bluuebunny/crossref_metadata_2025_split huggingface dataset:
Research students’ conceptions of the role of information and communication technologies in educational technology research
Authors: Markauskaite Lina , Wardak Dewa 
Published: April 2016

<p class="abstract"><span lang="EN-GB">The emergence of <em>big data</em>, <em>digital scholarship</em> and <em>eResearch</em> raises the question of how these digital developments in research methods and practices affect research students. This paper presents findings from a phenomenographic study that investigated postgraduate students’ conceptions of the role of information and communication technologies (ICT) in research. Ten students conducting research in the broad area of educational technology were interviewed. Three qualitatively different conceptions of ICT in research were identified: complementary, enhancing, and transforming. Results indicate that the three conceptions were closely associated with the expanding students’ focus from seeing ICT as a tool in the researchers’ hands, to noting that digital technologies may have implications for the process of inquiry, to seeing that ICT has distinct generative capacities and changes the nature of research practices. Findings suggest that students’ general understanding of ICT’s potential in research is underpinned not by abstract knowledge, but by their practical experiences of how ICT works and their abilities to see how technologies can enhance researchers’ individual capacities to generate knowledge in specific situations. Some implications for postgraduate research students’ education and capacity building are discussed.</span></p><p class="abstract"> </p>
Learning in the Café: Pilot testing the collaborative application for education in Facebook
Authors: McCarthy Josh 
Published: April 2016

<p>This paper reports on a pilot study using the <em>Café</em>, the collaborative application for education as an online learning environment within the Facebook framework, for first-year tertiary design students. The <em>Café</em>, a new e-learning application, has been designed based on five principles of user interface design – visibility, usability, relevance, accessibility and interactivity – and developed not only to take advantage of Facebook’s popularity and social qualities, but also to provide institutions with an established, structured and dedicated e-learning environment that meets the needs of contemporary tertiary students and teaching staff. From March to June in 2013, 48 students participated within the e-learning environment, in combination with traditional face-to-face classes including lectures and tutorials. Students were required to submit work-in-progress imagery related to major assignments, and provide feedback and critiques to their peers. The evaluation process of this new e-learning application involved pre- and post-semester surveys providing participating students with the opportunity to critically reflect on the experience during the semester.<em> </em></p><p> </p>
Getting inside the black box of technology integration in education: Teachers' stimulated recall of classroom observations
Authors: Tondeur Jo , Kershaw L. H. , R. Vanderlinde R. , Van Braak J. 
Published: April 2016

<p>This study explored the black box of technology integration through the stimulated recall of teachers who showed proficiency in the use of technology to support teaching and learning. More particularly, the aim of the study was to examine how these teachers use technology in their lessons and to gain deeper insights into the multifaceted influences affecting their current practices. In order to explore this black box, observations and stimulated recall interviews with primary school teachers were conducted in schools which were selected by the inspectorate on the basis of advances they had made in educational technology use. Stimulated recall interviews – a verbal reporting technique in which the teachers were asked to verbalize their thoughts while looking at their own classroom practice on video – seemed to be a promising approach to increase authentic understandings of technology integration. The results emphasize that (a) the teachers involved in this study were pedagogically proficient and flexible enough to fit technology in with the varying demands of their educational practices, (b) the teachers' ongoing learning experiences rather than training affected the development of the quality of their practices, and (c) the role of the school and the broader context of teachers' personal lives played an important role. By interpreting the results of the study, recommendations are discussed for teacher technology integration and future research.</p><p> </p>
Exploring factors affecting students’ continued Wiki use for individual and collaborative learning: An extended UTAUT perspective
Authors: Yueh Hsiu-Ping , Huang Jo-Yi , Chang Chueh 
Published: April 2016

<span style="font-family: 新細明體; font-size: small;"> </span><p>The purpose of this study was to investigate what factors affect students’ adaptation and continued use of a Wiki system for collaborative writing tasks through an extension of the Unified Theory of Acceptance and Use of Technology (UTAUT). This study was conducted in a general education course in a university in northern Taiwan. Data were collected from surveys of 103 students after their continued writing on the CourseWiki system for one semester. With structural equation model (SEM) analysis, results from this study partially confirm that, in the UTAUT model, factors of social influence have direct and significant effects on students’ actual usage of the Wiki system. Moreover, students’ actual use of the Wiki influences their intention of future use. This study successfully applies the extended UTAUT model and tests the predictive power in determining students’ acceptance of a Wiki system in terms of their actual use and their behavioural intentions of future use. It further provides suggestions for future research and practice, and should contribute to theoretical understanding as well as practical application of learning technology in post-secondary teaching.</p><p class="MsoBodyText" style="margin: 0cm 0cm 0pt;"> </p><span style="font-family: 新細明體; font-size: small;"> </span><p class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span lang="EN-US"><span style="font-family: Calibri; font-size: small;"> </span></span></p><span style="font-family: 新細明體; font-size: small;"> </span>
The Titanic, Volkswagens and collaborative group work: Remaking old favourites with new learning technologies
Authors: Baskin Colin 
Published: April 2016

<p>Unsinkable ships, Volkswagens and collaborative group work have much in common. They have each undergone a recent revival of sorts; in each case the new version bears a strong Wittgensteinian resemblance to its more classic predecessor; and in each case the end user is able to enjoy the nostalgic experience of having once again rediscovered the wheel. This is a powerful experiential principle, one so powerful in fact that it drives us to part with the cost of a movie ticket even though we know how the movie ends! The ship still sinks on April 14th; the 'bug' still looks like a beetle-plus and group work is still largely a 'lottery' experience for students at university.</p><p>This paper is about finding a way (or ways) to disrupt this cycle of repetition, not by raising the Titanic (for this has been tried), nor by terminating the Volkswagen (Woody Allen pointed out in the film <em>Sleepers</em> that they were clearly unstoppable). Rather, this paper will concentrate on how to re-engineer collaborative group work practices using online learning technologies, thereby enhancing their role as an effective, flexible and efficient learning exchange. In comparing the performance outcomes of 'online' learning groups to a study of 'real time' learning groups (Hogan 1999), the paper sets about building a case for the former. The paper deals specifically with how collaborative online learning groups can be used to:</p><ul><li>Establish an authentic learning context</li><li>Accommodate learner needs</li><li>Enrich learner experiences; and</li><li>Inform instructor perspectives.</li></ul>
The Zones of Proximal and Distal Development in Chinese Language studies with the use of wikis
Authors: Chew Esyin , Ding Seong Lin 
Published: April 2016

<p>Educational practitioners in the higher education institutions of the UK have increasingly promoted the use of wikis. The technology enhanced learning experience of the UK was transferred to a local higher educational agency in Malaysia through a collaborative research project called WiLearn. By examining a student cohort enrolled in Chinese language studies, WiLearn explores the Zone of Proximal Development (ZPD) and the Zone of Distal Development (ZDD) with regard to the use of wikis in peer reviewed group coursework. With the goal of informing higher education researchers and practitioners, the problematic use of wikis was discussed according to the following three dimensions: (a) the process of group work; (b) social presence; and (c) the outcome of group work. The findings reveal that more critical reflection is evident when retrieving peers’ comments through WiLearn, but less critical discourse is evident among the participants. The difference between the ZPD and the ZDD lies not in the functional use of wikis but in the degree of openness and social presence of the students from Chinese language studies. A pedagogical change in critical peer review and discourse regarding the use of wikis is suggested. This paper concludes with constructive and disruptive lessons that were learned through a series of insights that provide a greater understanding of the challenges and opportunities with regard to learning and teaching with wikis for Chinese language studies.</p><p> </p>
Learning to take the tablet: How pre-service teachers use iPads to facilitate their learning
Authors: Pegrum Mark , Howitt Christine , Striepe Michelle 
Published: April 2016

<p>Mobile handheld devices are spreading rapidly in education. iPads, especially, are increasingly being adopted by different educational sectors, but there is currently little empirical evidence on whether, or how, they facilitate student learning. This paper reports on how iPads contributed to pre-service teachers' learning, including their learning about teaching. Case studies of eight pre-service teachers were developed based on semi-structured interviews and non-participant observations to determine how they used the iPad 2 in their learning. Focus group interviews of the larger cohort were also used to support findings. It was found that iPads supported pre-service teachers' learning in four ways: developing understanding of content, developing understanding of pedagogy, staying connected, and staying organised. More broadly, iPads helped them develop a new sense of learning spaces and learning networks. Three types of obstacles to using iPads as learning tools were also identified: device limitations, time limitations, and attitudinal limitations. Based on these findings, recommendations are made for developing pedagogical best practice for the use of iPads. These recommendations are relevant to pre-service teacher education in particular but also to higher education in general.</p><p> </p>
Editorial 30(2)
Authors: Dalgarno Barney , Bennett Sue , Kennedy Gregor 
Published: April 2016

<p>In this editorial we would like to discuss and comment on some of the some of the recent international developments in open access publishing as well as welcome the new members of our editorial board. As a journal with a long history of free open access with no charges for authors or readers, we have been able to avoid some of the complex decisions and trade-offs that authors, readers and institutions now have to make in choosing where to publish their work. Nevertheless, we feel that it would be valuable to explore some of the terminology around open access publishing to help readers and authors navigate the territory. In writing this editorial we have drawn upon some recent work undertaken by Laura Czerniewicz of the University of Cape Town, one of the new members of AJET’s Editorial Board (see below). Czerniewicz and Goodier (in press) undertook a case study of the practices of authors at one institution, along with the practices of the leading journals that these authors published in, with a focus on the consequences of the emergence of various open access publishing models.</p>
Information communication technology in the form of an expert system shell as a cognitive tool to facilitate higher-order thinking
Authors: Collins Gary W. , Knoetze Johan G. 
Published: April 2016

<p>Information communication technology is capable of contributing supplementary teaching and learning strategies that can be used to address various educational challenges faced by higher education. Students who enter South African higher education institutions are often academically under-prepared and have not developed the cognitive skills required to engage in meaningful learning. When students build expert systems they are required to demonstrate the reasoning of an expert and to exhibit an understanding of causal relationships and procedural knowledge. This study formulated design principles in the form of conjectures and principles related to a learning environment that uses technology as a cognitive tool in the form of an expert system shell to promote higher-order thinking skills. The conjectures and principles formulated during this study are expressed in terms of the characteristics, procedures and arguments associated with a learning environment that uses technology in the form of an expert system shell to facilitate higher-order thinking. These conjectures and principles were separated into seven interrelated clusters: initial exposure, guided discovery learning, designing the expert system on paper, creating domain awareness, linking conceptual understanding to a representation of that understanding, hands-on development, and problem engagement.</p><p> </p>
Designing for learning: What are the essential features of an effective online course?
Authors: Brown Allison 
Published: April 2016

<span>How do online courses differ from traditional university courses? What are the new learning demands made on students in online courses? Which particular design features optimise the teaching and learning process in an online delivery mode?</span><p>These were the questions explored in a collaborative course design project involving an economics lecturer and the instructional designer at Murdoch University. Emerging from the project is the fully online course <em>Economic Thought and Controversy</em>, together with an instructional design template. This template is now being applied to other courses in the discipline with the aim of transferring the whole economics programme to online delivery in 1998.</p><p>This paper describes the pedagogical rationale of the design template.</p>
Supporting new students from vocational education and training: Finding a reusable solution to address recurring learning difficulties in e-learning
Authors: Yang Dai Fei , Catterall Janice , Davis Janelle 
Published: April 2016

<p>This paper reports on a project that investigated the first year, online experiences of vocational education and training (VET) pathway students studying at university. It was found that, although some students embraced online learning, more than twenty percent of new VET students suffered from high levels of anxiety and frustration when learning online and more than 40% of students also reported difficulties in balancing work and study. In order to address these problems, this paper presents a reusable solution by introducing these new students to an education technology preparation (ETP) program. Student feedback on the ETP program shows a significant improvement in confidence and attitudes towards learning online. We suggest that online learning offers greater flexibility to time-poor students but only if they are confident and competent users of the online systems. We argue that it is dangerous to assume that all new students have the necessary online skills to study effectively in their first year at university. This leads to two implications. Firstly, in practice, it is crucial to provide new students from the VET sector with a well-designed online learning support program. Secondly, in institutional policy, it is imperative to ensure that such support is adequately resourced.</p><p> </p>
Editorial 30(3)
Authors: Dalgarno Barney , Kennedy Gregor , Bennett Sue 
Published: April 2016

<p>In this editorial we take the opportunity provided by the release of the 2014 Google Scholar Journal Metrics to explain the various journal metrics, how they are calculated and how AJET rates against other Educational Technology journals. Journal metrics broadly refer to the various measures of quality or impact of a journal, largely based on the number of articles published in the journal itself and citations in other journals to articles published in the journal. As well as being used to rank the journals themselves, metrics are often used as a proxy measure of the quality of articles in a particular journal, and thus individual researchers’ publication lists. The three most well known journal metric sources are the Thomson Routers Journal Citation Reports (previously known as the ISI Journal Citation Reports), Google Scholar Metrics, and Scopus Journal Analyser. Each of these sources includes a number of metrics or indices that use specific algorithms drawing on data within their own databases of journals, articles and citations. This editorial explains the key metrics used by these sources.</p>
Multimedia reporting in science problem solving
Authors: Harper Barry M. , Hedberg John G. , Wright Robert J. , Corderoy Robert M. 
Published: April 2016

<span>The increasing availability of CD ROM based interactive multimedia packages to support learning in science classrooms offers science teachers new pedagogical opportunities for student-centred and cooperative learning. However, many of the current products do not make full use of the existing technology in schools and even when they do they tend to constrain the student to a very limited view of information and how it can be used as part of student reporting of inquiry projects.</span><p>Interactivity in many packages has been limited to "point and click" rather than employing instructional strategies that immerse and challenge students. The Interactive Multimedia Learning Laboratory at the University of Wollongong has developed two interactive multimedia packages designed for Australian schools that not only attempt to develop problem solving skills but also allow students to express their ideas with different forms of representation in their reports.</p><p><em>Investigating Lake Iluka</em>, based on the ecology of a coastal lake environment uses a text based notebook which allows the student to select text and edit it into their report on their problem investigation A second package, <em>Exploring the Nardoo</em>, based on water management issues extends the concept to include multimedia elements in the student's notebook. The evaluation of both packages has examined the ability of students to express themselves in text together with static and dynamic aural and visual forms. This paper also reports on improvement of scientific understanding and improved problem' reporting based on metacognitive supports included in these interactive multimedia packages, especially the use of genre templates and guides.</p>
The politics of open learning
Authors: McAlpine Iain 
Published: April 2016

<p>Delegates at the <em>Access Through Open Learning</em> conference organised by UNE Northern Rivers at Byron Bay in early September this year participated in a survey aimed a prioritising the major issues in open learning. The conference took on a strongly political flavour, with the presence of Senator John Tierney speaking on behalf of the Federal Liberal Party, and Dr Di Bolton representing DEET.</p><p>Conference sessions dealt with a wide range of aspects of open learning, including the TV Open Learning Project, recognition of prior learning, use of technology to solve issues of access and equity, using national computer "networks to provide student access to tutors and information, and the establishment of open access centres by local councils. It was the political issues, however, that emerged from the survey as being dominant in the minds of most respondents.</p>
A rubric for assessing teachers' lesson activities with respect to TPACK for meaningful learning with ICT
Authors: Koh Joyce Hwee Ling 
Published: April 2016

<p class="AJETNormal">Teachers' technological pedagogical content knowledge (TPACK) for meaningful learning with ICT describes their knowledge for designing ICT lesson activities with respect to five dimensions: active, constructive, authentic, intentional, and cooperative. The ICT lesson activities designed by teachers can be assessed to determine the strengths and weaknesses of their TPACK for meaningful learning with ICT in practice. This study describes the conception, validation, and implementation of a rubric for assessing ICT lesson activities with respect to the dimensions of meaningful learning with ICT. It was conducted with 55 Singaporean pre-service teachers trained to teach Chinese as a second language. The 217 lesson activities they designed during a compulsory ICT module were rated using the rubric. High ratings were obtained for the active dimension because the activities involved students using and manipulating ICT tools. However, the ratings for the other dimensions were lower because opportunities for students' personal meaning-making, exploration of real-world phenomena, collaboration through divergent knowledge construction, as well as self-diagnosis and management of learning gaps were not as well supported in these activities. The uses of this rubric for enhancing TPACK assessment, ICT course design and the development of TPACK activity types will be discussed in the paper.</p><p class="AJETNormal"> </p>
Publication Review
Authors: Kennedy Kerry J. 
Published: April 2016

Review of: <span>C. McBeath. </span><em>Curriculum Decision Making in TAFE</em><span>. 2nd Edition.</span><br /><span>Perth: Australian Society for Educational Technology WA Chapter, 1991, 118pp.</span><br /><a href="http://education.curtin.edu.au/pubs/cdmt/home.htm">http://education.curtin.edu.au/pubs/cdmt/home.htm</a>
An evaluation of SALT (Suggestive-accelerative learning and teaching) techniques
Authors: Dipamo B. , Job R. F. S. 
Published: April 2016

<p>So that you know the structure of this paper, and so that you may select particular sections of interest to you for careful reading, the sequence of sections and their contents is outlined below.</p><table cellpadding="2" width="90%" align="center"><tbody><tr valign="top"><td>Section 1:</td><td>Introduction to the need for accelerative learning and the claims made about the system.</td></tr><tr valign="top"><td>Section 2:</td><td>A description of the various techniques employed in Suggestopedia, SALT and Superlearning. The component parts are assessed in terms of the studies which have attempted to evaluate isolated components.</td></tr><tr valign="top"><td>Section 3:</td><td>An analysis of the apparently extraneous factors which may influence the outcome of the studies.</td></tr><tr valign="top"><td>Section 4:</td><td>Outline of the range of results reported in evaluating the techniques.</td></tr><tr valign="top"><td>Section 5:</td><td>Review of the methodology of reported studies, in order to assess the validity of the results produced.</td></tr><tr valign="top"><td>Section 6:</td><td>Brief outline of the methodology of the present study.</td></tr><tr valign="top"><td>Section 7:</td><td>Description of the results of the present study.</td></tr><tr valign="top"><td>Section 8:</td><td>Conclusion from the present study and the literature review.</td></tr></tbody></table>