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Australasian Journal of Educational Technology

Sep 16, 2018 Volume 34, Number 4


Eva Heinrich; Michael Henderson; Petrea Redmond

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Table of Contents

Number of articles: 13

  1. Factors influencing peer learning and performance in MOOC asynchronous online discussion forum

    Thomas Chiu & Timothy Hew

    Most studies on traditional asynchronous online discussion suggest that facilitating dialogue, that is, commenting forum activities, result in better learning and performance. However, due to open ... More

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  2. “You have to teach to your personality”: Caring, sharing and teaching with technology

    Chris Shelton

    Studies of teachers in higher education have acknowledged the relationship between teaching and teacher identity. Teacher identity is seen as dynamic, context-specific, and encompassing a teachers’... More

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  3. Technology acceptance model in technology-enhanced OCLL contexts: A self-determination theory approach

    Somayeh Fathali & Takeshi Okada

    One of the crucial issues for successful technology-enhanced out-of-class language learning (OCLL) is the learners’ continuance intention to use technology. Considering the strong mutual... More

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  4. Addressing technology integration concerns: Asynchronous video mentoring between pre-service teachers and exemplary technology-using in-service teachers

    Anne Ottenbreit-Leftwich, Krista Glazewski, Thomas Brush, Sinem Aslan & Aaron Zachmeier

    Research has identified that pre-service teachers have concerns about technology integration (e.g., their future school would lack technology resources; technology is not applicable in their... More

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  5. Understanding how university student perceptions of resources affect technology acceptance in online learning courses

    Stephen Sivo, Cheng-Hsin Ku & Parul Acharya

    The purpose of this empirical research was to use the perceived resources and technology acceptance model (PRATAM; Ku, 2009) to observe and measure students’ beliefs on using the WebCT online... More

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  6. An analysis of the Australasian Journal of Educational Technology 2013-2017

    Melissa Bond & Katja Buntins

    The Australasian Journal of Educational Technology (AJET) changed its editorial policy in 2013, to focus on higher education research and on improving journal submissions. This study analyses all... More

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  7. Factors related to college students’ self-directed learning with technology

    Evren Sumuer

    This study investigated factors influencing college students’ self-directed learning with technology. A questionnaire was employed to obtain data from 153 college students on their self-directed... More

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  8. Key factors in learners’ satisfaction with the e-learning system at the University of Dar es Salaam, Tanzania

    Joel Mtebe & Christina Raphael

    This study aimed to identify key factors that have an influence on learners’ satisfaction with the e-learning system at the University of Dar es Salaam, Tanzania, using a modified, updated DeLone... More

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  9. Exploring intentional use of a technological proxy, Turnitin, to enhance student academic literacy practices

    Joanne Orlando, Jose Hanham & Jacqueline Ullman

    Current pedagogical practices have seen the rapid spread of technological tools that carry out tasks on behalf of the learner; we use the term technological proxy to refer to these tools. A popular... More

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  10. Flipping to engage students: Instructor perspectives on flipping large enrolment courses

    Aliye Karabulut-Ilgu, Nadia Jaramillo Cherrez & Lesya Hassall

    The purpose of this study was to investigate instructor perspectives on the implementation of flipped classrooms in large enrolment classrooms. Five instructors teaching in different disciplines – ... More

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  11. How international is AJET?

    Eva Heinrich, Michael Henderson & Petrea Redmond

    While carrying ‘Australasia’ in its name, our journal aims to achieve a strong global presence in the English-speaking world. In this editorial we examine data collected by our journal management... More

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  12. Creating tools for inquiry-based mathematics learning from technological pedagogical content knowledge perspectives: Collaborative design approach

    Zhiming Yan, Ching Chai & Hyo-Jeong So

    This study employed the technological pedagogical content knowledge (TPACK) framework to guide the collaborative design process between preservice and practicing teachers. The teams designed... More

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  13. Effects of digital game-based learning on achievement, flow and overall cognitive load

    Chi-Cheng Chang, Clyde Warden, Chaoyun Liang & Guan-You Lin

    The purpose of this study was to examine differences in learning achievement, flow, and overall cognitive load between digital game-based learning (DGBL) and traditional computer-based learning ... More

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