Australasian Journal of Educational Technology
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#1Junjie Gavin WuH-Index: 2
#2Feng Teng (BNU: Beijing Normal University)H-Index: 9
Last. Miller Lindsay (CityU: City University of Hong Kong)
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This paper, drawing upon a mobile telecollaborative project, resonates with the rapid development of technology in language learning. We employed the instant messaging app WeChat to create an English telecollaborative environment for two groups of Chinese students to communicate within. Interview data were triangulated with students’ chat transcripts and comments from a teacher’s reflective journal. A mixed-methods approach, including quantitative descriptive analysis, thematic analysis and cont...
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#1Brandford Bervell (University of Cape Coast)H-Index: 7
#2Jeya Amantha Kumar (Universiti Sains Malaysia)H-Index: 6
Last. Sharifah Osman (UTM: Universiti Teknologi Malaysia)H-Index: 3
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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. Accordingly, this study defines a model based on the unified theory of acceptance and technology...
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#1Hengtao Tang (USC: University of South Carolina)H-Index: 6
#2Wanli Xing (UF: University of Florida)H-Index: 16
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 employed learners interact with MOOCs over time. Understanding employed professionals’ trajector...
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#1Tzu-Chien Liu (NTNU: National Taiwan Normal University)H-Index: 27
#2Yi-Chun Lin (NTNU: National Taiwan Normal University)H-Index: 11
Last. Slava Kalyuga (UNSW: University of New South Wales)H-Index: 36
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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 the effectiveness of complexity-determined system pauses positioned either before or after comple...
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#1Kwang Cham (University of Melbourne)
#2Mary-Louise Edwards (University of Melbourne)
Last. Trent Hennessey (University of Melbourne)
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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 reasonably aware of digital privacy and security. However, only 11% of the students reported hav...
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#1Janet Mannheimer Zydney (UC: University of Cincinnati)H-Index: 10
#2Aimee deNoyelles (UCF: University of Central Florida)H-Index: 8
Last. Kerry Patton (UC: University of Cincinnati)H-Index: 1
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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 helpful in this context. The purpose of this study was to determine the most effective design of ...
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#1Francisco Iniesto (OU: Open University)H-Index: 8
#2Patrick McAndrew (OU: Open University)H-Index: 23
Last. Tim Coughlan (OU: Open University)H-Index: 12
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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 perspectives of MOOC providers on MOOC learners who have accessibility needs and the processes use...
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#1Caitriona Ni She (Trinity College, Dublin)H-Index: 2
#2Orna Farrell (DCU: Dublin City University)H-Index: 3
Last. Eamon Costello (DCU: Dublin City University)H-Index: 6
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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. This article reports on a case study which focused on the use of design thinking to design and ...
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#1Alistair McCulloch (UniSA: University of South Australia)H-Index: 9
#2Monica B. Behrend (UniSA: University of South Australia)H-Index: 3
Last. Felicity A Braithwaite (UniSA: University of South Australia)H-Index: 4
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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 the university took out a pilot subscription to the system. One hundred and nineteen students and...
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