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British Journal of Educational Technology

May 2018 Volume 49, Number 3


Carina Girvan; Sara Hennessy; Manolis Mavrikis; Sara Price; Niall Winters

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Table of Contents

Number of articles: 18

  1. Collaborative learning in architectural education: Benefits of combining conventional studio, virtual design studio and live projects

    Carolina Rodriguez, Roland Hudson & Chantelle Niblock

    Combinations of Conventional Studio and Virtual Design Studio (VDS) have created valuable learning environments that take advantage of different instruments of communication and interaction.... More

    pp. 337-353

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  2. Overcoming barriers between volunteer professionals advising project-based learning teams with regulation tools

    Daniel G. Rees Lewis, Matthew W. Easterday, Emily Harburg, Elizabeth M. Gerber & Christopher K. Riesbeck

    To provide the substantial support required for project-based learning (PBL), educators can incorporate professional experts as design coaches. However, previous work shows barriers incorporating... More

    pp. 354-369

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  3. Investigating various application areas of three-dimensional virtual worlds for higher education

    Reza Ghanbarzadeh & Amir Hossein Ghapanchi

    Three-dimensional virtual world (3DVW) have been adopted extensively in the education sector worldwide, and there has been remarkable growth in the application of these environments for distance... More

    pp. 370-384

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  4. The role of the e-tutor in synchronous online problem-based learning: A study in a Master Public Health Programme

    Nynke de Jong, Daniëlle M. L. Verstegen & Karen D. Könings

    The aim of this study is to compare the role of the tutor in an online and a face-to-face problem-based learning (PBL) session to shed light on potential differences of the tutor role in both... More

    pp. 385-397

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  5. A systematic review of research on the flipped learning method in engineering education

    Aliye Karabulut‐Ilgu, Nadia Jaramillo Cherrez & Charles T. Jahren

    The purpose of this article is to describe the current state of knowledge and practice in the flipped learning approach in engineering education and to provide guidance for practitioners by... More

    pp. 398-411

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  6. Factors determining e-learning service quality

    Muhammad Amaad Uppal, Samnan Ali & Stephen R. Gulliver

    e-Learning courses are fast becoming common-place, yet the success of these online courses varies considerably. Since limited research addresses the issue of e-learning quality (ELQ) of service in ... More

    pp. 412-426

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  7. Teachers' perceptions of digital badges as recognition of professional development

    W. Monty Jones, Samantha Hope & Brianne Adams

    This mixed methods study examined teachers' perceptions and uses of digital badges received as recognition of participation in a professional development program. Quantitative and qualitative... More

    pp. 427-438

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  8. Performance, structure and ideal identity: Reconceptualising teachers' engagement in online social spaces

    James Robson

    In recent years, teachers have turned to online social spaces for peer-to-peer interaction in increasing numbers. This online engagement has been highlighted by both practitioners and academics as ... More

    pp. 439-450

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  9. Pedagogical, social and technical designs of a blended synchronous learning environment

    Qiyun Wang & Changqin Huang

    In this study, a blended synchronous learning environment (BSLE) was designed from pedagogical, social and technical perspectives. It was created for a group of master's students to attend lessons ... More

    pp. 451-462

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  10. From piloting e-submission to electronic management of assessment (EMA): Mapping grading journeys

    Anna Vergés Bausili

    The increasing interest in electronic management of assessment is a sign of a gradual institutionalisation of e-submission and e-marking technologies in UK Higher Education. The effective adoption ... More

    pp. 463-478

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  11. The effects of a flipped classroom approach on class engagement and skill performance in a Blackboard course

    Mohamed Ali Nagy Elmaadaway

    This paper reports on a study that investigated whether a flipped classroom approach enhanced perceptions of levels of engagement and skill performance among students enrolled in a Blackboard... More

    pp. 479-491

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  12. Socio-demographic factors relating to perception and use of mobile technologies in tertiary teaching

    Kwok‐Wing Lai & Lee Smith

    In 2014, we investigated how socio-demographic factors such as gender, teaching disciplines, teaching experience and academic seniority were related to the perception and use of digital mobile... More

    pp. 492-504

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  13. Boundary interaction: Towards developing a mobile technology-enabled science curriculum to integrate learning in the informal spaces

    Daner Sun & Chee‐Kit Looi

    This paper explores the crossover between formal learning and learning in informal spaces supported by mobile technology, and proposes design principles for educators to carry out a science... More

    pp. 505-515

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  14. One-to-one mobile technology in high school physics classrooms: Understanding its use and outcome

    Xiaoming Zhai, Meilan Zhang & Min Li

    This study examined ways in which high school students used mobile devices in physics classrooms and after school, and the impact of in-class and after-school mobile technology use on their physics... More

    pp. 516-532

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  15. Students' acceptance of tablet PCs in Italian high schools: Profiles and differences

    Daniela Villani, Laura Morganti, Claudia Carissoli, Elena Gatti, Andrea Bonanomi, Stefano Cacciamani, Emanuela Confalonieri & Giuseppe Riva

    The tablet PC represents a very popular mobile computing device, and together with other technologies it is changing the world of education. This study aimed to explore the acceptance of tablet PC ... More

    pp. 533-544

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  16. The influence of children's gender and age on children's use of digital media at home

    Natalia Kucirkova, Karen Littleton & Antonios Kyparissiadis

    This study is the first to systematically investigate the influence of child gender and age, on parents’ perceptions of UK children's digital media use at home. It provides an in-depth exploration ... More

    pp. 545-559

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  17. Incremental impact of time on students' use of E-learning via Facebook

    Sedigheh Moghavvemi & Hashem Salarzadeh Janatabadi

    The majority of studies utilised the cross-sectional method to measure students' intention to learn and investigate their corresponding learning behaviours. Only a few studies have measured the... More

    pp. 560-573

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  18. Learning styles: Considerations for technology enhanced item design

    Deborah Adkins & Meg Guerreiro

    Learning styles (LS) have been used for classifying students by their preferences relative to taking information in, processing it and demonstrating their ability in the context of education. This ... More

    pp. 574-583

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