Search results for author:"Simon Lygo Baker"
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Enabling Professional Development with E-Portfolios: Creating a Space for the Private and Public Self
International Journal of Online Pedagogy and Course Design Vol. 2, No. 1 (January 2012) pp. 37–52
Portfolios have been used for assessment in higher education as an alternative to exams and assignments. E-portfolios offer staff a digital technology that can be both a personalised learning space, owned and controlled by the learner, and a...
The effects of online professional development on higher education teachers' beliefs and intentions towards learning facilitation and technology
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 29, No. 1 (January 2013) pp. 122–131
An important development in higher education is the increased learning possibilities brought by ICT. Many academics seem reluctant to embrace technology. An online teacher training program was followed by 73 academics from nine higher educational...
Why Some Teachers Easily Learn to Use a New Virtual Learning Environment: A Technology Acceptance Perspective
Interactive Learning Environments Vol. 24, No. 3 (2016) pp. 539–552
After a decade of virtual learning environments (VLEs) in higher education, many teachers still use only a minimum of its affordances. This study looked at how academic staff interacted with a new and unknown VLE in order to understand how...
Computers & Education Vol. 59, No. 3 (November 2012) pp. 893–906
Recent findings from research into Computer-Supported Collaborative Learning (CSCL) have indicated that not all learners are able to successfully learn in online collaborative settings. Given that most online settings are characterised by minimal...
Bart Rienties; Natasa Brouwer; Katerina Bohle Carbonell; Danielle Townsend; Anne-Petra Rozendal; Janneke van der Loo; Peter Dekker; Simon Lygo-Baker
European Journal of Teacher Education Vol. 36, No. 4 (2013) pp. 480–495
Higher education institutions should provide adequate training for teachers in order to increase their awareness of the complex interplay between technology, pedagogy and the cognitive knowledge in their disciplines. However, research has shown that ...