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Digital teaching competence of university teachers: A comparative study at two European universities Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2022-04-23 Anna Sánchez-Caballé,Francesc Marc Esteve-Mon
This study analysed the level of digital competence of 910 university teachers at one Spanish and one Polish university, using a self-perception questionnaire based on the DigCompEdu framework. For this purpose, a quantitative methodology was used with the aim of finding out the situation at both institutions through focusing on gender, professional category, and areas of knowledge of the participants
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Online faculty’s use of technology when advising doctoral capstone writers Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2022-04-23 Joseph Gredler,Darci Harland
Inadequate or ineffectively communicated feedback from faculty advisors may limit the development of cordial, collaborative relationships with doctoral capstone writers and may impede their successful outcomes. The purpose of this general qualitative study was to explore online faculty’s use of technology when advising doctoral capstone writers. Yang and Carless’s (2013) feedback triangle model, including
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Faculty adoption of online teaching during the Covid-19 pandemic: A lens of diffusion of innovation theory Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2022-04-23 Ünal Çakıroğlu,Esin Saylan,İsak Çevik,Mehmet Zülküf Mollamehmetoğlu,Emine Timuçin
During the Covid-19 pandemic, higher education shifted from face-to-face to online education and teachers had various perspectives about remedying the challenges of this mandatory situation. Drawing on the diffusion of innovation theory as a theoretical lens to better understand the change in the adoptions of the faculty during the pandemic, we surveyed 307 academics with an online questionnaire. The
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TPACK leveraged: A redesigned online educational technology course for STEM preservice teachers Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2022-04-23 Duygu Umutlu
Integration of computational thinking and programming into science, technology, engineering, and math (STEM) classes is needed to promote students’ learning of twenty-first century skills. Yet, teachers are not equipped to achieve this integration successfully as teacher education curricula do not generally align with this need. With the Covid-19 outbreak, curricula also need to be adapted for online
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Interrelated analysis of interaction, sequential patterns and academic achievement in online learning Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2022-04-23 Denizer YILDIRIM,Yasemin USLUEL
This study aimed to examine the behaviour of learners across a whole system and in various courses to reveal the interrelation between learners' system interaction, age, programme features and course design. We obtained data from the system logs of 1,634 learners enrolled in distance learning programmes. We performed hierarchical clustering analysis to describe system interactions; then, we carried
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Where's the harm? Screening student evaluations of teaching for offensive, threatening or distressing comments Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2022-04-19 Matthew J. Gibson,Justin Luong,Hanbit Cho,Bryan Moh,Simone Zanin,Mentari Djatmiko,R. Zach Aandahl
Student evaluation surveys provide educational institutions with important feedback regarding the student experience of teaching and courses; however, qualitative comments can contain offensive, insulting or threatening content. Large educational institutions generate thousands of comments per academic term; therefore, manual screening processes to find potentially harmful comments are not generally
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Authorship practices in educational technology research Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2022-04-14 Kate Thompson,Linda Corrin,Jason M. Lodge,Gwo-Jen Hwang
Authoring documents and academic articles is a key means by which researchers share new knowledge and is closely tied to academic progression, prestige for individuals and institutions, and continued funding of research. In this editorial we continue our discussion around ensuring quality research and publication practices, with a focus on authorship. There are concerning trends emerging around practices
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How university students negotiate cognitive-social interactions and leverage cognitive tools for mobile peer tutoring Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2022-03-31 Seng-Chee Tan,Yin Ling Cheung,Chee-Kit Looi
This paper reports a case study of 20 university peer tutor-tutee dyads which engaged in online synchronous peer tutoring using MENTOR, a mobile application developed to support peer tutoring. Despite years of research, peer tutoring still attracts significant attention and an emerging area of research is online peer tutoring. This study aimed to contribute to research on mobile peer tutoring, which
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An examination of student user experience (UX) and perceptions of remote invigilation during online assessment Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2022-02-21 Lesley Sefcik,Terisha Veeran-Colton,Michael Baird,Connie Price,Steve Steyn
This study aimed to understand the effects of a custom-developed, artificial intelligence–based, asynchronous remote invigilation system on the student user experience. The study was conducted over 3 years at a large Australian university, and findings demonstrate that familiarity with the system over time improved student attitudes towards remote invigilation. Positive experiences were found to be
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Negotiating teacher educators' beliefs about blended learning: Using stimulated recall to explore design choices Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2022-02-21 Bram Bruggeman,Kyra Hidding,Katrien Struyven,Bram Pynoo,Anja Garone,Jo Tondeur
Teachers’ beliefs about education influence practice and vice versa. Teacher educators should be particularly attuned to the association between educational beliefs and practice. Teachers’ beliefs about education have been widely studied, but investigating how a team of teacher educators put a shared vision on blended learning into practice is less researched. Blended learning practices are subject
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Exploring the concept of the digital educator during COVID-19 Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2022-02-21 Ana Elena Schalk,Claire McAvinia,Pauline Rooney
In this paper, we explore academic identity, specifically the identity of the educator in higher education and academics’ conceptualisations of the digital educator. We suggest that the concept of a digital educator is not only about technology, tools and uses. The context for this exploration is academics’ participation in an online professional development module, Digital Education, and the “pivot
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Personalised learning model for academic leveling and improvement in higher education Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2022-02-21 Lizette Susana Hernandez Cardenas,Leticia Castano,Cristina Cruz Guzman,Juan Pablo Nigenda Alvarez
This study's innovative objective was to develop a personalised learning model to equate students' entry level knowledge as they entered the School of Medicine and Health Sciences at Tecnologico de Monterrey in Mexico in 2019. This was necessitated by a difference in the depth and approach to preparatory content. The methodology focused on adapting the learning process to the students' specific knowledge
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Digital accreditations in MOOC-based training on sustainability: Factors that influence terminal efficiency Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2022-02-21 Maria Soledad Ramirez Montoya,Sandra Martínez-Pérez,Guillermo Rodriguez-Abitia,Edgar Lopez-Caudana
Digital certificates in massive open online course (MOOC) learning experiences provide alternative credentials linked to lifelong learning. The Bi-National Laboratory on Smart Sustainable Energy Management and Technology Training provided the context for this research. This project was undertaken by Mexican and United States universities, businesses and governmental organisations, having granted 17
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Asynchronous text-based communication in online communities of foreign language learners: Design principles for practice Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2022-02-21 Mariolina Pais Marden,Jan Herrington
Effective employment of information and communication technology (ICT) in foreign language teaching and learning has become imperative as a means to support second language development when traditional face-to-face instruction and interaction is not possible. Using a design-based research approach and a theoretical framework that integrates authentic learning and online communities of practice principles
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A comparison of in-service teachers’ conceptions of barriers to mobile technology-integrated instruction and technology-integrated instruction Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2022-02-05 Chih-Hung Chen,Morris Siu-Yung Jong,Chin-Chung Tsai
Researchers have identified three orders of barriers to probe teachers’ conceptions of technology-integrated instruction, namely extrinsic obstacles, intrinsic obstacles and the lack of design thinking. However, few studies have investigated barriers to teachers’ mobile technology-integrated instruction and compared them with the barriers to their technology-integrated instruction. This study recruited
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Exploring the specification of educational compatibility of virtual reality within a technology acceptance model Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2022-01-11 Andrew Kemp,Edward Palmer,Peter Strelan,Helen Thompson
This study investigated the specification of educational compatibility within a technology acceptance model (TAM) suited to engaging educational technologies. Attitudes towards virtual reality (VR) for learning was used to test the experimental model. One hundred and seventy-nine valid survey responses were collected from 517 potential participants with the majority from first-year university students
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Leveraging asynchronous speaking tasks to promote willingness and confidence to speak in Spanish: A qualitative study Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-12-20 Nadia Jaramillo
This study describes the experiences of students in a flipped intermediate Spanish college class who used a video discussion digital tool to develop their confidence to speak in the foreign language. Students participated in a series of 10 speaking tasks designed based on the framework on technology-mediated tasks (Gonzalez-Lloret & Ortega, 2014) and the world-readiness standards for communicative
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The role of change in AJET in 2021: reflections, bibliometrics, and future plans Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-12-20 Linda Corrin,Gwo-Jen Hwang,Jason M. Lodge,Kate Thompson
The end of 2021 marks the first anniversary of the new AJET Lead Editor Team. In this editorial we explore the role of change in the past two years of educational technology in tertiary education, and what this has meant for AJET. We also present the bibliometrics for the year, a summary of what was published in AJET in 2021, and what we have learnt as the new lead editor team. We conclude with a look
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Emerging technologies in education for innovative pedagogies and competency development Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-12-06 Asad Abbas,Samira Hosseini,José Luis Martín Núñez,Susana Sastre-Merino
The emergent information and communication technologies (ICTs) have dramatically altered how highereducation institutions (HEIs) offer educational programs. New pedagogical approaches are born from technologies such as virtual or augmented learning platforms, hybrid classrooms, and e-learning courses (Chai et al., 2019). These technologies enabled HEIs to function in unprecedented crises including
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Faculty readiness for a digital education model: A self-assessment from health sciences educators Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-12-06 Silvia Lizett Olivares Olivares,Mildred Lopez,Roman Martinez,Juan Pablo Nigenda Alvarez,Jorge E. Valdez-García
During the COVID-19 pandemic, the continuity of education across the world is being supported through e-learning. Healthcare programs especially, require continuing patient-centered training to benefit individuals and society. The objective of this study was to assess the faculty members’ skills to continue educational services through a digital education model at the beginning of the lockdown. The
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Students’ competencies discovery and assessment using learning analytics and semantic web Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-12-06 Khaled Halimi,Hassina Seridi-Bouchelaghem
Traditional content-based assessment systems, which depend on the score as a key criterion for students’ evaluation, have proven to have many drawbacks, especially with the development of learning methods in recent years. Based on these developments, there is a need to adopt new assessment methods to assess the actual skills of students in the digital age. Therefore, the competency-based assessment
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Applying natural language processing to automatically assess student conceptual understanding from textual responses Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-12-06 Rick Somers,Samuel Cunningham-Nelson,Wageeh Boles
In this study, we applied natural language processing (NLP) techniques, within an educational environment, to evaluate their usefulness for automated assessment of students’ conceptual understanding from their short answer responses. Assessing understanding provides insight into and feedback on students’ conceptual understanding, which is often overlooked in automated grading. Students and educators
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Students’ experiences and acceptance of emergency online learning due to COVID-19 Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-12-06 Marija Marković,Dragana Pavlović,Anastasija Mamutović
At the outbreak of the COVID-19 pandemic, higher education institutions around the world were compelled to bring forth suitable alternatives to secure continuity in the process of education. To gather data that would indicate the quality and efficiency of online teaching in higher education in south and south-eastern Serbia initiated at the outbreak of the pandemic and the state of emergency declared
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Physical therapy using robotics: A project-based learning experience for undergraduate students Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-12-06 Edgar Lopez-Caudana,Christian Fernando López-Orozco,César Mendoza Bárbara,Germán Eduardo Baltazar Reyes,Pedro Ponce,J. Enrique Chong-Quero
The dynamic society we live in requires constant adaptation and innovation on every aspect of our daily lives, allowing us to improve the necessities of different people by doing it. For this study, we used a new approach with project-based learning to go beyond the typical environment in higher education and bring solutions to real-life scenarios. The project was developed with undergraduate engineering
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Collaborative programming problem-solving in augmented reality: Multimodal analysis of effectiveness and group collaboration Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-12-06 Cheng-Yu Chung,Nayif Awad,I-Han Hsiao
Although numerous studies have demonstrated different ways that augmented reality (AR) can assist students to understand the learning content via contextualised visualisation, less explored is its effect on collaborative problem-solving (CPS) in computer programming. This study aims to investigate how AR affects a CPS in a programming task. We designed a mobile app that could visualise computer programming
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Active learning in history teaching in higher education: The effect of inquiry-based learning and a student response system-based formative assessment in teacher training Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-12-06 Sergio Tirado-Olivares,Ramón Cózar-Gutiérrez,Rebeca García-Olivares,José Antonio González-Calero
Information and communication technology has produced changes in the demands of modern-day society (e.g., most jobs will require advanced digital skills in the short term). In addition, nowadays, new active methodologies using emerging technologies are being put into practice. However, little research has been conducted with pre-service teachers, particularly in the teaching of history. This quantitative
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Gamification during Covid-19: Promoting active learning and motivation in higher education Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-12-06 Elvira G. Rincon-Flores,Brenda N. Santos-Guevara
Virtual teaching modalities urgently implemented during the Covid-19 pandemic require strategies to motivate students to participate actively in higher education. Our study found that gamification using a reward-based system is a strategy that can improve the educational experience under exceptional circumstances. This article reports the results of two gamified undergraduate courses (Calculus and
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A literature review of questionnaires for the assessment of online learning with a specific focus on the factors and items employed Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-11-30 Ying Zhou,Xin An,Xiuting Li,Lewei Li,Xue Gong,Yushun Li,Ching Sing Chai,Jyh-Chong Liang,Chin-Chung Tsai
Studies measuring online learning have adopted different perspectives, resulting in different approaches to their assessment of online learning. However, when we consider the literature from a wider angle, there may be complimentary or contrasting relationships. This study performed content analysis on a total of 44 studies that used questionnaires with good reliability and validity from the database
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Using a three-layered social-cognitive network analysis framework for understanding online collaborative discussions Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-10-29 Fan Ouyang,Xinyu Dai
Understanding the relationship between social and cognitive engagement has critical implications for collaborative learning theory, pedagogy and analytics. This study proposed a three-layered social-cognitive network analysis framework for examining the relationship between students’ social and cognitive engagement from summative, epistemic and micro-level perspectives within online collaborative discussions
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Open Science and Educational Technology Research Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-10-16 Jason M. Lodge,Linda Corrin,Gwo-Jen Hwang,Kate Thompson
Over the last decade a spate of issues has been emerging in empirical research spanning diverse fields such as biology, medicine, economics, and psychological science. The crisis has already led to fundamental shifts in how research is being conducted in several fields, particularly psychological science. Broadly labelled the ‘replication crisis’, these issues place substantial doubt on the robustness
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Remodelling the role of facilitating conditions for Google Classroom acceptance: A revision of UTAUT2 Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-10-06 Brandford Brandford Bervell,Jeya Amantha Kumar,Valentina Arkorful,Emmanuel Manu Agyapong,Sharifah Osman
Online learning environments have become a contemporary component of global tertiary education due to their affordances. These environments are hinged on internet-based learning management systems and one such tool is Google Classroom. However, empirical studies have indicated that gaps exist in determining how Google Classroom influences students’ behavioural intention to use it for online learning
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Massive open online courses for professional certificate programs? Perspectives on professional learners’ longitudinal participation patterns Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-10-06 Hengtao Tang,Wanli Xing
Massive open online courses (MOOCs) have been integrated into higher education systems as an option for delivering online professional degree and certificate programs; however, concerns about whether employed professionals actively participate in MOOCs remain unresolved. Some researchers have described learners’ employment as the major cause of attrition from MOOCs, but research has not addressed how
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Unfolding knowledge co-construction processes through social annotation and online collaborative writing with text mining techniques Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-10-06 Sandy C Li,Tony K. H. Lai
Despite the positive claims on the pedagogical use of social annotation and online collaborative writing tools discussed in the literature, most of the findings are derived from interviews or self-reported survey data. Very few studies probed deep into the learning processes and examined students’ digital traces and the artefacts they co-construct. In this study, we employed semantic network analysis
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Effects of complexity-determined system pausing on learning from multimedia presentations Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-10-05 Tzu-Chien Liu,Yi-Chun Lin,Slava Kalyuga
System pausing at pre-determined positions during multimedia presentations can enhance multimedia learning. However, the pause positions are usually set up based on the structure of the learning material (e.g., segmentation principle) rather than on the complexity of its different sections (as determined by levels of element interactivity, according to cognitive load theory). This study investigated
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Integrating design thinking into instructional design: The #OpenTeach case study Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-09-20 Caitríona Ní Shé,Orna Farrell,James Brunton,Eamon Costello
Online education is becoming the norm in higher education. Effective instructional design methods are required to ensure that “ever-connected” students’ needs are being met. One potential method is design thinking: an agile methodology that stresses the importance of empathy with the student. The #OpenTeach fully online course was designed using design thinking principles and delivered in Spring 2020
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Enhancing online protocols through design-based research to improve cognitive presence in a large enrolment course Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-09-20 Janet Zydney,Aimee DeNoyelles,Baiyun Chen,Kerry Patton
Instructors face challenges in facilitating higher levels of shared cognition in large enrolment classes. One strategy to foster shared cognition is the use of asynchronous discussions; however, these can be difficult to support with large numbers of students. Online protocols have been found to help students take more ownership of the discussion, reducing the workload of instructors and thus may be
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A qualitative study to understand the perspectives of MOOC providers on accessibility Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-09-20 Francisco Iniesto,Patrick McAndrew,Shailey Minocha,Tim Coughlan
Massive open online courses (MOOCs) are widely available and have become a common option for learners. However, their full potential cannot be realised if they are not accessible to all learners, including those with disabilities. It is, therefore, important to understand the different stakeholders and their requirements and perspectives in designing accessible MOOCs. This research investigated the
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Digital preferences and perceptions of students in health professional courses at a leading Australian university: A baseline for improving digital skills and competencies in health graduates Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-09-20 Kwang Cham,Mary-Louise Edwards,Lisa Kruesi,Tania Celeste,Trent Hennessey
This study aimed to improve understanding of graduate students’ digital preferences and perceptions to prepare them for work in the digitally enabled health sector. We surveyed 361 students from five disciplines to create a baseline of their digital capabilities. Results show that students were confident in engaging with day-to-day technologies required for discipline-specific learnings and most were
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The multiple uses of iThenticate in doctoral education: Policing malpractice or improving research writing? Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-09-01 Alistair McCulloch,Monica Behrend,Felicity Braithwaite
This article provides a description and analysis of the way in which research degree students and their supervisors at one Australian university (the University of South Australia) use a popular online plagiarism-detection system, iThenticate. The study identifies how these two groups use iThenticate by analysing usage data together with data from an anonymous online survey conducted 12 months after
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Self-regulation strategies in blended learning environments in higher education: A systematic review Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-08-12 Jan Hein Eggers,Ron Oostdam,Joke Voogt
Although self-regulation is an important feature related to students’ study success as reflected in higher grades and less academic course delay, little is known about the role of self- regulation in blended learning environments in higher education. For this review, we analysed 21 studies in which self-regulation strategies were taught in the context of blended learning. Based on an analysis of literature
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Factors affecting student-teacher satisfaction with a multi-college online collaborative course Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-08-12 Miri Shonfeld
This study examined the factors that may promote student-teachers’ satisfaction with online collaborative learning (OCL). Eighty-four student teachers at the graduate level at three teacher-education colleges in Israel simultaneously completed questionnaires that examined their information and communication technology (ICT) skills, collaboration experience and personality traits. The findings reveal
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Trends in education technology in higher education Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-07-29 Kate Thompson,Linda Corrin,Gwo-Jen Hwang,Jason M. Lodge
Trends are important to us as researchers and practitioners in higher education (Boer et al., 2002). Trends influence decisions about funding for research, decisions about organisational infrastructure, and the establishment of new degrees. The dictionary definition of trend is a general direction in which something is developing or changing, and also a fashion. According to these definitions, a trend
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The effect on student behaviour and achievement of removing incentives to complete online formative assessments Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-07-10 Stephen Agnew,Jane Kerr,Richard Watt
This research explored the effect of incentives to complete online quizzes during a course. When a 1% weighting incentive per quiz was removed, student engagement dropped dramatically. There is also evidence that students who continued to complete quizzes did so with less vigour, spending less time on each quiz, starting them later in the week and having fewer attempts per quiz on average. The average
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Student achievement emotions: Examining the role of frequent online assessment Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-07-10 Kaitlin Riegel,Tanya Evans
The rapid inclusion of online assessment in higher education has left a void in investigating the relationship this form of assessment has with student emotions. This study examines the influence of frequent online assessment on student emotions in a university setting using a mixed-methods approach. Students' emotions in an online quiz and a traditional classroom test in a second-year mathematics
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Co-word analysis and academic performance from the Australasian Journal of Educational Technology in Web of Science Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-07-10 Jesús López-Belmonte,Antonio-José Moreno-Guerrero,Santiago Pozo-Sánchez,José-Antonio Marín-Marín
Since its inception in 1985, the Australasian Journal of Educational Technology (AJET) has been dedicated to the diffusion of studies on the integration of technology in higher education. Its track record in this field has placed it in the first quartile of the Scimago Journal & Country Rank. The objective of the study was to reveal to the scientific community the journey and evolution that this journal
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Development and verification of the programming resilience scale for university students Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-07-10 Qian Fu,Li-Wen Zhang,Jon-Chao Hong,Yan Dong
Learning programming challenges students who encounter difficulties such as resolving syntax and format errors. These challenges require students to invoke resilience to overcome programming problems and keep trying. In response, this study developed the programming resilience scale for university students (PRSUS). The snowball-sampling method was used to collect the data of science and engineering
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Instructional design and instructional effectiveness in virtual classrooms: Research trends and challenges Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-07-10 Baris Cukurbasi,Mubin Kiyici
This literature review aimed to examine the status, trends and tendencies in publications about virtual classrooms, instructional design in the virtual classroom and instructional effectiveness in the virtual classroom, as indexed in the ERIC database. For this review, we examined 2680 publications indexed in ERIC between 1994 and 2018. We collected data with data mining and utilised several Python
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Developing and investigating an electronic performance support system (EPSS) for academic performance Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-06-27 Baris Sezer
The aim of this study was to develop an electronic performance support system (EPSS) to improve students’ performance in the topic of scientific research methods. A review of the literature shows that EPSSs are usually developed using advanced programming technologies. This limits the widespread use of EPSS for educators and researchers. In this study, a mid-level EPSS was developed by integrating
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Acting in secret: Interaction, knowledge construction and sequential discussion patterns of partial role-assignment in a MOOC Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-06-27 Ken-Zen Chen,Hsiao-Han Yeh
Forum discussions have been utilised widely as a means of facilitating learning interaction and social-knowledge construction in online learning. Much research has been conducted on the instructional interventions that benefit asynchronous discussions. Role-playing, or assigning roles to discussants, has been proven effective in promoting interactivity and knowledge construction in the context of both
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Repositioning students as co-creators of curriculum for online learning resources Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-06-27 Aaron McDonald,Heath McGowan,Mollie Dollinger,Ryan Naylor,Hassan Khosravi
Amid increasing calls for universities to transition to online learning, there is a need to explore how platforms and technology can provide positive student experiences and support learning. In this paper, we discuss the implementation of an online peer learning and recommender platform in a large, multi-campus, first-year health subject (n = 2095). The Recommendation in Personalised Peer Learning
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The online student experience: A MAC-ICE thematic structure Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-06-13 Mel Henry
Attracting and retaining students in a COVID-distanced online higher education market is more important than ever. With limited access to campus, extensive student choice, and precarious institutional revenue, understanding what makes a positive online student experience in the eyes of students themselves, is vital for institutional survival. Through an in-depth case study of online first-year university
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Students' preference for the use of gamification in virtual learning environments Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-06-11 Julieth Katherin Acosta-Medina,Martha Liliana Torres-Barreto,Andrés Felipe Cárdenas-Parga
Virtual education faces tremendous challenges such as lack of motivation and high dropout rates. However, one solution to this problem is the incorporation of digital pedagogical strategies based on gamification, which promote interest, facilitate the learning process, and contribute to reducing dropout. In this sense, we evaluated the student's preference for using the gamified tool Didactic City
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A study of meta-analyses reporting quality in the large and expanding literature of educational technology Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-05-29 Rana M. Tamim,Evgueni Borokhovski,Robert M. Bernard,Richard F. Schmid,Philip C. Abrami,David I. Pickup
As the empirical literature in educational technology continues to grow, meta-analyses are increasingly being used to synthesise research to inform practice. However, not all meta-analyses are equal. To examine their evolution over the past 30 years, this study systematically analysed the quality of 52 meta-analyses (1988–2017) on educational technology. Methodological and reporting quality is defined
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Preparation and synchronous participation improve student performance in a blended learning experience Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-05-15 Charlotte Emily Jane Clark,Ger Post
Blended learning can create flexibility for students, more efficiently utilise infrastructure, and can provide high-quality learning at scale. We investigated perceived value and learning gains associated with asynchronous eLearning and synchronous face-to-face (f2f) components of a blended learning experience. We hypothesised that individual student preference for eLearning and f2f learning would
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Tele-mentoring using augmented reality technology in healthcare: A systematic review Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-05-15 Dung Trung Bui,Tony Barnett,Ha T. Hoang,Winyu Chinthammit
This systematic review aimed to identify how tele-mentoring systems that incorporate augmented reality (AR) technology are being used in healthcare environments. A total of 12 electronic bibliographic databases were searched using the terms “augmented reality”, “tele-mentoring” and “health”. The PRISMA checklist was used as a guide for reporting. The mixed method appraisal tool was used to assess the
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Students’ motivation types in the smart approach to ESP instruction Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-05-10 Ivana Simonova,Zuzana Prochazkova,Vladimir Lorenc,Jiri Skoda
This article focuses on the smart approach applied in teaching two topics (referred to as learning contents) within English for Specific Purposes with regard to students’ motivation types. It introduces results of the research conducted in this field. The research is based on the definition of the term smart set by Silverio-Fernandez et al. (2018) and the theory of motivation types created by Plaminek
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Sentiment evolution with interaction levels in blended learning environments: Using learning analytics and epistemic network analysis Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-05-10 Changqin Huang,Zhongmei Han,Ming Li,Xizhe Wang,Wenzhu Zhao
Sentiment evolution is a key component of interactions in blended learning. Although interactions have attracted considerable attention in online learning contexts, there is scant research on examining sentiment evolution over different interactions in blended learning environments. Thus, in this study, sentiment evolution at different interaction levels was investigated from the longitudinal data
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On the use of flipped classroom across various disciplines: Insights from a second-order meta-analysis Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-05-10 Khe Foon Hew,Shurui Bai,Weijiao Huang,Phillip Dawson,Jiahui Du,Guoyuhui Huang,Chengyuan Jia,Khongjan Thankrit
Flipped classroom has become a popular buzzword in the post-secondary education setting, and it is one of the most visible trends in smart learning environments. Alongside this popularisation comes the view that the flipped classroom is something desirable. Yet, many educators remain divided over whether flipped classroom is really an improvement over traditional approaches. This paper is the first
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Digital game-based learning of information literacy: Effects of gameplay modes on university students’ learning performance, motivation, self-efficacy and flow experiences Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-05-10 Di Zou,Ruofei Zhang,Haoran Xie,Fu Lee Wang
Information literacy (IL) is important for university students. In this research, we developed a digital role-playing game to enhance students’ learning of IL and investigated the effects of gameplay modes on their learning performance, motivation, self-efficacy and flow experiences. A total of 90 students participated in the study and played the game in collaborative, competitive and solo modes. Their
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The Continuous Pursuit of Smart Learning Australasian Journal of Educational Technology (IF 3.73) Pub Date : 2021-05-10 Simon K. S. Cheung,Fu Lee Wang,Lam For Kwok
With an emphasis on learning flexibility, effectiveness, efficiency, engagement, adaptivity and reflectiveness, smart learning embraces a variety of concepts, including but not limited to personalised learning, adaptive learning, intelligent tutoring, open online learning, blended learning, and collaborative learning. As new concepts continue to evolve, the pursuit of smart learning is ongoing, mainly