Australasian Journal of Educational Technology
Sep 16, 2018 Volume 34, Number 4
Editors
Eva Heinrich; Michael Henderson; Petrea Redmond
Table of Contents
Number of articles: 13
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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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“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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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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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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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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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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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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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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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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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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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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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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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
