Mitchell Peters - Academia.edu (original) (raw)

Uploads

Papers by Mitchell Peters

Electronic Journal of e-Learning

E-learning research is a dynamic and ever-expanding interdisciplinary field. Research in this are... more E-learning research is a dynamic and ever-expanding interdisciplinary field. Research in this area is often conducted at the intersection of social science, cognitive science, learning sciences, as well as engineering and computer science. Common concerns in the field include ambiguity and confusion toward how best to approach methodological design as well as tensions around whether the field is coherent or fragmented. E-learning research has been characterized as a multi-paradigmatic knowledge field with distinct theoretical foundations and a horizontal knowledge structure composed of “specialist” languages. There has been a remarkable increase in systematic literature reviews in the field, representing a burgeoning research industry. Although there is a clear division between technical and social scientific approaches, there is a scarcity of literature which attempts to synthesize the evidence on how e-learning research is conducted across disciplines and within distinctive resear...

Journal of Interactive Media in Education

Australasian Journal of Educational Technology

The scope of digital technology integration in university teaching has changed our understanding ... more The scope of digital technology integration in university teaching has changed our understanding of teacher readiness and teacher competence. Recently, faced with the digitalisation of higher education (HE), the construct of teacher digital competence (TDC) has emerged. Although there are many recent systematic reviews on digital competence from a range of perspectives and geographic settings, such reviews often show a limited view of a larger digital competence landscape in HE. The current study on TDC development in HE aims to synthesise knowledge to provide an integrated and global assessment of existing evidence. We carried out a systematic overview, especially suited for identifying, synthesising and critically appraising published reviews on a given topic amidst an abundance of research. We identified three clear settings by synthesising 740 studies across 13 systematic reviews. Results reveal a significant interest in TDC in Spain, conducted by researchers in the field of edu...

Higher Education Research & Development, 2021

Presentation of Phenomenon of Interest, Synthesized Findings and Implications for Research and Pr... more Presentation of Phenomenon of Interest, Synthesized Findings and Implications for Research and Practice

The current research project represents an ethnographic case study at IES Parque Lisboa in Alcorc... more The current research project represents an ethnographic case study at IES Parque Lisboa in Alcorcón, Spain. As a general objective, the study aimed to explore the changing relations between youth, education and media. Through a youth-centered approach, the aim was to give voice to youth within the scientific research surrounding information and communication technology, digital media, and learning. The research aimed to contribute in a qualitative way, the documentation of youth practices, understandings, and experiences with digital media. In this sense, the specific objective of the current research was to explore how youth perceive the changing role of ICT and media in their everyday lives and how it relates to changing conceptions of literacy. The research results suggest that youth express significant experiences with traditional concepts of literacy, while having high confidence in their audio- visual communication and media literacy competencies. The data suggests that an increased focus on media literacy education may help bridge discrepancies between actual and perceived literacy competencies in the 21st century.

2021 7th International Conference of the Immersive Learning Research Network (iLRN), 2021

The exploration of augmented reality's (AR) potential in higher education teaching and learni... more The exploration of augmented reality's (AR) potential in higher education teaching and learning demonstrates an impressive scope of critical inquiry. Online higher education (OHE) represents a transformation in learning practices and educational paradigms on a global scale, with a significant opportunity for the application of AR through e-learning. The overarching goal of the current study is to understand how the presence of AR applications in an OHE multimedia program impacts student learning. The current conceptual study aims to formulate design and development requirements for an AR application, aiming to understand how a user-centred design (UCD) approach could frame such a process. The overarching goal is to design AR resources which enhance student learning in multimedia education. Implementing a user-centred approach ensures that learners are taken into account from the beginning of the design process and throughout the iterative design lifecycle. The current paper presents the results from the first phase of a multi-stage research project. First, conceptually designed personas, scenario reviews, and user journey mappings were developed based on identified learner needs and AR system requirements previously identified. The results show evaluation techniques use within a UCD process while revising AR scenarios from the learner's perspective and exploring design requirements to ensure the feasibility of the AR application. An implication of our study is to demonstrate the value of a range of evaluation techniques presented here using a user-centred design approach, which can be used to design and develop future AR and eXtended Reality (XR) technologies in educational scenarios.

British Journal of Educational Technology, 2019

Lifelong learning opportunities are readily accessible through the hybridization of digital learn... more Lifelong learning opportunities are readily accessible through the hybridization of digital learning contexts-from formal to informal-in today's globally networked knowledge society. As such, expanded learning opportunities generate a continuum of learning contexts and experiences mediated through digital technology. Consequently, there is an urgent need to actively examine the interconnections and complex relations between what is learned in formal university scenarios and the everyday learning that happens outside of the classroom, particularly the informal learning that is afforded through expanded and emerging digital contexts. The current research problem illustrates that expanded and emerging professional development scenarios require new pedagogical designs for empowering lifelong learners to harness the affordances of the web across both formal and informal contexts and practices. This study outlines ways in which students shape their learning ecologies in virtual contexts to support formal academic learning in online higher education. The paper presents qualitative results from a larger mixed methods interpretive case study. The multicase and multisite study examines three fully online graduate programmes in Education and Digital Technology during the 2017-18 academic year, collecting data in the form of online programme documentation, student interviews and online participant observation. Purposeful and criterion sampling were used to select 13 participants across three sites in Spain, the UK and the USA. The study was underpinned by a lifelong learning ecologies theoretical perspective to analyse learning processes across a continuum of practices and contexts. Findings illustrate how students conceive of, as well as how they organize their learning ecologies through a unique configuration of activities, digital resources and networked social support, indicating that academic programmes and teachers have an essential role in empowering student learning ecologies across contexts, recognizing past trajectories and supporting the development of valued disciplinary practices and perspectives across a continuum of learning.