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British Journal of Educational Technology

January 2011 Volume 42, Number 1

Editors

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

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Table of Contents

Number of articles: 8

  1. <title xmlns="http://www.wiley.com/namespaces/wiley" xmlns:wiley="http://www.wiley.com/namespaces/wiley/wiley" type="main">A model for e-education: Extended teaching spaces and extended learning spaces</title>

    Insung Jung & Colin Latchem

    The paper proposes a model for e-education in instruction, training, initiation and induction based upon the concept of extended teaching spaces involving execution, facilitation and liberation,... More

    pp. 6-18

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  2. <title xmlns="http://www.wiley.com/namespaces/wiley" xmlns:wiley="http://www.wiley.com/namespaces/wiley/wiley" type="main">Retracted: The application of a multi-attribute decision-making algorithm to learning management systems evaluation</title>

    Nadire Cavus

    Recently, because of the rapid increase in the popularity of the Internet, the delivery of learning programmes has gradually shifted from local desktop to online-based applications. As more and... More

    pp. 19-30

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  3. <title xmlns="http://www.wiley.com/namespaces/wiley" xmlns:wiley="http://www.wiley.com/namespaces/wiley/wiley" type="main">Using text mining to uncover students' technology-related problems in live video streaming</title>

    M'hammed Abdous & Wu He

    Because of their capacity to sift through large amounts of data, text mining and data mining are enabling higher education institutions to reveal valuable patterns in students' learning behaviours ... More

    pp. 40-49

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  4. <title xmlns="http://www.wiley.com/namespaces/wiley" xmlns:wiley="http://www.wiley.com/namespaces/wiley/wiley" type="main">Exploring design features to enhance computer-based assessment: Learners' views on using a confidence-indicator tool and computer-based feedback</title>

    Ingrid Nix & Ali Wyllie

    Many institutions encourage formative computer-based assessment (CBA), yet competing priorities mean that learners are necessarily selective about what they engage in. So how can we motivate them... More

    pp. 101-112

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  5. <title xmlns="http://www.wiley.com/namespaces/wiley" xmlns:wiley="http://www.wiley.com/namespaces/wiley/wiley" type="main">Enhancing learner–learner interaction using video communications in higher education: Implications from theorising about a new model</title>

    Robyn Smyth

    As visual connectivity improves, an opportunity to enrich and rethink the place of learning design in online and distance education is presenting itself. The opportunity is derived from the... More

    pp. 113-127

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  6. <title xmlns="http://www.wiley.com/namespaces/wiley" xmlns:wiley="http://www.wiley.com/namespaces/wiley/wiley" type="main">Would boys and girls benefit from gender-specific educational software?</title>

    Piret Luik

    Most boys and girls interact differently with educational software and have different preferences for the design of educational software. The question is whether the usage of educational software... More

    pp. 128-144

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  7. <title xmlns="http://www.wiley.com/namespaces/wiley" xmlns:wiley="http://www.wiley.com/namespaces/wiley/wiley" type="main">Conceptions of e-learning and professional development for e-learning held by tertiary educators in New Zealand</title>

    Sarah J. Stein, Kerry Shephard & Irene Harris

    The conceptions an individual holds about a phenomenon can influence and determine associated behaviours and perspectives. Consequently, they have a bearing upon how learning about a phenomenon is ... More

    pp. 145-165

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  8. <title xmlns="http://www.wiley.com/namespaces/wiley" xmlns:wiley="http://www.wiley.com/namespaces/wiley/wiley" type="main">Animal companions: Fostering children's effort-making by nurturing virtual pets</title>

    Virtual character is a significant application in the research field of technology-enhanced learning. In this study, the concept of animal companions, ‘non-smart’ virtual characters, is proposed as... More

    pp. 166-180

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