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British Journal of Educational Technology

January 2019 Volume 50, Number 1


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

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Table of Contents

Number of articles: 29

  1. 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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  2. 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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  3. 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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  4. 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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  5. 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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  6. 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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  7. 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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  8. 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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  9. 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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  10. 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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  11. 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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  12. 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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  13. 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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  14. 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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  15. 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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  16. 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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  17. 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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  18. 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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  19. 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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  20. 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

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