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Novices’ performance using hypertext materials: Shedding light on disorientation Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2020-09-28 Álvaro Jáñez, Javier Rosales
Many researchers have proposed a causal link between low domain knowledge and disorientation in hypertext. Our objective was to challenge this hypothesis, examining other variables that might have an influence, such as design, reading instructions, or working memory capacity. We analysed navigation patterns and comprehension scores in a sample of low topic knowledge undergraduate students (N = 45)
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The relationship between mobile learning and self-regulated learning: A systematic review Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2020-09-28 Agnieszka Palalas, Norine Wark
A systematic review of 38 primary research peer-reviewed articles, drawn from six databases and spanning from January 2007 to January 2019, was conducted to determine the principle information that they collectively offered on the relationship between mobile learning (mlearning) and self-regulated learning (SRL). In answering the research questions posed, a synthesis of the following 12 key elements
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Learn from your environment: A visual literacy learning model Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2020-09-28 Matthew Guinibert
Based on the presupposition that visual literacy skills are not usually learned unaided by osmosis, but require targeted learning support, this article explores how everyday encounters with visuals can be leveraged as contingent learning opportunities. The author proposes that a learner’s environment can become a visual learning space if appropriate learning support is provided. This learning support
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2020 vision: What happens next in education technology research in Australia Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2020-09-28 Kate Thompson, Jason Lodge
The COVID-19 pandemic has certainly caused global upheaval in education The sudden and mass migration of learning online has created challenges and opportunities for educators, educational technologists and researchers of educational technologies and will continue to do so for some time As we discuss here, there is a likelihood that the COVID-19 pandemic will exacerbate the troubled relationships between
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The generation of student engagement as a cognition-affect-behaviour process in a Twitter learning experience Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2020-06-29 Raúl Pérez-López, Raquel Gurrea-Sarasa, Carolina Herrando, María José Martín-De Hoyos, Victoria Bordonaba-Juste, Ana Utrillas-Acerete
Twitter is a microblog that allows users to interact about a topic in online discussion. This makes it an interesting interactive tool with possibilities to increase student engagement and learning performance through active collaboration in an informal learning environment. However, few articles take a quantitative approach to investigate the creation of student engagement using this social networking
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TPACK – time to reboot? Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2020-06-27 Ralph Saubern, Michael Henderson, Eva Heinrich, Petrea Redmond
In this paper we explore and challenge the trajectory of research scholarship in the area of Technological, Pedagogical and Content Knowledge (TPACK). In doing so we adopt the position, as elaborated in Harris et al.’s (2017) editorial, that TPACK research is in need of addressing two key questions: What do teachers need to know in order to integrate technology effectively in the classroom and how
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The evolving field of learning analytics research in higher education Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2020-05-15 Megan Axelsen, Petrea Redmond, Eva Heinrich, Michael Henderson
Over the last decade the deployment and use of learning analytics has become routine in many universities around the world. The ability to analyse the way students interact with technology has demonstrated significant value for providing insights into student learning and there are now a wide range of uses for learning analytics in education. From use as a diagnostic tool, to a method for prediction
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The role of informal digital learning of English and a high-stakes English test on perceptions of English as an international language Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2020-05-15 Ju Seong Lee
This study investigated the relationship among informal digital learning of English (IDLE) practice, a high-stakes English test, English productive skills, and perceptions of English as an international language (EIL). Eighty-nine English as a foreign language (EFL) undergraduate students across three South Korean cities participated in the study. The participants submitted their scores in the Test
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Collaboration, collation, and competition: Crowdsourcing a directory of educational technology tools for teaching and learning Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2020-04-27 Enda Donlon, Eamon Costello, Mark Brown
This paper reports on a distinctive one-year online open crowdsourcing initiative which originated in the Republic of Ireland with a view to compiling an A–Z directory of educational technology tools for teaching and learning. Through analysis of multiple sources of data, the paper presents an intrinsic case study which outlines the design and implementation of the initiative and offers critical insights
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Investigating synchronous and asynchronous class attendance as predictors of academic success in online education Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2020-01-28 Johanna Elizabeth Nieuwoudt
Learning is facilitated by participation and interaction and can be synchronously or asynchronously in online education. This study investigated the relationship between students’ academic success and online interaction and participation and explored their class attendance (synchronous virtual classes and/or watching the recorded virtual classes) in the online study mode of an enabling program at Southern
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Facilitating student engagement through educational technology in higher education: A systematic review in the field of arts and humanities Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2020-01-26 Svenja Bedenlier, Melissa Bond, Katja Buntins, Olaf Zawacki-Richter, Michael Kerres
Understanding how educational technology can enhance student engagement is becoming increasingly necessary in higher education, and particularly so in arts and humanities, given the communicative nature of courses. This narrative systematic review synthesises 42 peerreviewed arts and humanities articles published between 2007-2016, indexed in four international databases. The results indicate that
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Effects of the perceptions of online quizzes and electronic devices on student performance Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2020-01-19 Fabrizio Di Meo, Carmen-Pilar Martí-Ballester
This study assessed how students’ perceptions of online quizzes and the use of three electronic devices to solve them affected their performance. A sample of 208 students enrolled in an introductory accounting course at the Universitat Autonoma de Barcelona completed online quizzes as part of their evaluation and filled in a questionnaire on their perceptions of such quizzes and the electronic devices
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Digital literacy practices of Turkish pre-service EFL teachers Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2020-01-04 Sedat Akayoglu, H. Müge Satar, Kenan Dikilitas, Nazlı Ceren Cirit, Sibel Korkmazgil
With rapid changes in information and communication technologies, it is no longer sufficient for language teachers and pre-service teachers (PTs) to know how to use existing digital tools. They also need to be digitally literate in order to critically evaluate such tools and platforms for safe, wise, and productive use. Within a qualitative approach, this study investigated Turkish PTs’ conceptualisation
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Curriculum flexibility in a blended curriculum Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2020-01-02 Herma Jonker, Virginie März, Joke Voogt
This study offers insights into the processes that play a role in realising curriculum flexibility. Curriculum flexibility is conceptualised in terms of adaptability and accessibility of the curriculum to students’ needs and capabilities. To realise curriculum flexibility, the teacher education institution in this study designed a blended curriculum with face-to-face and online components. This flexible
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Does anonymity matter? Examining quality of online peer assessment and students’ attitudes Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2020-01-01 Michiko Kobayashi
The study investigated the effects of anonymity on online peer assessment and compared three different conditions . Fifty-eight preservice teachers at a mid-size US university engaged in a series of online peer assessments during fall 2017. Peer assessment was embedded in a blended course as a required asynchronous activity using the Canvas learning management system. Students were randomly assigned
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Research-based learning in education studies: Design inquiry using group e-Portfolios based on blogs Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2020-01-01 Victoria I. Marín
Research-based learning (RBL) is an approach that aims to engage students in research activities within their study discipline. Since this method puts the focus on the learner, Web 2.0 tools are considered to provide good support in enhancing collaboration processes, which are necessary in conducting research in real-life situations. The link between RBL and the use of digital technologies in higher
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Social co-configuration in online language learning Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2020-01-01 Susan Y. H. Sun, Peter Goodyear
University students involved in online courses play an active role in adapting the tasks they are set and the environment(s) in which they work. They also make adjustments to their working relationships with other people in an effort to improve their learning and/or fit study demands into wider life. The term co-configuration refers to the ways in which students customise what has been designed for
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Laptops and mobile phones at self-study time: Examining the mechanism behind interruption and multitasking Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2020-01-01 Liping Deng
This study examines university students’ multitasking with computers and mobile phones in an authentic self-study context, with the primary focus being on off-task multitasking and interruption as precursor to multitasking. The study drew on interviews, observation, and video-stimulated recall to reveal the triggers for and processes of multitasking. It has identified pop-up notifications as the main
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Investigating pre-service teachers’ informally-developed online professional learning networks Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2020-01-01 Matthew Kearney, Damian Maher, Lien Pham
This study investigates how final year pre-service teachers (PSTs) from several countries use social media to support their online professional learning network (PLN) activities. Adopting a mixed-methods approach, it uses a global survey and interview methods to generate fresh insights into PSTs’ informally-developed online PLN practices and their perceived benefits of these self-initiated activities
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Micro-teaching 2.0: Technology as the classroom Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2020-01-01 Susan Ledger, John Fischetti
Currently pre-service teachers (PSTs) practise teaching by interacting in real-life situations naturally occurring within variable school-based practicums. These are not ideal contexts for beginning teachers because they put novices in situations with real students before demonstrating capability, feedback is often not at point of need and they do not provide all students with similar experiences.
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Assessing the digital competence of educators in social studies: An analysis in initial teacher training using the TPACK-21 model Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2020-01-01 Diego Miguel-Revilla, José María Martínez-Ferreira, María Sánchez-Agustí
Fostering the digital competence of educators is a key aspect that can be addressed in initial teacher training. The TPACK model (Mishra & Koehler, 2006) can be complemented with an approach that takes the Digital Competence of Educators framework (Redecker & Punie, 2017) and 21st century competences into account. This study analysed the practical utility of this conceptual model, and the effectiveness
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Do academics and university administrators really know better? The ethics of positioning student perspectives in learning analytics Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2020-01-01 Deborah West, Ann Luzeckyj, Danny Toohey, Jessica Vanderlelie, Bill Searle
Increasingly learning analytics (LA) has begun utilising staff- and student-facing dashboards capturing visualisations to present data to support student success and improve learning and teaching. The use of LA is complex, multifaceted and raises many issues for consideration, including ethical and legal challenges, competing stakeholder views and implementation decisions. It is widely acknowledged
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A virtual internship for developing technological pedagogical content knowledge Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2020-01-01 Diler Oner
This study examines the use of a virtual internship (an epistemic game) for developing preservice teachers’ technological pedagogical content knowledge (TPACK). TPACK aims to capture the essential qualities of teacher knowledge that are needed for integrating technology into teaching. Virtual internships are computer-based professional practicum simulation games where participants assume the role of
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The increasing significance of digital equity in higher education Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2019-12-29 Julie Willems, Helen Farley, Chris Campbell
Digital equity is a complex and multifaceted concept. It includes not only access to hardware, software, and connectivity to the Internet but also meaningful, high-quality, and culturally relevant content in local languages, and the ability to create, share, and exchange knowledge. Participatory citizenship in the digital era involves the right to access and participate in higher education. Indeed
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Mobile learning policy and practice in Africa: Towards inclusive and equitable access to higher education Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2019-12-28 Rogers Kaliisa, Picard Michelle
This article presents the results of a review of practice and policy in relation to mobile learning and its potential to enhance inclusive and equitable access to higher education in Africa. We reviewed academic literature on potential barriers. Then, we explored the current state of the mobile learning policy environment in 10 African countries through an analysis of how these policies have tried
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Six critical dimensions: A model for widening participation in open, online and blended programs Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2019-12-28 Sarah R Lambert
Working from the perspective of open and online learning for widening participation in higher education, this article advances a new conceptual model to guide practitioners and researchers in maximising the enablers and minimising the constraints to foundation level online learning for equity students. The model is adapted from technology for social inclusion research addressing persistent inequalities
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Digital equity: Considering the needs of staff as a social justice issue Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2019-12-28 Julie Willems
The rollout of technological advances in tertiary teaching and learning continues unabated. Concerns around staff lag in acceptance and adoption may overlook hidden influences. While considerations to address the digital divide and digital equity for tertiary students has been a growing social justice issue since the 1980s, what of the academic and professional staff who facilitate their teaching and
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Rethinking online learning design to enhance the experiences of Indigenous higher education students Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2019-12-28 Alison Kay Reedy
The educational inequity that Aboriginal and Torres Strait Islander people have experienced in higher education in Australia is replicated in virtual learning spaces, with generic models of online learning design taking little account of cultural factors that impact on learning. To counter this, new approaches to online learning design are needed that consider the experiences of Indigenous people.
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Digital equity and accessible MOOCs: Accessibility evaluations of mobile MOOCs for learners with visual impairments Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2019-12-28 Kyudong Park, Hyo-Jeong So, Hyunjin Cha
Despite the popular claim that massive open online courses (MOOCs) can democratise educational opportunities, this study suggests that current MOOC platforms are not designed to be accessible and inclusive for learners with disabilities. Our main goals in this study were to identify the needs and barriers that learners with visual impairments face when learning with mobile devices in MOOCs and to make
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Identity and digital equity: Reflections on a university educational technology course Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2019-12-28 Katherine Frances McLay, Vicente Chua Reyes
This inquiry explored preservice teachers (PSTs) developing learner and professional identities while participating in a university course that explicitly incorporates the use of technology into teaching. The paper posits that it is important for initial teacher education to explicitly engage with the role of technology in these developing identities to minimise the risk of digital inequity, both for
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A MOOC on universal design for learning designed based on the UDL paradigm Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2019-12-28 Liliana Herrara Nieves, Emilio Crisol Moya, Rosana Montes Soldado
This article presents the design and pilot of an open online course, based on the principle of universal design for learning (Center for Applied Special Technology, 2011), to promote inclusive virtual education as an improvement transferable to other contexts. The course constitutes the first massive open online course (MOOC) training proposal of the University of Atlántico in Colombia. In this case
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My children… think it’s cool that Mum is a uni student: Women with caring responsibilities studying online. Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2019-12-28 Cathy Margaret Mary Stone, Sarah Elizabeth O'Shea
Much has been written about the growing influence and reach of online learning in higher education, including the opportunities that this can offer for improving student equity and widening participation. One area of student equity in which online learning has an influence is that of gender equity, particularly for mature-age students. This article explicitly explores how the dual identities of student
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Online learning for university students on the autism spectrum: A systematic review and questionnaire study Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2019-12-28 Dawn Adams, Kate Simpson, Lynda Davies, Chris Campbell, Libby Macdonald
Online course delivery is increasingly being used by universities to deliver accessible and flexible learning environments. As this mode of delivery grows it is important to consider the equity of the learning experience for all students. As online delivery may reduce challenges and stressors present in face-to-face delivery, it could be suggested that it may promote student learning for specific student
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An evidence-based case for quality online initial teacher education Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2019-12-28 Lina Pelliccione, Valerie Morey, Rebecca Walker, Chad Morrison
The rapid expansion of fully online delivery of initial teacher education (ITE) seen in the past decade has generated some concerns about impact on teacher quality. This is set within broader, sustained concerns about ITE generally. Much of the criticism of online ITE has been made without sufficient evidence to support the claims, largely due to the still-nascent evidence base. The data presented
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How distance learning based on inclusion led to the proposal of a distributed access research strategy (DARS) Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2019-12-28 Martin Cabrera, Leidi Yoana Zamudio Garnica, Isabel Cristina Martínez Farfán
This article presents the results from an investigation that used a qualitative perspective of a descriptive type to identify the inclusive educational processes from 707 preschool and primary education schools in Colombia, distributed around 26 territorial units out of a total of 32. To obtain all this information around the country, a data collection strategy was applied, which we named the distributed
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Investigating online tests practices of university staff using data from a learning management system Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2019-12-20 Anna Stack, Bopelo Boitshwarelo, Alison Reedy, Trevor Billany, Hannah Reedy, Rajeev Sharma, Jyoti Vemuri
While research on online tests in higher education is steadily growing, there is little evidence in the literature of the use of learning management systems (LMSs), such as Blackboard Learn as rich sources of data on online tests practices. This article reports on an investigation that used data from Blackboard Learn to gain insight into the purpose for and practice of online tests at the Charles Darwin
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The effects of a visible-annotation tool for sequential knowledge construction on discourse patterns and collaborative outcomes Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2019-12-19 Yoonhee Shin, Jaewon Jung
This study aimed to explore learners’ discourse patterns and outcomes while using a visible-annotation tool as a collaborative representation tool. The tool used in this study introduced two types of sharing activities before the problem-solving phase to support sequential knowledge construction. Forty participants were randomly assigned to one of three groups according to two variables: type of sharing
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Social media, learning and connections for international students: The disconnect between what students use and the tools learning management systems offer Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2019-12-19 Jade Sleeman, Catherine Lang, Eva Dakich
With the increased focus on the use of digital platforms to facilitate teaching and learning comes the challenge of creating connections between international students and their new classmates. The use of social media in higher education may be one avenue that can enable not only learning but also social connections between students to improve the international study experience and sense of community
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Conceptualising a visual representation model for MOOC-based blended learning designs Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2019-12-19 Laia Albó, Davinia Hernández-Leo
The authors would like to thank all the participants of the workshops. This work has been partially funded by “la Caixa Foundation” (CoT project, 100010434) and FEDER, the National Research Agency of the Spanish Ministry of Science, Innovations and Universities MDM-2015-0502, TIN2014-53199-C3-3-R, TIN2017-85179-C3-3-R. Davinia Hernandez-Leo (one of the authors) is a Serra Hunter Fellow.
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The use of gamification in xMOOCs about energy: Effects and predictive models for participants’ learning Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2019-11-27 Elvira G Rincon Flores, Juanjo Mena, María Soledad Ramírez Montoya, Raul Ramirez Velarde
Open access education has significantly grown in strength as a new way of fostering innovation in schools. Such is the case of massive open online courses (MOOCs), which have the added benefit of encouraging the democratisation of learning. In this sense, the BiNational Laboratory on Smart Sustainable Energy Management and Technology Training between Mexico and the United States of America was launched
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Videos in higher education: Making the most of a good thing Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2019-11-22 Matthew Fyfield, Michael Henderson, Eva Heinrich, Petrea Redmond
There has been a noticeable rise in the use of, and research into, educational videos in tertiary education in the past decade. This is due in no small part to the reduction of expensive barriers to their production and storage, and an increase in access to streaming services that make videos playable anywhere, anytime. Research into educational videos broadly falls into three categories: improving
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Habit and hedonic motivation are the strongest influences in mobile learning behaviours among higher education students in Malaysia Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2019-08-24 Krishna Moorthy, Tsen Tzu Yee, Loh Chun T'ing, Vikniswari Vija Kumaran
Mobile learning has become a common experience in higher education and in the professional workforce. However, the readiness of accounting students to engage in such learning appears to be weaker than in other disciplines. Therefore, this study set out to identify the factors affecting accounting students’ behavioural intention (BI) to accept mobile learning. The participants of this study were 358
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Orchestrating learning analytics (OrLA): Supporting inter-stakeholder communication about adoption of learning analytics at the classroom level Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2019-08-24 Luis P. Prieto, María Jesús Rodríguez-Triana, Roberto Martínez-Maldonado, Yannis Dimitriadis, Dragan Gašević
Despite the recent surge of interest in learning analytics (LA), their adoption in everyday classroom practice is still slow. Knowledge gaps and lack of inter-stakeholder communication (particularly with educational practitioners) have been posited as critical factors for previous LA adoption failures. Yet, what issues should researchers, practitioners and other actors communicate about, when considering
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From confounded to common ground: Misunderstandings between tertiary teachers and students in online discussions Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2019-08-24 Dianne Forbes, Dilani Gedera
Drawing on findings from two studies, this article focuses on the expectations of students and teachers in higher education, when learning via asynchronous online discussions. In particular, this synthesis highlights a divergence of expectations. The first study investigated how students and teachers experienced asynchronous online discussion within initial teacher education at undergraduate level
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Navigating learning worlds: Using digital tools to learn in physical and virtual spaces Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2019-08-24 David Parsons, Milla Inkila, Jonathan Lynch
This article explores the various ways that teachers and learners can navigate different learning worlds with the support of digital tools. Increasingly, teaching and learning takes place in spaces beyond the classroom, whether physical or virtual. Place, navigation and movement have all been recognised as important concepts in approaches to understanding how we learn in and across places. With our
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Goldilocks and journal publication: Finding a fit that’s “just right” Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2019-08-24 Judi Harris, Teresa S. Foulger, Henk Huijser, Michael Phillips
Getting your work published in journals in ways that will help to advance your scholarly record is a complex and multifaceted process. This article is written for early career researchers and graduate and postgraduate students, providing practical advice about what to consider when developing a research and publication profile and establishing yourself within a research community. It explains a range
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ESOL pre-service teachers’ experiences and learning in completing a reflection paper and digital storytelling Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2019-08-24 Ho-Ryong Park
This qualitative study investigated how pre-service teachers of English for Speakers of Other Languages (ESOL) experienced and learned from their completion of a reflective project, including a reflection paper and digital storytelling. The participants were 20 graduate students in a program for Teaching English to Speakers of Other Languages (TESOL) at a university in the United States. This study
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Development and validation of an instrument to measure students’ perceptions of technology-enabled active learning Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2019-08-24 Ronnie Homi Shroff, Fridolin Sze Thou Ting, Wai Hung Lam
This article reports on the design, development, and validation of a new instrument, the Technology-Enabled Active Learning Inventory (TEAL), to measure students’ perceptions of active learning in a technology-enabled learning context. By laying the theoretical foundation, a conceptual framework for technology-enabled active learning was developed. The conceptual framework formed the basis of the instrument
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Representation of knowledge in digital educational environments: A systematic review of literature Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2019-08-24 Mauricio Buitrago, Andres Chiappe
The representation of knowledge is a process widely used in education for its potential to generate deep learning, metacognition, and also in mapping the student's cognitive structure while developing a broad spectrum of thinking skills. Notwithstanding the abovementioned benefits, the development and evolution of new digital ecologies of learning is still an unexplored field for knowledge representation
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The mediating role of motivation for creative performance of cloud-based m-learning Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2019-08-24 Yu-Shan Chang
The purpose of this study was to investigate the predictability of cloud-based m-learning for creative performance, and the mediating effect of motivation. The participants were 116 college students, who participated in the pre-test and post-test of a teaching experiment. The conclusions of this study are as follows: (1) cloud-based m-learning has a significant positive effect on the motivation of
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An analysis of peer reviewed publications on openness in education in half a century: Trends and patterns in the open hemisphere Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2019-08-24 Aras Bozkurt, Suzan Koseoglu, Lenandlar Singh
Openness in education is an evolving concept which is shaped by the changing needs of societies, cultures, geographies, and economies, thus, it does not have a precise definition. By focusing on four sets of generic keywords - open education, open learning, open educational resources (OERs), and open educational practices (OEPs) - this paper examines research in openness in education through a systematic
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Examining the utility and usability of mobile instant messaging in a graduate-level course: A usefulness theoretical perspective Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2019-08-24 Ying Tang, Khe Foon Hew
This study examined the usefulness of a mobile instant messaging (MIM) tool to support teaching and learning. Taking a usefulness theoretical perspective, we examined in detail the utility and usability of using WeChat in a postgraduate-level course. Multiple types of data were collected and analysed, including MIM interaction records, questionnaire surveys and semi-structured interviews. The results
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Using Twitter to Support Reflective Learning in an Asynchronous Online Course Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2019-06-21 Tian Luo, Smruti J. Shah, Helen Cromptom
The purpose of this study was to further our understanding of the use of Twitter for promoting reflective learning. Specifically, this study investigated how students participate in Twitter-supported activities, what type of knowledge are manifested when Twitter is used to reflect on the course readings, and how students perceive the Twitter-supported activities. The data showed that Twitter was successful
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Understanding online business simulation games: the role of flow experience, perceived enjoyment and personal innovativeness Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2019-06-21 Jorge Matute-Vallejo, Iguácel Melero-Polo
This study aimed to empirically predict the degree of acceptance of an online business simulation game in an educational context. To do so, this study proposed an extended technology acceptance model that includes variables such as perceived enjoyment and flow. In addition, the moderating role of students’ personal innovativeness in the technology field was analysed. The framework was empirically tested
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Exploring the impact of self-management of learning and personal learning initiative on mobile language learning: A moderated mediation model Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2019-06-21 Rui-Ting Huang, Chung-Long Yu
Although there is a plethora of mobile learning studies, relatively little attention has been paid to the roles of self-management of learning and personal learning initiative on mobile English learning outcomes. Accordingly, the primary purpose of this study is not only to examine the links between perceived flexibility advantage, self-management of learning, mobile English learning continuance intention
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The decorative images’ seductive effect in e-learning depends on attentional inhibition Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2019-06-21 Federico Martín González, Gastón Saux, Debora Burin
Two studies sought to replicate and extend the seductive effect of decorative pictures in expository text comprehension to an e-learning environment. In the first study, undergraduate students read and answered questions about two texts, with and without decorative, irrelevant images, in an e-learning course. The presence of decorative images had a small detrimental effect on comprehension. In the
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Framework for designing motivational augmented reality applications in vocational education and training Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2019-06-21 Jorge Luis Bacca Acosta, Silvia Margarita Baldiris Navarro, Ramon Fabregat Gesa, Kinshuk Kinshuk
One of the greatest advantages of augmented reality (AR) in education is that AR increases student motivation. Nevertheless, there is a gap between the research on student motivation in AR and the definition of frameworks to inform and guide the design and development of AR applications that effectively support student motivation. In this paper, we attempt to bridge that gap as we introduce and evaluate
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Exploring students’ acceptance of educational computer games from the perspective of learning strategy Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2019-06-21 Yong-Ming Huang
Educational computer games have been widely employed to facilitate students’ learning. Studies have pointed out that these games may improve students’ learning effectiveness when they are equipped with appropriate learning strategies. However, the role of learning strategies in students’ acceptance of educational computer games has received surprisingly little scholarly attention. Hence, this research
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Feasibility and use of psychophysiological responses based on cognitive load theory Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2019-06-21 Jeonghyun Kim, Il-Hyun Jo
The purpose of this study was to identify the feasibility of using the pupil dilation and heart rate variability (HRV), to diagnose learners’ changing cognitive load in a video learning setting. The pupil dilation and HRV of 23 participants were recorded during their learning progress, and the learning materials, including differences in task complexity, were presented to the groups of distinct prior
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Reflecting on personal data in a health course: Integrating wearable technology and ePortfolio for eHealth Australasian Journal of Educational Technology (IF 1.956) Pub Date : 2019-06-21 Tanja Sobko, Gavin Brown
Activity trackers (ATs) equipped with biometric sensors may support deep knowledge acquisition of health and active learning. The mechanism may be via personal data being pushed to the students, which deepens the knowledge about their own health and may impact long-term health action processes. To understand health knowledge acquisition, 43 students attending an undergraduate university course were
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