Mikko Kainulainen, Kristian Kiili, Erno Lehtinen:
Moving mathematics out of the classroom: Using mobile technology to enhance spontaneous focusing on quantitative relations. 562-573 - Tzu-Chien Liu, Yi-Chun Lin, Yuan Gao, Fred Paas:
The modality effect in a mobile learning environment: Learning from spoken text and real objects. 574-586 - Stavros A. Nikou, Anastasios A. Economides:
Factors that influence behavioral intention to use mobile-based assessment: A STEM teachers' perspective. 587-600 - Junghoon Leem, Eunmo Sung:
Teachers' beliefs and technology acceptance concerning smart mobile devices for SMART education in South Korea. 601-613 - Pei-Shan Tsai, Chin-Chung Tsai:
Preservice teachers' conceptions of teaching using mobile devices and the quality of technology integration in lesson plans. 614-625 - Shuiqing Yang, Shasha Zhou, Xiaoying Cheng:
Why do college students continue to use mobile learning? Learning involvement and self-determination theory. 626-637 - Oluwadara Abimbade, Gloria Adedoja, Bukola Fakayode, Lukuman Bello:
Impact of mobile-based mentoring, socio-economic background and religion on girls' attitude and belief towards antisocial behaviour (ASB). 638-654 - Yasaman Alioon, Ömer Delialioglu:
The effect of authentic m-learning activities on student engagement and motivation. 655-668 - Lucas M. Jeno, Paul J. C. Adachi, John-Arvid Grytnes, Vigdis Vandvik, Edward L. Deci:
The effects of m-learning on motivation, achievement and well-being: A Self-Determination Theory approach. 669-683 - Helen Crompton, Diane Burke, Yi-Ching Lin:
Mobile learning and student cognition: A systematic review of PK-12 research using Bloom's Taxonomy. 684-701 - Patient Rambe, Muchazondida Mkono:
Appropriating WhatsApp-mediated postgraduate supervision to negotiate "relational authenticity" in resource-constrained environments. 702-734 - Sharifullah Khan, Gwo-Jen Hwang, Muhammad Azeem Abbas, Arshia Rehman:
Mitigating the urban-rural educational gap in developing countries through mobile technology-supported learning. 735-749 - Xiaoming Zhai, Meilan Zhang, Min Li, Xuejie Zhang:
Understanding the relationship between levels of mobile technology use in high school physics classrooms and the learning outcome. 750-766
- Ju Seong Lee:
Informal digital learning of English and second language vocabulary outcomes: Can quantity conquer quality? 767-778 - Ana Sevilla-Pavón:
L1 versus L2 online intercultural exchanges for the development of 21st century competences: The students' perspective. 779-805 - Christopher Johnstone, Jennifer Higgins, Gaye Fedorchak:
Assessment in an era of accessibility: Evaluating rules for scripting audio representation of test items. 806-818 - Heng Luo, Tingting Yang, Jin Xue, Mingzhang Zuo:
Impact of student agency on learning performance and learning experience in a flipped classroom. 819-831 - Diane Dalby, Malcolm Swan:
Using digital technology to enhance formative assessment in mathematics classrooms. 832-845 - George Kalmpourtzis:
Connecting game design with problem posing skills in early childhood. 846-860 - Alexandra Okada, Denise Whitelock, Wayne Holmes, Chris Edwards:
e-Authentication for online assessment: A mixed-method study. 861-875 - Tonia A. Dousay, Natasha P. Trujillo:
An examination of gender and situational interest in multimedia learning environments. 876-887 - Shu-Yen Lee, Tsae-Jyy Wang, Gwo-Jen Hwang, Shao-Chen Chang:
Effects of the use of interactive E-books by intensive care unit patients' family members: Anxiety, learning performances and perceptions. 888-901 - Deborah Delaney, Tyge-F. Kummer, Kishore Singh:
Evaluating the impact of online discussion boards on student engagement with group work. 902-920 - Anouschka van Leeuwen, Nynke Bos, Heleen van Ravenswaaij, Jurgen van Oostenrijk:
The role of temporal patterns in students' behavior for predicting course performance: A comparison of two blended learning courses. 921-933 - Jihyun Lee, Hyoseon Choi:
Rethinking the flipped learning pre-class: Its influence on the success of flipped learning and related factors. 934-945
Volume 50, Number 3, May 2019
- Jill Jameson:
Developing critical and theoretical approaches to educational technology research and practice. 951-955 - Khe Foon Hew, Min Lan, Ying Tang, Chengyuan Jia, Chung Kwan Lo:
Where is the "theory" within the field of educational technology research? 956-971 - Don Passey:
Technology-enhanced learning: Rethinking the term, the concept and its theoretical background. 972-986 - Christine Greenhow, Benjamin Gleason, K. Bret Staudt Willet:
Social scholarship revisited: Changing scholarly practices in the age of social media. 987-1004 - Shandell Houlden, George Veletsianos:
A posthumanist critique of flexible online learning and its "anytime anyplace" claims. 1005-1018 - Marc Beardsley, Patricia Santos, Davinia Hernández-Leo, Konstantinos Michos:
Ethics in educational technology research: Informing participants on data sharing risks. 1019-1034 - Matt Bower:
Technology-mediated learning theory. 1035-1048 - Melody M. Terras, Elizabeth A. Boyle:
Integrating games as a means to develop e-learning: Insights from a psychological perspective. 1049-1059 - Geoff Walton, Mark Childs, Gordana Jugo:
The creation of digital artefacts as a mechanism to engage students in studying literature. 1060-1086 - Ayse Gul Kara Aydemir, Gulfidan Can:
Educational technology research trends in Turkey from a critical perspective: An analysis of postgraduate theses. 1087-1103 - Lucila Carvalho, Pippa Yeoman:
Connecting the dots: Theorizing and mapping learning entanglement through archaeology and design. 1104-1117 - Xiaoqing Gu, Charles K. Crook, Mike Spector:
Facilitating innovation with technology: Key actors in educational ecosystems. 1118-1124 - Angela McFarlane:
Devices and desires: Competing visions of a good education in the digital age. 1125-1136 - Laura R. Larke:
Agentic neglect: Teachers as gatekeepers of England's national computing curriculum. 1137-1150 - Xuanxi Li, Fei Wang, Xiaoqing Gu:
Understanding the roles of ICT enterprises in promoting the ICT industry ecosystem in education: Case studies from China. 1151-1172 - Charles K. Crook, Xiaoqing Gu:
How new technology is addressed by researchers in Educational Studies: Approaches from high-performing universities in China and the UK. 1173-1188 - Jo Tondeur, Ronny Scherer, Evrim Baran, Fazilat Siddiq, Teemu Valtonen, Erkko T. Sointu:
Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education. 1189-1209 - Bian Wu, Xiaoxue Yu, Yiling Hu:
How does principal e-leadership affect ICT transformation across different school stages in K-12 education: Perspectives from teachers in Shanghai. 1210-1225 - Marcia J. P. Håkansson Lindqvist:
School leaders' practices for innovative use of digital technologies in schools. 1226-1240 - Yanyan Sun, Fei Gao:
Exploring the roles of school leaders and teachers in a school-wide adoption of flipped classroom: School dynamics and institutional cultures. 1241-1259 - Michael Eric Stevenson, Matt Bower, Garry Falloon, Anne Forbes, Maria Hatzigianni:
By design: Professional learning ecologies to develop primary school teachers' makerspaces pedagogical capabilities. 1260-1274 - Morris Siu-yung Jong:
Sustaining the adoption of gamified outdoor social enquiry learning in high schools through addressing teachers' emerging concerns: A 3-year study. 1275-1293 - Melissa Bond:
Flipped learning and parent engagement in secondary schools: A South Australian case study. 1294-1319 - Niki Davis, Leona Harris, Una Cunningham:
Professional ecologies shaping technology adoption in early childhood education with multilingual children. 1320-1339 - Nancy Law, Leming Liang:
Sociotechnical co-evolution of an e-Learning innovation network. 1340-1353
- Teresa Schaefer, Johanna Rahn, Tobias Kopp, Claudia Magdalena Fabian, Alan Brown:
Fostering online learning at the workplace: A scheme to identify and analyse collaboration processes in asynchronous discussions. 1354-1367 - Hans van der Meij:
Advance organizers in videos for software training of Chinese students. 1368-1380 - Yang Wang, Qingtang Liu, Wenli Chen, Qiyun Wang, David Stein:
Effects of instructor's facial expressions on students' learning with video lectures. 1381-1395 - Fan Ouyang, Yu-Hui Chang:
The relationships between social participatory roles and cognitive engagement levels in online discussions. 1396-1414 - Rustam Shadiev, Ai Sun, Yueh-Min Huang:
A study of the facilitation of cross-cultural understanding and intercultural sensitivity using speech-enabled language translation technology. 1415-1433 - Nisreen Ameen, Robert Willis, Media Noori Abdullah, Mahmood Hussain Shah:
Towards the successful integration of e-learning systems in higher education in Iraq: A student perspective. 1434-1446 - Ju Seong Lee, Kilryoung Lee:
Informal digital learning of English and English as an international language: The path less traveled. 1447-1461 - Wei Luo, Thomas J. Smith, Kyle Whalley, Andrew Darling, Carol Ormand, Wei-Chen Hung, Jui-Ling Chiang, Jon Pelletier, Kirk L. Duffin:
Earth surface modeling for education: How effective is it? Four semesters of classroom tests with WILSIM-GC. 1462-1481 - Turgay Demirel, Türkan Karakus Yilmaz:
The effects of mind games in math and grammar courses on the achievements and perceived problem-solving skills of secondary school students. 1482-1494 - Andrea Nardi, Maria Ranieri:
Comparing paper-based and electronic multiple-choice examinations with personal devices: Impact on students' performance, self-efficacy and satisfaction. 1495-1506 - Tracii Ryan, Michael Henderson, Michael Phillips:
Feedback modes matter: Comparing student perceptions of digital and non-digital feedback modes in higher education. 1507-1523
Volume 50, Number 4, July 2019
- Ty Hollett, Christian Ehret:
Affective potentials in informal technology-enhanced learning settings. 1529-1531 - Nathan C. Phillips, Virginia Killian Lund:
Sustaining affective resonance: Co-constructing care in a school-based digital design studio. 1532-1543 - Jennifer Rowsell, Mark Shillitoe:
The craftivists: Pushing for affective, materially informed pedagogy. 1544-1559 - Lalitha Vasudevan, Joseph Riina-Ferrie:
Collaborative filmmaking and affective traces of belonging. 1560-1572 - Adam Bell, Katie Headrick Taylor, Erin Riesland, Maria Hays:
Learning to see the familiar: Technological assemblages in a higher education (non)classroom setting. 1573-1588 - Tanner Vea:
The ethical sensations of im-mediacy: Embodiment and multiple literacies in animal rights activists' learning with media technologies. 1589-1602 - Christian Ehret, Lea Ehret, Bronwen Low, Luka Ciklovan:
Immediations and rhythms of speculative design: Implications for value in design-based research. 1603-1614 - Albert Sangrà, Juliana E. Raffaghelli, George Veletsianos:
"Lifelong learning Ecologies: Linking formal and informal contexts of learning in the digital era". 1615-1618 - Albert Sangrà, Juliana Elisa Raffaghelli, Montse Guitert-Catasús:
Learning ecologies through a lens: Ontological, methodological and applicative issues. A systematic review of the literature. 1619-1638 - Mercedes González-Sanmamed, Pablo-César Muñoz-Carril, Francisco-José Santos-Caamaño:
Key components of learning ecologies: A Delphi assessment. 1639-1655 - Christine Greenhow, Jiahang Li, Minhtuyen Mai:
From tweeting to meeting: Expansive professional learning and the academic conference backchannel. 1656-1672 - Maria Ranieri, Mario Giampaolo, Isabella Bruni:
Exploring educators' professional learning ecologies in a blended learning environment. 1673-1686 - Donatella Persico, Marcello Passarelli, Francesca Pozzi, Jeffrey Earp, Francesca Maria Dagnino, Flavio Manganello:
Meeting players where they are: Digital games and learning ecologies. 1687-1712 - George Veletsianos, Nicole Johnson, Olga Belikov:
Academics' social media use over time is associated with individual, relational, cultural and political factors. 1713-1728 - Mitchell Peters, Marc Romero:
Lifelong learning ecologies in online higher education: Students' engagement in the continuum between formal and informal learning. 1729-1743 - Tao He, Shihua Li:
A comparative study of digital informal learning: The effects of digital competence and technology expectancy. 1744-1758 - Henrik Nygren, Kari Nissinen, Raija Hämäläinen, Bram de Wever:
Lifelong learning: Formal, non-formal and informal learning in the context of the use of problem-solving skills in technology-rich environments. 1759-1770
- Stefano Cacciamani, Donatella Cesareni, Vittore Perrucci, Giulia Balboni, Ahmad Khanlari:
Effects of a social tutor on participation, sense of community and learning in online university courses. 1771-1784 - Catarina Rolim, Pedro T. Isaías:
Examining the use of e-assessment in higher education: teachers and students' viewpoints. 1785-1800 - Zhongling Pi, Jianzhong Hong, Weiping Hu:
Interaction of the originality of peers' ideas and students' openness to experience in predicting creativity in online collaborative groups. 1801-1814 - Stephen Snow, Adriana Wilde, Paul Denny, m. c. schraefel:
A discursive question: Supporting student-authored multiple choice questions through peer-learning software in non-STEMM disciplines. 1815-1830 - Yvonne Hong, Lesley A. Gardner:
Undergraduates' perception and engagement in Facebook learning groups. 1831-1845 - Chih-Ming Chen, Zong-Lin You:
Community detection with opinion leaders' identification for promoting collaborative problem-based learning performance. 1846-1864 - Xi Xiang, Yan Liu:
Exploring and enhancing spatial thinking skills: Learning differences of university students within a web-based GIS mapping environment. 1865-1881 - Kun Huang, Victor Law, Sang Joon Lee:
The role of learners' epistemic beliefs in an online Community of Inquiry. 1882-1895 - Youngmin Park, Ying Xu, Penelope Collins, George Farkas, Mark Warschauer:
Scaffolding learning of language structures with visual-syntactic text formatting. 1896-1912 - Haneen Qarabash, Philip Heslop, Ahmed Kharrufa, Madeline Balaam, Marie Devlin:
Group tagging: Using video tagging to facilitate reflection on small group activities. 1913-1928 - Chun Lai:
The influence of extramural access to mainstream culture social media on ethnic minority students' motivation for language learning. 1929-1941 - Ondrej Javora, Tereza Hannemann, Tereza Stárková, Kristina Volná, Cyril Brom:
Children like it more but don't learn more: Effects of esthetic visual design in educational games. 1942-1960 - José María Fernández-Batanero, Julio Cabero, Eloy López:
Knowledge and degree of training of primary education teachers in relation to ICT taught to students with disabilities. 1961-1978 - Renny S. N. Lindberg, Teemu Henrikki Laine, Lassi Haaranen:
Gamifying programming education in K-12: A review of programming curricula in seven countries and programming games. 1979-1995 - Pei-Ying Chen, Gwo-Jen Hwang:
An IRS-facilitated collective issue-quest approach to enhancing students' learning achievement, self-regulation and collective efficacy in flipped classrooms. 1996-2013 - Ioannis Kazanidis, Nikolaos Pellas, Panagiotis Fotaris, Avgoustos A. Tsinakos:
Can the flipped classroom model improve students' academic performance and training satisfaction in Higher Education instructional media design courses? 2014-2027 - Taotao Long, John Cummins, Michael Waugh:
Investigating the factors that influence higher education instructors' decisions to adopt a flipped classroom instructional model. 2028-2039 - Petrea Redmond, Yehuda Peled:
Exploring TPACK among pre-service teachers in Australia and Israel. 2040-2054 - Laura Herrero, Cecilia I. Theirs, Almudena Ruiz-Iniesta, Almudena González, Victor Sanchez, Miguel A. Pérez-Nieto:
Visuospatial processing improvements in students with Down Syndrome through the autonomous use of technologies. 2055-2066
Volume 50, Number 5, September 2019
- Julia Eberle, Yotam Hod, Frank Fischer:
Future learning spaces for learning communities: Perspectives from the learning sciences. 2071-2074 - Crina Damsa, Monika Nerland, Zacharias E. Andreadakis:
An ecological perspective on learner-constructed learning spaces. 2075-2089 - Pippa Yeoman, Stephanie Wilson:
Designing for situated learning: Understanding the relations between material properties, designed form and emergent learning activity. 2090-2108 - Hadas Sopher, Dafna Fisher-Gewirtzman, Yehuda E. Kalay:
Going immersive in a community of learners? Assessment of design processes in a multi-setting architecture studio. 2109-2128 - Yotam Hod, Chen Yaari, Julia Eberle:
Taking responsibility to support knowledge building: A constructive entanglement of spaces and ideas. 2129-2143 - Guangji Yuan, Jianwei Zhang:
Connecting knowledge spaces: Enabling cross-community knowledge building through boundary objects. 2144-2161 - Yael Kali, Ornit Sagy, Maya Benichou, Osnat Atias, Rachel Levin-Peled:
Teaching expertise reconsidered: The Technology, Pedagogy, Content and Space (TPeCS) knowledge framework. 2162-2177 - Minhong Wang, Rupert Wegerif:
From active-in-behaviour to active-in-thinking in learning with technology. 2178-2180 - Amanda Catherine Dickes, Amy Kamarainen, Shari J. Metcalf, Semiha Gün-Yildiz, Karen Brennan, Tina A. Grotzer, Chris Dede:
Scaffolding ecosystems science practice by blending immersive environments and computational modeling. 2181-2202 - Ling Hsiao, Irene A. Lee, Eric Klopfer:
Making sense of models: How teachers use agent-based modeling to advance mechanistic reasoning. 2203-2216 - Meng Sun, Minhong Wang, Rupert Wegerif:
Using computer-based cognitive mapping to improve students' divergent thinking for creativity development. 2217-2233 - Colby M. Reilly, Stephanie Y. Kang, Tina A. Grotzer, Julie A. Joyal, Nancy E. Oriol:
Pedagogical moves and student thinking in technology-mediated medical problem-based learning: Supporting novice-expert shift. 2234-2250 - Shu-Chen Cheng, Gwo-Jen Hwang, Chih-Hung Chen:
From reflective observation to active learning: A mobile experiential learning approach for environmental science education. 2251-2270 - Bian Wu, Yiling Hu, Minhong Wang:
Scaffolding design thinking in online STEM preservice teacher training. 2271-2287 - Mei-Rong Alice Chen, Gwo-Jen Hwang, Yu-Ying Chang:
A reflective thinking-promoting approach to enhancing graduate students' flipped learning engagement, participation behaviors, reflective thinking and project learning outcomes. 2288-2307 - Jingjing Cui, Shengquan Yu:
Fostering deeper learning in a flipped classroom: Effects of knowledge graphs versus concept maps. 2308-2328 - Huiying Cai, Xiaoqing Gu:
Supporting collaborative learning using a diagram-based visible thinking tool based on cognitive load theory. 2329-2345 - Zachari Swiecki, Andrew R. Ruis, Dipesh Gautam, Vasile Rus, David Williamson Shaffer:
Understanding when students are active-in-thinking through modeling-in-context. 2346-2364 - Danial Hooshyar, Külli Kori, Margus Pedaste, Emanuele Bardone:
The potential of open learner models to promote active thinking by enhancing self-regulated learning in online higher education learning environments. 2365-2386 - Ronny Scherer, Timothy Teo:
Editorial to the special section - Technology acceptance models: What we know and what we (still) do not know. 2387-2393 - Andrew Kemp, Edward Palmer, Peter Strelan:
A taxonomy of factors affecting attitudes towards educational technologies for use with technology acceptance models. 2394-2413 - Muyesser Eraslan Yalcin, Birgul Kutlu:
Examination of students' acceptance of and intention to use learning management systems using extended TAM. 2414-2432 - José Carlos Sánchez Prieto, Fang Huang, Susana Olmos-Migueláñez, Francisco J. García-Peñalvo, Timothy Teo:
Exploring the unknown: The effect of resistance to change and attachment on mobile adoption among secondary pre-service teachers. 2433-2449 - David John Lemay, Tenzin Doleck, Paul Bazelais:
Context and technology use: Opportunities and challenges of the situated perspective in technology acceptance research. 2450-2465 - Anja Garone, Bram Pynoo, Jo Tondeur, Celine Cocquyt, Silke Vanslambrouck, Bram Bruggeman, Katrien Struyven:
Clustering university teaching staff through UTAUT: Implications for the acceptance of a new learning management system. 2466-2483 - Antonio Víctor Martín-García, Fernando Martínez-Abad, David Reyes-González:
TAM and stages of adoption of blended learning in higher education by application of data mining techniques. 2484-2500 - Ömer Faruk Ursavas, Yasin Yalçin, Eda Bakir:
The effect of subjective norms on preservice and in-service teachers' behavioural intentions to use technology: A multigroup multimodel study. 2501-2519 - Allan H. K. Yuen, Miaoting Cheng, Fred H. F. Chan:
Student satisfaction with learning management systems: A growth model of belief and use. 2520-2535 - Haixia Liu, Lina Wang, Matthew J. Koehler:
Exploring the intention-behavior gap in the technology acceptance model: A mixed-methods study in the context of foreign-language teaching in China. 2536-2556 - Nicolae Nistor, Ionut-Dorin Stanciu, Thomas Lerche, Ewald Kiel:
"I am fine with any technology, as long as it doesn't make trouble, so that I can concentrate on my study": A case study of university students' attitude strength related to educational technology acceptance. 2557-2571 - Andrina Granic, Nikola Marangunic:
Technology acceptance model in educational context: A systematic literature review. 2572-2593 - Anders Larrabee Sønderlund, Emily Hughes, Joanne Smith:
The efficacy of learning analytics interventions in higher education: A systematic review. 2594-2618 - Sherre Roy, Damien Clark:
Digital badges, do they live up to the hype? 2619-2636 - Olga Viberg, Olle Bälter, Björn Hedin, Emma Riese, Anna Mavroudi:
Faculty pedagogical developers as enablers of technology enhanced learning. 2637-2650 - Maria Elisa Navarro Morales, Roberto Londoño:
Inverted classroom teaching in the first-year design studio, a case study. 2651-2666 - Chun-Yi Lin, Charles M. Reigeluth:
Scaffolding learner autonomy in a wiki-supported knowledge building community and its implications for mindset change. 2667-2684 - Yun Dai, Ang Liu:
Understanding student variances in learning outcomes and task interpretations from multimedia presentations. 2685-2702 - Gwo-Jen Hwang, Mei-Rong Alice Chen, Han-Yu Sung, Meng-Hsuan Lin:
Effects of integrating a concept mapping-based summarization strategy into flipped learning on students' reading performances and perceptions in Chinese courses. 2703-2719 - Jon-Chao Hong, Kai-Hsin Tai, Jian-Hong Ye:
Playing a Chinese remote-associated game: The correlation among flow, self-efficacy, collective self-esteem and competitive anxiety. 2720-2735 - Thomas Hughes-Roberts, David J. Brown, Penny J. Standen, Lorenzo Desideri, Marco Negrini, Aziz Rouame, Massimiliano Malavasi, George Wager, Conor Hasson:
Examining engagement and achievement in learners with individual needs through robotic-based teaching sessions. 2736-2750 - Astrid Schmulian, Stephen A. Coetzee:
The development of Messenger bots for teaching and learning and accounting students' experience of the use thereof. 2751-2777
Volume 50, Number 6, November 2019
- Simon Buckingham Shum, Rosemary Luckin:
Learning analytics and AI: Politics, pedagogy and practices. 2785-2793 - Ben Williamson:
Policy networks, performance metrics and platform markets: Charting the expanding data infrastructure of higher education. 2794-2809 - Paul Prinsloo:
A social cartography of analytics in education as performative politics. 2810-2823 - Rosemary Luckin, Mutlu Cukurova:
Designing educational technologies in the age of AI: A learning sciences-driven approach. 2824-2838 - Yi-Shan Tsai, Oleksandra Poquet, Dragan Gasevic, Shane Dawson, Abelardo Pardo:
Complexity leadership in learning analytics: Drivers, challenges and opportunities. 2839-2854 - Kirsty Kitto, Simon Knight:
Practical ethics for building learning analytics. 2855-2870 - Judy Kay, Bob Kummerfeld:
From data to personal user models for life-long, life-wide learners. 2871-2884 - Deborah Richards, Virginia Dignum:
Supporting and challenging learners through pedagogical agents: Addressing ethical issues through designing for values. 2885-2901 - Benedict du Boulay:
Escape from the Skinner Box: The case for contemporary intelligent learning environments. 2902-2919 - Manolis Mavrikis, Eirini Geraniou, Sergio Gutiérrez Santos, Alexandra Poulovassilis:
Intelligent analysis and data visualisation for teacher assistance tools: The case of exploratory learning. 2920-2942 - Carolyn P. Rosé, Elizabeth A. McLaughlin, Ran Liu, Kenneth R. Koedinger:
Explanatory learner models: Why machine learning (alone) is not the answer. 2943-2958 - Petr Johanes, Candace Thille:
The heart of educational data infrastructures = Conscious humanity and scientific responsibility, not infinite data and limitless experimentation. 2959-2973 - Andreja Istenic Starcic:
Human learning and learning analytics in the age of artificial intelligence. 2974-2976 - Maria Cutumisu, Doris B. Chin, Daniel L. Schwartz:
A digital game-based assessment of middle-school and college students' choices to seek critical feedback and to revise. 2977-3003 - Kshitij Sharma, Zacharoula K. Papamitsiou, Michail N. Giannakos:
Building pipelines for educational data using AI and multimodal analytics: A "grey-box" approach. 3004-3031 - Mutlu Cukurova, Carmel Kent, Rosemary Luckin:
Artificial intelligence and multimodal data in the service of human decision-making: A case study in debate tutoring. 3032-3046 - Florence R. Sullivan, P. Kevin Keith:
Exploring the potential of natural language processing to support microgenetic analysis of collaborative learning discussions. 3047-3063 - Christothea Herodotou, Martin Hlosta, Avinash Boroowa, Bart Rienties, Zdenek Zdráhal, Chrysoula Mangafa:
Empowering online teachers through predictive learning analytics. 3064-3079 - Mairead Brady, Ann Devitt, Rachel A. Kiersey:
Academic staff perspectives on technology for assessment (TfA) in higher education: A systematic literature review. 3080-3098 - Vered Silber-Varod, Yoram Eshet-Alkalai, Nitza Geri:
Tracing research trends of 21st-century learning skills. 3099-3118 - Zhihong Xu, Kausalai Kay Wijekumar, Gilbert Ramirez, Xueyan Hu, Robin Irey:
The effectiveness of intelligent tutoring systems on K-12 students' reading comprehension: A meta-analysis. 3119-3137 - Zacharoula K. Papamitsiou, Anastasios A. Economides:
Exploring autonomous learning capacity from a self-regulated learning perspective using learning analytics. 3138-3155 - Yongqiang Sun, Linghong Ni, Yiming Zhao, Xiao-Liang Shen, Nan Wang:
Understanding students' engagement in MOOCs: An integration of self-determination theory and theory of relationship quality. 3156-3174 - Winnifred Wijnker, Arthur Bakker, Tamara van Gog, Paul Drijvers:
Educational videos from a film theory perspective: Relating teacher aims to video characteristics. 3175-3197 - José Antonio González-Calero, Ramón Cózar-Gutiérrez, Rafael Villena, José Miguel Merino:
The development of mental rotation abilities through robotics-based instruction: An experience mediated by gender. 3198-3213 - Gary Beauchamp, Andrew Joyce-Gibbons, James McNaughton, Nick Young, Tom Crick:
Exploring synchronous, remote collaborative interaction between learners using multi-touch tables and video conferencing in UK primary schools. 3214-3232 - Lingqi Meng, Chen Qiu, Belinda Boyd-Wilson:
Measurement invariance of the ICT engagement construct and its association with students' performance in China and Germany: Evidence from PISA 2015 data. 3233-3251 - Robert Otto Davis, Joseph Vincent:
Sometimes more is better: Agent gestures, procedural knowledge and the foreign language learner. 3252-3263 - Alexandra Okada, Ingrid Noguera, Lyubka K. Aleksieva, Anna Rozeva, Serpil Kocdar, Francis Brouns, Tarja Ladonlahti, Denise Whitelock, Ana-Elena Guerrero-Roldán:
Pedagogical approaches for e-assessment with authentication and authorship verification in Higher Education. 3264-3282 - Doris U. Bolliger, Craig Erschel Shepherd, H. Victoria Bryant:
Faculty members' perceptions of online program community and their efforts to sustain it. 3283-3299 - Yael Sidi, Ina Blau, Yoram Eshet-Alkalai:
How is the ethical dissonance index affected by technology, academic dishonesty type and individual differences? 3300-3314 - Karley Beckman, Sue Bennett, Lori Lockyer:
Reproduction and transformation of students' technology practice: The tale of two distinctive secondary student cases. 3315-3328 - Marion A. Hersh, Stella Mouroutsou:
Learning technology and disability - Overcoming barriers to inclusion: Evidence from a multicountry study. 3329-3344 - Eric G. Poitras, Jason M. Harley, Yang S. Liu:
Achievement emotions with location-based mobile augmented reality: An examination of discourse processes in simulated guided walking tours. 3345-3360 - Elisabeth Rolf, Ola Knutsson, Robert Ramberg:
An analysis of digital competence as expressed in design patterns for technology use in teaching. 3361-3375 - Zeynep Gecu-Parmaksiz, Ömer Delialioglu:
Augmented reality-based virtual manipulatives versus physical manipulatives for teaching geometric shapes to preschool children. 3376-3390 - Bo Pei, Wanli Xing, Hee-Sun Lee:
Using automatic image processing to analyze visual artifacts created by students in scientific argumentation. 3391-3404 - David G. Grant:
Predicting Web 2.0 use among US teens - Expanding the power of the skill, will and tool model. 3405-3419 - Dongho Kim, In-Heok Lee, Joo-Ho Park:
Latent class analysis of non-formal learners' self-directed learning patterns in open educational resource repositories. 3420-3436 - Si Zhang, Qingtang Liu, Zhiqiang Cai:
Exploring primary school teachers' technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis. 3437-3455
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