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Computers & Education

December 2017 Volume 115, Number 1

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Table of Contents

Number of articles: 15

  1. Integrating ICT into teacher education programs from a TPACK perspective: Exploring perceptions of university lecturers

    Vicente Chua Reyes & Christine Reading, School of Education, Australia; Helen Doyle, National Centre of Science, ICT, and Mathematics Education for Regional and Rural Australia (SiMERR), Australia; Sue Gregory, ICT Education Team, Australia

    Three distinct clusters were identified from a survey study of a sample of 127 unit coordinators from a regional Australian University. The clusters emerged after a survey that explored perceptions... More

    pp. 1-19

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  2. Examining the effects of learner-learner interactions on satisfaction and learning in an online undergraduate course

    Murat Kurucay & Fethi A. Inan

    The purpose of this study was to investigate the effects of learner-learner interactions on students' perceived learning, achievement, and satisfaction in an online undergraduate course. A quasi... More

    pp. 20-37

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  3. Principle-based design: Development of adaptive mathematics teaching practices and beliefs in a knowledge building environment

    Huang-Yao Hong, National Chengchi University; Ching Sing Chai, National Institute of Education, Singapore

    This study investigated teacher-education students' development of adaptive mathematics teaching practices and beliefs in an online knowledge building environment under principle-based design... More

    pp. 38-55

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  4. The development and evaluation of a tablet painting application for enhancing the artistic expression skills of students through reflection

    Tracy Kwei-Liang Ho, Department of Music; Huann-shyang Lin, Center for General Education; Ching-Kong Chen, Department of Mechanical Engineering; Ling Lee, Center for General Education

    Researchers have been concerned about the deterioration of artistic creativity among children during primary schooling. While modern technologies offer considerable potential to address this issue,... More

    pp. 56-68

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  5. Re-designed flipped learning model in an academic course: The role of co-creation and co-regulation

    Ina Blau & Tamar Shamir-Inbal

    In traditional flipped classroom (FC), learning of new content mostly occurs through watching videos and transferring information from instructor to students utilizing technological tools. The... More

    pp. 69-81

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  6. Taiwanese high school teachers' conceptions of mobile learning

    Wen-Min Hsieh, Department of Applied Foreign Languages, Taiwan; Chin-Chung Tsai, Program of Learning Sciences, Taiwan

    This qualitative study describes the results of a phenomenographic analysis of teachers' conceptions of mobile learning. Fifteen senior high school (Grades 10–12) teachers from five schools in... More

    pp. 82-95

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  7. A comprehensive text analysis of lecture slides to generate concept maps

    Thushari Atapattu, Katrina Falkner & Nickolas Falkner

    Current instructional methods widely support verbal learning through linear and sequential teaching materials, focusing on isolated pieces of information. However, an important aspect of learning... More

    pp. 96-113

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  8. A social network analysis on elementary student engagement in the networked creation community

    Chen-Chung Liu & Yu-Chi Chen, Graduate Institute of Network Learning Technology, Taiwan; Shu-Ju Diana Tai, Beijing University of Chemical Technology, China

    The recent development of social networking tools has enabled students to collaborate to learn in the social constructivists' approach. Yet, the learning process in the networked creation community... More

    pp. 114-125

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  9. Studies of student engagement in gamified online discussions

    Lu Ding, ChanMin Kim & Michael Orey, University of Georgia, United States

    This article presents two trial studies using the gamification approach in online discussions to increase student engagement. A gamified online discussion tool, gEchoLu, was designed and... More

    pp. 126-142

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  10. What affects learner's higher-order thinking in technology-enhanced learning environments? The effects of learner factors

    Jihyun Lee, School of Dentistry, Korea (South); Hyoseon Choi, Education Research Institute, Korea (South)

    Higher-order thinking has long been confirmed as a critical predictor of success, both in academia and the workplace. Widespread endeavors to foster higher-order thinking have involved implementing... More

    pp. 143-152

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  11. Effects of different interactions on students' sense of community in e-learning environment

    Nuan Luo, Mingli Zhang & Dan Qi

    While e-learning is increasingly being adopted, the issue of e-learning continuous usage has been an important task both in practice and in academia. Grounded in social exchange theory, this study ... More

    pp. 153-160

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  12. Does gender stereotype threat in gamified educational environments cause anxiety? An experimental study

    Josmario Albuquerque & Ig I. Bittencourt, Computing Institute, Brazil; Jorge A.P.M. Coelho, College of Health, Brazil; Alan P. Silva, Computing Institute, Brazil

    Gamification has been used by many researchers and practitioners in online education to increase students' motivation and engagement. However, studies showed that gamification elements also caused ... More

    pp. 161-170

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  13. Breaking up friendships in exams: A case study for minimizing student cheating in higher education using social network analysis

    Alexandru Topîrceanu

    A well-known and persisting problem in modern education is academic dishonesty. There are various forms of such dishonesty, like plagiarism, which is often debated in the media, but cheating during... More

    pp. 171-187

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  14. “Sore eyes and distracted” or “excited and confident”? – The role of perceived negative consequences of using ICT for perceived usefulness and self-efficacy

    Ronny Scherer, University of Oslo, Norway; Ove E. Hatlevik, Oslo and Akershus University College of Applied Sciences, Norway

    Many adolescents feel confident about using information and communication technology (ICT) and believe that it can help them to learn and achieve. However, recent research also shows that some... More

    pp. 188-200

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  15. Community playgroup social media and parental learning about young children's play

    K. McLean & S. Edwards, Learning Sciences Institute Australia, Australia; H. Morris, School of Psychology, Australia

    Although parents are active in social media the use of social media as a collaborative tool for parental learning about play is yet to be fully realised. Models for parental education including... More

    pp. 201-210

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