British Journal of Educational Technology
January 2019 Volume 50, Number 1
Editors
Carina Girvan; Sara Hennessy; Manolis Mavrikis; Sara Price; Niall Winters
Table of Contents
Number of articles: 29
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Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology
Melissa Bond, Olaf Zawacki‐Richter & Mark Nichols
Reflecting on 50 years of educational technology research, a content and authorship analysis was conducted of 1777 research article titles and abstracts, published in the British Journal of... More
pp. 12-63
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Research trends in instructional design and technology journals
Robert Bodily, Heather Leary & Richard E. West
Using the online Scopus database, we retrieved all instructional design and technology (IDT) scholarship between 2007 and 2017 across 65 journals. In this paper, we analyzed the research and trends... More
pp. 64-79
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University students’ emotions in virtual learning: a review of empirical research in the 21st century
Eija Henritius, Erika Löfström & Markku S. Hannula
This paper presents a systematic review of university students’ emotions in connection with virtual learning based on 91 articles published between 2002 and 2017 in four international journals that... More
pp. 80-100
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Big Data and data science: A critical review of issues for educational research
Ben Kei Daniel
Big Data refers to large and disparate volumes of data generated by people, applications and machines. It is gaining increasing attention from a variety of domains, including education. What are... More
pp. 101-113
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Using learning analytics to explore self‐regulated learning in flipped blended learning music teacher education
Amanda P. Montgomery, Amin Mousavi, Michael Carbonaro, Denyse V. Hayward & William Dunn
Blended learning (BL) is a popular e‐Learning model in higher education that has the potential to take advantage of learning analytics (LA) to support student learning. This study utilized LA to... More
pp. 114-127
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Using learning analytics to scale the provision of personalised feedback
Abelardo Pardo, Jelena Jovanovic, Shane Dawson, Dragan Gašević & Negin Mirriahi
There is little debate regarding the importance of student feedback for improving the learning process. However, there remain significant workload barriers for instructors that impede their... More
pp. 128-138
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Analytics for learning design: A layered framework and tools
Davinia Hernández‐Leo, Roberto Martinez‐Maldonado, Abelardo Pardo, Juan A. Muñoz‐Cristóbal & María J. Rodríguez‐Triana
The field of learning design studies how to support teachers in devising suitable activities for their students to learn. The field of learning analytics explores how data about students'... More
pp. 139-152
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What motivates enrolment in programming MOOCs?
Piret Luik, Reelika Suviste, Marina Lepp, Tauno Palts, Eno Tõnisson, Merilin Säde & Kaspar Papli
Learners who enrol in massive open online courses (MOOCs) have different backgrounds and tend to have different motivations than learners in traditional courses. Based on value‐expectancy theory,... More
pp. 153-165
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Videos as learning objects in MOOCs: A study of specialist and non‐specialist participants' video activity in MOOCs
Christian Stöhr, Natalia Stathakarou, Franziska Mueller, Sokratis Nifakos & Cormac McGrath
Despite the emergence of massive open online courses (MOOCs) and the field of MOOC research, we have a limited understanding of the specific needs of different learner groups and how MOOCs can... More
pp. 166-176
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Active learners’ characterization in MOOC forums and their generated knowledge
Anat Cohen, Udi Shimony, Rafi Nachmias & Tal Soffer
This study explores and characterizes learners' participation patterns in MOOC forums, as well as the factors that correlate with learners' participation. Educational data mining and learning... More
pp. 177-198
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Exploring a Personal Social Knowledge Network (PSKN) to aid the observation of connectivist interaction for high‐ and low‐performing learners in connectivist massive open online courses
Jinju Duan, Kui Xie, Nathan A. Hawk, Shengquan Yu & Minjuan Wang
This study adds a new perspective to the observations about connectivist interaction behavior in cMOOCs by extending the notion of network building from the perspective of individuals. We explore... More
pp. 199-217
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Virtual laboratory—Using a hand movement recognition system to improve the quality of chemical education
Robert Wolski & Piotr Jagodziński
The rapid development of information and communication technologies has enabled the development of interfaces, which allow the recognition of the gestures and movements of the user. These... More
pp. 218-231
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An augmented reality‐based learning approach to enhancing students’ science reading performances from the perspective of the cognitive load theory
Ah‐Fur Lai, Chih‐Hung Chen & Gon‐Yi Lee
Reading has been regarded as a medium for learning science, revealing the importance of enhancing learners’ reading competence in science education. The critical features of science texts are their... More
pp. 232-247
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Tablet‐based AR technology: Impacts on students’ conceptions and approaches to learning mathematics according to their self‐efficacy
Su Cai, Enrui Liu, Yang Yang & Jyh‐Chong Liang
Most studies of Augmented Reality (AR) in education have considered students’ learning outcomes and motivation. Previous studies have revealed that AR has the potential to help students learn... More
pp. 248-263
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A professional development model to facilitate teacher adoption of interactive, immersive digital games for classroom learning
Colleen Stieler‐Hunt & Christian Jones
The benefits of using digital games in the curriculum are well documented in literature. Most teachers who use digital games use short‐form drill‐and‐practice learning games rather than the kinds... More
pp. 264-279
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Materials‐to‐develop‐with: The making of a makerspace
Anna Keune & Kylie Peppler
Celebrating hands‐on making and technological inventiveness, the Maker Movement promotes the popularity of new makerspaces: learning environments filled with diverse materials for youth’s creative ... More
pp. 280-293
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Learning as Making: Using 3D computer‐aided design to enhance the learning of shape and space in STEM‐integrated ways
Oi‐Lam Ng & To Chan
The recent and popular “Maker” movement worldwide has revived conversations about creativity, hands‐on “Making,” arts and design, humans with tools and digital experiences beyond the flat‐screen.... More
pp. 294-308
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Addressing bullying through critical making
Janette Hughes, Laura Morrison, Ami Mamolo, Jennifer Laffier & Suzanne de Castell
This paper explores how maker pedagogies helped middle school students develop transferable competencies, such as creativity, problem solving, self‐directed learning and citizenship skills. We... More
pp. 309-325
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Working the system: Development of a system model of technology integration to inform learning task design
Sarah K. Howard, Kate Thompson, Jie Yang & Jun Ma
There has been extensive investigation into factors affecting digital technology integration in learning and teaching, but the complexity of integration continues to elude understanding. Thus,... More
pp. 326-341
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Learning collocations: Effects of online tools on teaching English adjective‐noun collocations
Ahmet Basal
Collocations are word combinations essential for achieving fluency in a given language. Considerable emphasis should therefore be placed on teaching collocations as a part of vocabulary instruction... More
pp. 342-356