Learning Technology Research Papers - Academia.edu (original) (raw)

A key complication facing teachers who seek to integrate technology in their teaching is the fact that most technologies are not designed for educational purposes. Making a tool an educational technology requires creative input from the teacher to re-design, or maybe even subvert the original intentions of the designer. The learning technology by design (LT/D) framework has been proposed as being an effective instructional technique to develop deeper understanding of technological pedagogical content knowledge. In this paper we expand our description of the LT/D technique to develop what we call a deep-play model for teacher professional development. The deep-play model integrates:

- by and +1
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- Learning Technology, Learning
- by Natasha Primo
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- Business, Information Science, Spatial Analysis, Community Development

Design is critical to the successful development of any interactive learning environment (ILE). Moreover, in technology-enhanced learning (TEL) the design process requires input from many diverse areas of expertise. As such, anyone undertaking tool development is required to directly address the design challenge from multiple perspectives. We provide a motivation and rationale for design approaches for learning technologies that draws upon Simon's seminal proposition of design science. We then review the application of design experiments and design patterns and argue that a patterns approach has the potential to address many of the critical challenges faced by learning technologists.

- by Yishay Mor
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- Design Science, Learning Technology, Experience Design, Technology Enhanced Learning

The purpose of this study is to investigate the perceived cognitive load and its effects on the academic performance in Scratch-based programming. The four main concepts of programming (sequences, operators, conditions and loop) were delivered in the instructional package. Participants were 12 sixth-grade students enrolled at a public secondary school. The results from quantitative and qualitative instruments indicated that students' perceived cognitive loads were close to each other among four programming concepts. The attractive interface of Scratch was somewhat useful but some parts of the interface were problematic for achieving the programming tasks. This study concludes with suggestions for Scratch practitioners and researchers to pay attention to the sources of cognitive load effects.

- by Mücahit Öztürk
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- Learning Technology

This paper attempts to bridge the psychological and anthropological views of situated learning by focusing on the concept of a learning relationship, and by exploiting this concept in our framework for the design of learning technology. We employ concept of communities of practice to give emphasis to social identification as a central aspect of learning, which should crucially influence our thinking about the design of learning environments. We describe learning relationships in terms of form (oneto-one, one-to-many etc.), nature (explorative, formative and comparative), distance (first-, second-order), and context, and we describe a first attempt at an empirical approach to their identification and measurement.

- by Terry Mayes
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- Learning Technology
- by Bernard Scott and +1
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- Technology, Learning Technology, Cybernetics, Learning Style

This special issue brings together perspectives from universities and publishers working on new media learning technologies. We begin by describing the way these organizations came to work together, before introducing the articles in this special issue. We then proceed to highlight the important issues that are emerging from their individual and collective efforts within the Group, and most recently from the author-reviewer debate in this issue. We now invite you to build on these discussions with your own contributions.

- by Tamara Sumner
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- New Media, Learning Technology, Group, Multimedia Authoring Tool
- by Janice Gobert
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- Learning Technology

The Centre for Aboriginal Studies at Curtin University offers an Indigenous Tertiary Enabling Course designed to equip Indigenous students for entry into mainstream university degree programs. While the program is highly regarded, it is argued that opportunities offered by incorporating contemporary learning technologies to allow more effective student engagement can deliver more successful outcomes. With this in mind the Centre has undertaken to introduce the use of tablet devices (iPad) and notebook computers (MacBook Air), which will enable a strategic shift towards a more studentcentred, technology, integrated model of student engagement with anticipated enhanced outcomes. The Centre has undertaken to trial the use of online teaching and learning strategies in semester 1, 2014. At this pre-tertiary level, it is anticipated the advantages of a student-centred experience will become evident as the trial moves through the year. This paper describes the current conditions and staff ...

- by Kim S Flintoff
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- Digital Curation, Indigenous education, Learning Technology

With the current emphasis on quality assessment and the role of evaluation in quality assessment, it is likely that teachers in post-compulsory education will increasingly be expected to evaluate their teaching, especially when making changes to their teaching methods. In Further Education (FE), there have been a number of developments to foster the use of Information and Learning Technologies (ILT), following the publication of the Higginson Report in 1996. However, there is some evidence that the adoption of ILT has been patchy. This paper reports on a project funded by the Further Education Development Agency to develop evaluation tools for use by FE colleges to evaluate their use of ILT. One of the main challenges for the project team was to produce a tool that could be used by timepressed practitioners with little or no experience of evaluation for use with very diverse projects and students. The paper discusses this challenge, the approach to developing the tool that was adopted, the findings from the project and the implications of these findings.

- by Ann Jones
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- Sociology, Learning and Teaching, Learning Technology, Further Education

This article analyzes the digital native-digital immigrant dichotomy based on the results of a small-scale study conducted at the University of Toronto, Faculty of Dentistry, regarding students' and faculty members' perceptions toward the implementation of digital learning technologies in the curriculum. The first element chosen for measurement was user perception of the impact on learning of basic software such as email, web browsers, online e-texts as well as hardware devices such as personal computers, laptops and MP3 players. In addition, the study also evaluated Blackboard, the learning management system of choice introduced by the parent university in the academic year 2006-2007. The results of this study suggest that there exists a slight inter-generational difference at the Faculty in the perceived usefulness and importance of digital technologies for learning and teaching, but that this difference is minimal, with no universal applicability. The study concludes that the digital native-digital immigrant duality is a complex phenomenon which cannot always be described in these extreme terms.

- by Blaine Cleghorn
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- Dentistry, Digital Divide, Educational Technology, Learning and Teaching

Education is seen as a route to full participation in society, and widening participation in education and lifelong learning as a way of including those who are currently excluded from many of the benefits of society. The use of learning technology is perceived as a means of widening participation in higher education by enabling participation by non-traditional students. E-learning is perceived as lowering barriers of time and space to enable non-traditional students to attend campus-based education while accessing resources at a time and place of their choosing. This research finds a digital divide with some students financially unable to afford technology and broadband access, others without the skills to engage with learning technology, and some culturally less able to benefit from technological enrichment. It also finds gender and generational differences disenfranchising some students.

- by Julian M Sims
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- Information Systems, Digital Divide, Lifelong Learning, Higher Education

The paper presents the two perspectives of IT in the Palestinian schools. The basic IT literacy - based courses have been introduced in most of private schools since 1985, and formally started in all public as well private schools in 1999. This covers eight grades from the fifth up to the twelfth. An additional two classes per week have been introduced to the weekly school program. The main objective is to create a new technological-mentality generation that understand, use, explore, and involve in the highly demanded field. Students will be facilitated with the basic IT skills to understand, use, and promote their studies in effectively understanding, searching, reporting, and documenting. Teachers badly need IT paradigms to boost their instructional materials and teaching aids. In addition to the workshops, an Arabic language-based web site will be constructed to assist schoolteachers, administrators, and students etc. in learning technology online an offline. Further more, a coll...

- by labib arafeh
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- Information Technology, Learning Technology, Arabic Language, Private Schools
- by Geoff Romeo
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- Learning Technology

Within the context of learning technology environments, there is much effort on one hand, at de®ning metadata for educational content, and on the other, at specifying learner user pro®les. However, less attention has been paid to the understanding of the relationship between these two areas of research, in terms of semantic and structural correlations. Based on an implementation of learning object metadata and learner pro®les in a learning technology system undertaken in the Getting Education Systems Talking Across Leading Edge Technologies (GESTALT) project, this paper argues that the de®nition of a metadata schema and a User Pro®le should be a joint effort due to the complementary nature of these two descriptions in regard to the critical functions of the educational process.

This paper reports on the development of blended workshops on training in English as a medium of instruction (EMI). The study was divided into three individually conducted phases. Phase 1 included the development of a massive open online course (MOOC) on English for academic purposes. Phase 2 involved blending the MOOC with offline workshops. Finally, Phase 3 included improving the blended workshops further based on our findings and participant feedback in Phase 2. The effectiveness of each Phase was studied to identify the learning outcome of the MOOC and the blended workshops. The study also sheds light on the workshops' limitations from which we draw implications for future research and practice.

- by Toru Fujimoto
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- Educational Technology, Higher Education, Learning Technology, Blended Learning

Two learning technologists (LTs) at an Australian University support some 140 Health faculty academics. Resources and strategies for innovative technology-enhanced teaching have been put in place, including a MediaHub, iPad pack pool and a Blackboard community site with curated resources and templates for best practice. Examples of LT-assisted and academic self-created media are presented. Designed in keeping with the university's central learning and teaching strategies, 85 'Landing pages' for subject sites were created. With a design and feel praised by students, they displayed subject outlines, welcome messages, pre-class flipped activities, and library curated eReadings lists. Crucially, during the busy exam marking winter period, academics unavailable to meet in person were engaged remotely by email and interactive PDF Landing page request forms. This paper looks at this transformational subject design work and analysis of student usage data. Academics feedback has been positive. Analytics reveal strong engagement by students and academics. Suggestions for future work are also presented.

- by Mark O'Connor
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- Nursing, New Media, Data Mining, Digital Media

We set out to assess the extent to which writing modality affects recollection in children and adolescents. We examined 10- to 11-year-old children’s (N = 63) and 16-year-old adolescents’ (N = 43) handwriting, keyboarding with a laptop computer and keyboarding with a touchscreen tablet computer or mobile phone in a within-subjects experimental design. Participants were instructed to write down stories dictated to them in the three writing modalities. Recollection of the stories was assessed using free recall of details in the stories. The results indicate that the writing modality affects recollection, handwriting leading to better recollection. However, currently, digital writing tools are inundating classrooms and workplaces around the globe, making their competent use a necessity in today’s world. For example, in Finland, students are obligated to use a laptop in upper secondary education and in the national final examination. In light of the results, we highlight the importance ...

- by Sara Sintonen
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- Computer Science, Learning Technology, K-12 writing instruction, Handwriting

The development of immersive learning technologies in the form of virtual reality and advanced computer applications has meant that realistic creations of simulated environments are now possible. Such simulations have been used to great effect in training in the military, air force, and in medical training. But how realistic do problems need to be in education for effective learning to occur? Some authors and researchers argue that problems should be real, or that simulations should have ultra-realistic physical similarity to an actual context. This paper proposes that physical verisimilitude to real situations is of less importance in learning than 'cognitive realism', provided by immersing students in engaging and complex tasks. The paper presents a description of the theory and research that provide the foundations for this approach. Examples of courses employing cognitive, rather than physical, realism are presented together with the views of teachers, authors and instructional designers. Finally, the implications of this approach are discussed.

- by Ron Oliver
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- Instructional Design, Learning Technology, Authentic Learning, Virtual Reality

Abstract: In our rapidly changing technological society, formal training alone cannot meet the need for development of working individuals. Self-directed learning is seen as a solution for adult learners to keep up with these changes.... more

This report is a review of research into the use of electronic voting systems to support lectures. This review, which was undertaken through funding from the Sub- Committee on Innovations in Learning, Teaching and Assessment, provides an overview of the potential of such systems; it also identifies issues associated with their use.
Based on this review, it has been concluded that:
• Voting systems are best understood as a tool rather than a teaching approach. They do not ‘cause’ good learning – in fact, if poorly prepared or used for their own sake, students were extremely critical of them. However, when lecturers used these tools as part of a wider effort to support active engagement with learning there is evidence that they can support increased motivation and attainment, at least in part as a result of their ability to provide rapid feedback on the learning process.
• Such systems represent an opportunity to improve lecturing. The requirement to emphasise engagement and interaction with students prompts lecturers to reflect on qualities believed to characterise good teaching.
• Such systems build on work already undertaken in college, in areas such as technology and lecturing, confidence assessment and objective testing.
• The introduction of such a system has resource implications. The direct costs of such a system are in the region of £10,000-£60,000 for a lecture theatre for 250 students. In addition, there are indirect costs in terms of lecturers’ time (to learn how to use the system and reflect on how it will change their teaching), support staff time (including Media Resources and Information Services) and for staff time to provide pedagogic support (e.g. involvement in a SCILTA project or a secondment to Education & Professional Development).
• In addition, practical issues such as the installation and mobility of the resource would need to be addressed.

Di Indonesia lembaga pendidikan Islam (madrasah) merupakan lembaga pendidikan kedua setelah pesantren. Pada historisnya lembaga pendidikan Islam ini mengalami dinamika sekaligus polemik yang sangat panjang sejak pra kemerdekaan hingga era pasca reformasi saat ini. Problematika yang dihadapi lembaga pendidikan Islam khususnya madrasah dinilai sangat terkait dengan kebijakan yang belum sepenuhnya berpihak pada pola pengembangan madrasah yang cenderung eksklusif dibanding dengan system pendidikan umum sehingga berimplikasi pada out put yang dihasilkan belum menempati posisi yang setaraf dengan yang lainnya, pada hal pendidikan Islam madrasah di era globalisasi penting melakukan reposisi secara sistemik, empiris-paradigmatik. Strategi reposisi ini dapat dilakukan dengan melihat bentuk-bentuk kebijakan dan sistemnya sekaligus diarahkan pada pola pengembangan yang lebih kompetitif di era global, inklusif, dan substansif dalam peranannya.

- by Umar Ali Umar
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- Learning Technology, Islamic Education

There have been few attempts to introduce frameworks that can help support tutors evaluate educational games and simulations that can be most effective in their particular learning context and subject area. The lack of a dedicated framework has produced a significant impediment for uptake of games and simulations particularly in formal learning contexts. This paper aims to address this shortcoming by introducing a four-dimensional framework for helping tutors to evaluate the potential of using games- and simulation- based learning in their practice, and to support more critical approaches to this form of games and simulations. The four-dimensional framework is applied to two examples from practice to test its efficacy and structure critical reflection upon practice.

- by Martin Oliver
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- Educational Technology, E-learning, Learning Technology, Evaluation

In managing online learning, most educational institutions utilize Learning Management Systems (LMS). It is a learning platform that allows the administrators of the institution to manage and monitor learners, teachers and content of courses. Learners of this online learning environment have access to a variety of online learning tools and features that allow them to communicate with peers as well as instructors. Hence, these learners need to be equipped with appropriate learning strategies, particularly metacognitive strategies to help them manage their learning. As for English as a Second Language (ESL) learners, employing appropriate metacognitive strategies may help them regulate, plan, manage and monitor their learning. The study aims to investigate the metacognitive online reading strategies of adult learners of an ESL course at Universiti Technology MARA, Malaysia. A survey was used to gather information of these adult learners in semester one and two. The survey is adapted from the online survey of reading strategies or OSORS developed by Anderson (2003). The results of the survey reveal that the learners mostly used global reading strategies followed by problem solving strategies and support reading strategies. Also, independent t-test reveals that there is no significant difference between semester one and semester two students in using global reading strategies, problem solving strategies and support reading strategies. As indicated by the results of this study, it can be concluded that the learners have learning goals and purpose since they used mainly global reading strategies, but they do not effectively utilize online learning tools and features that are available in the LMS.

Although the term ‘blended learning’ is widely used, this article argues against it. Two arguments are advanced. The first is primarily philosophical, although it has several pragmatic implications. It proposes that ‘blending’ either relies on the idea of dichotomies which are suspect within the context of learning with technology or else becomes ineffective as a discriminating concept and is thus without purpose. The implication of this is that the term ‘blended’ should either be abandoned or, at the least, radically reconceived. The second argument proposes that learning, from the perspective of the learner, is rarely, if ever, the subject of blended learning. What is actually being addressed are forms of instruction, teaching, or at best, pedagogies. The implication of this is that the term ‘learning’ should be abandoned. The second half of the article attempts to redeem the concept of blended learning by arguing that learning gains attributed to blended learning may have their explanation in variation theory. It offers a new way to conceptualise what is being ‘blended’ that is theoretically coherent, philosophically defensible and pragmatically informative. The article concludes by setting an agenda for further work in this area.

- by Martin Oliver
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- Educational Technology, E-learning, Learning Technology, Pedagogy

Understanding factors in successful online course experiences can provide suggestions for instructors and students to promote improved learning experiences. A survey of 700 students regarding perceptions of online-learning quality was analyzed with a structural equation model. For students with online-learning experience, comfort with technology and motivation to learn technology skills were related to satisfaction with online courses, which was related to perceived quality. For students with hybrid-learning experience, comfort was related to motivation and perceived quality, motivation was related to satisfaction, and satisfaction was related to perceived quality. For students with no online-learning experiences, comfort was related to motivation to learn technology skills, but neither of these factors was related to perceived quality of online courses.

- by Ann Ooms, Ph.D.
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- Psychology, Education, Learning Technology, Online Learning

The Web puts a huge number of learning resources within reach of anyone with Internet access. However, many valuable resources are difficult to find due to the lack of interoperability among learning repositories. In order to achieve interoperability, implementers require a common query framework. This paper discusses a set of methods referred to as Simple Query Interface (SQI) as a universal interoperability layer for educational networks. The methods proposed can be used by a source for configuring ...

- by Ambjørn Naeve
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- Information Retrieval, Learning Technology, Metadata, Learning resource

HTML 5 is the most significant update of HTML in the last 10 years since XHTML was introduced. It promises a vastly improved user experience, increased browser features, cross compatibility and the ability to provide semantic content. In this paper we discuss the near future position for Higher Education in terms of technological transform, the proposed capabilities of HTML 5, and how they may change and how virtual learning environments are implemented in the future. We offer a set of education-based scenarios and how the emerging standard could benefit them. Finally we conclude with possible implementation timescales.

- by Victor Callaghan
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- Computer Science, Teaching and Learning, Learning Technology, Student Engagement
- by Ronald Marx
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- Program Evaluation, Psychology, Learning Technology, Urban Education
- by Clz Gress
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- Information Systems, Psychology, Cognitive Science, Learning Technology

The Centre for Aboriginal Studies at Curtin University offers an Indigenous Tertiary Enabling Course designed to fast-track Indigenous students into mainstream university degree programs. The program is offered in a variety of delivery modes to accommodate the sometimes remote and isolated conditions in which the students live. In ³block² mode students attend campus for two intensive weeks of engagement and continue their studies independently once they return home. While the program is highly regarded there have been some concerns that there were greater opportunities for incorporating learning technologies to facilitate more effective student engagement. With this in mind the Centre has undertaken to introduce the use of tablet devices (iPad) and notebook computers (MacBook Air) to apply to a strategic shift towards a more student-centred, technology integrated model of student engagement with special emphasis on supporting remote and isolated students. Focussing on a digital curation strategy to build information fluency and regular use of online learning resources this paper will examine the current conditions and the proposed model of intervention with a view to reporting on preliminary outcomes after the first year of implementation.

- by Kim S Flintoff and +1
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- Digital Curation, Indigenous education, Learning Technology

As new paradigms, such as pervasive computing and ambient intelligence change the nature of the computer application market place, so do the skills and educational technology needed by students and teachers. The once dominant PC now finds itself outnumbered by several orders of magnitude by much smaller and cheaper embedded computers which can extend the internet from being just a means of connecting personal computers together, to enabling a world of connected “things”; the so-called “internet of things”. In this world hundreds and even thousands of tiny service providing embedded-computers deliver a variety of services to us (some physical, some information) in ways that enable exciting new lifestyles and business opportunities. Applications range from the creation of digital homes (with their myriad of high-tech appliance), smart vehicles (cars aeroplanes & robotics) through to telecommunications (mobile phones, personal navigation or mobile learning). At the heart of this new te...

Effective integration of learning technology tools in classrooms is a key component of 21st century higher education classrooms. The goal of the position paper is to provide a discussion from the results of the research study and to uncover the faculty members’ views and perceptions about implementing learning technology tools. Insights from this study revealed that it is a teaching technique and style of the faculty members in the use of these learning technology tools that determined the nature of their perception of success rather than the learning tools themselves.

This episode aims to give you an introduction to the Learning to Teach Online project, define its aims, and explains how you can use these resources to help you get started with online teaching, or improve your existing practice. Please... more

- by Simon McIntyre
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- Education, Web 2.0, Educational Technology, Social Networks

In this episode we look at two different types of online learning environments: a centralised Learning Management System (LMS) and free, open access social media. We discuss the benefits of each and highlight some important issues that... more

- by Simon McIntyre
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- Education, Web 2.0, Educational Technology, Social Networks

More than 300 million people use the gamified mobile-assisted language learning (MALL) application (app) Duolingo. The challenging tasks, reward incentives, systematic levels, and the ranking of users according to their achievements are just some of the elements that demonstrate strong gamifi- cation elements within this popular language learning appli- cation. This application’s pervasive reach, flexible functionality, and freemium business model has brought significant atten- tion to gamification in MALL. The present systematic review aims to summarize different methods, frameworks, settings, and research samples used to assess Duolingo’s design and impact on various learning outcomes. We carried out a com- plete database search for articles focused on the issues of design, application, and pedagogies in the use of Duolingo. Three hundred and sixty-seven records were initially found, and 35 of those were selected for final inclusion based on language choice, theoretical frameworks, design, sampling, data collection, and analyses (see Appendix 1 for full list). The results indicated that the majority of research from 2012-2020 was design-focused, quantitative in nature, and used non-probability sampling methods. The focus on app design marks an emphasis on the creation of tools rather than the process and outcomes of language learning from using these tools. Additional results revealed preferences for performance-based research questions, for English as lan- guage of choice in research, and for the USA as the most prominent context for Duolingo research studies. Furthermore, our review highlights research gaps specific to Duolingo, yet generalizable to other MALL applications. The results are useful to researchers seeking to assess, evaluate, and under- stand MALL, gamification, and Duolingo as well as to prac- titioners interested in utilizing MALL in formal and informal learning environments.

- by Shantanu Tilak and +1
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- Psychology, Educational Technology, Computer Assisted Language Learning, Educational Psychology
- by Victor Hugo Fornells
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- Engineering, Education, Learning Technology, Latin American

This article assesses the pedagogic value of the ‘chat ’ facility in the Blackboard integrated learning platform. It draws on a case study carried out by the author in the 2001–2 academic session. A level three class in research methods involved students in group working away from class and student feedback indicated that more support was needed to coordinate this independent work, without compromising its independent character. The ‘chat’ facility seemed to hold out the possibility of enhancing conventional, class-based techniques for generating informal discussion between students and, more particularly, for the coordination of their activities between classes. The lecturer perceived the integration of the facility into delivery of the unit as highly problematic, however. The reasons for this are discussed and a number of explanations are considered. Possible solutions are put forward.

- by Graeme Kirkpatrick
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- Learning Technology, Education Systems, Chat Rooms, Reflective

the goal of this article is to explore how learning analytics can be used to predict and advise the design of an intelligent language tutor, chatbot Lucy. With its focus on using student-produced data to understand the design of Lucy to assist English language learning, this research can be a valuable component for language-learning designers to improve second language acquisition. In this article, we present students' learning journey and data trails, the chatting log architecture and resultantapplications to the design of language learning systems.

- by Stephen Petrina
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- Educational Technology, Language Acquisition, Learning Technology, Chatbot

Widespread use of the Web and other Internet technologies in postsecondary education has exploded in the last 15 years. Using a set of items developed by the National Survey of Student Engagement (NSSE), the researchers utilized the hierarchical linear model (HLM) and multiple regressions to investigate the impact of Web-based learning technology on student engagement and self-reported learning outcomes in face-to-face and online learning environments. The results show a general positive relationship between the use the learning technology and student engagement and learning outcomes. We also discuss the possible impact on minority and part-time students as they are more likely to enroll in online courses.

- by AMBER D LAMBERT and +1
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- Information Technology, Educational Technology, Higher Education, Learning Technology

Wprowadzenie. Relacje interpersonalne wysokiej jakości są czynnikiem chroniącym w sytuacji kryzysowej. Badania dotyczące okresu pandemii COVID-19 wskazują̨ na związek oceny własnych sieci relacji i innych aspektów codziennego funkcjonowania. Dotyczy to także dzieci i młodzieży i jest jedną z kluczowych kwestii w profilaktyce negatywnych konsekwencji doświadczeń́ z okresu pandemii dla rozwoju i zdrowia psychicznego. Cel. Celem badań prezentowanych w tekście było poznanie szkolnych doświadczeń́ uczniów i uczennic doznawanych podczas pandemii w obszarze relacji (z kolegami i koleżankami z klasy, z wychowawcą/wychowawczynią̨, nauczycielkami i nauczycielami). Problemy badawcze dotyczyły uczniowskiej oceny tych relacji i jej uwarunkowań́. Materiały i metody. Uczestnikami badania byli uczniowie i uczennice (N=1955) w wieku od 9 do 20 lat, korzystający z dziennika elektronicznego VULCAN, uczący się̨ w szkołach podstawowych i średnich. Zastosowano metodę̨ sondażu diagnostycznego. Zebrane dane poddano analizie statystycznej z wykorzystaniem statystyk opisowych, analizy częstości, testów istotności różnic (test niezależności chi-kwadrat). Wyniki. Uczniowie i uczennice najlepiej oceniają̨ swoje relacje z wychowawcami. Pra- wie 70% uważa, że były one dobre przed pandemią i takie pozostały. Ponad 25% dostrzega pogorszenie relacji z kolegami i koleżankami na skutek pandemii i edukacji zdalnej – szczególnie dziewczęta i osoby uczące się̨ w szkołach wiejskich.

- by Sylwia Jaskulska and +1
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- Distance Education, Learning Technology, Online Learning, Distance Learning

The World Wide Web (WWW) is the future in teaching and learning. This paper uses the Technology Acceptance Model (TAM) constructs of usefulness and ease of use to assess university students' acceptance of course websites as an effective learning tool. A survey instrument was distributed to 450 undergraduate students and a total of 403 usable responses were obtained. Exploratory and confirmatory factor analyses were implemented using structural equation modeling techniques through LISREL version 8.52. A structural equation model was used to fit and validate the Course Website Acceptance Model (CWAM) and the results indicated good fit to the data. Course website usefulness and ease of use proved to be key determinants of the acceptance and usage of course website as an effective and efficient learning technology. The causal relationships between the constructs considered by the CWAM were well supported, accounting for 83% of the total variance in the course website acceptance and usage.

El presente artículo expone las posibilidades existentes de implementar modalidades formativas bajo Televisión Móvil en Venezuela debido a la adopción de la norma ISDB-Tb por la mayoría de los países que conforman la región latinoamericana. Las innovaciones en materia de comunicación e información exigen replanteamientos en cuanto a tecnologías que faciliten los procesos de enseñanza y aprendizaje. Tanto la Televisión como los Dispositivos Móviles, constituyen herramientas con gran poder de penetración en Venezuela, sin embargo, los esfuerzos en materia de tecnología educativa van enfocados a Computadoras e Internet, defendiéndose este enfoque en las mayorías de los eventos que tocan la temática. Es necesario ampliar el panorama, aprovechar las tecnologías que permiten la conjunción de la Televisión, con las características de interactividad y portabilidad junto con los dispositivos móviles, tal como sucede con la tecnología one-seg, sin duda, que esta posibilidad que nos brinda la norma ISDB-Tb, se presenta como una fuerte opción para apoyar programas de educación a distancia.

Evaluation can be characterised as the process by which people make judgements about value and worth; however, in the context of learning technology, this judgement process is complex and often controversial. This article provides a context for analysing these complexities by summarising important debates from the wider evaluation community. These are then related to the context of learning technology, resulting in the identification of a range of specific issues. These include the paradigm debate, the move from expert-based to practitioner-based evaluation, attempts to provide tools to support practitioner-led evaluation, authenticity, the problem of defining and measuring costs, the role of checklists, the influence of the quality agenda on evaluation and the way in which the process of evaluation is itself affected by the use of learning technology. Finally, these issues are drawn together in order to produce an agenda for further research in this area.

- by Martin Oliver
- •
- Educational Technology, E-learning, Learning Technology, Evaluation

Web 2.0 tools can be useful for any situation where discussion and content sharing is desired, and where accessing current information in certain topic areas can be advantageous for learning. This case study examines how and why Lubna Alam from the University of Canberra used the Moodle Learning Management System (LMS) as a central hub that both provided her students with easy access to the class blogs, wiki and Twitter, and a place where information from the different technologies was amalgamated. The integration of web 2.0 technologies into the learning process is examined, highlighting how this can improve student engagement, communication and collaboration.

- by Simon McIntyre
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- Engineering, Information Science, Education, Web 2.0

Evaluation is becoming increasingly important, both as a part of the design of online courses and as a mechanism for quality assurance. In this paper, the issues facing the evaluation of online teaching and learning are considered. Different motivations for evaluation are identified, and strategies for addressing these needs are illustrated.

- by Martin Oliver
- •
- Educational Technology, E-learning, Distance Education, Learning Technology

Educational video games present an opportunity to engage learners within immersive problem-solving experiences. Despite the potential benefits, educational video games may result in cognitive overload and thus preclude the informal learning benefits for those who lack experience. This study compared five males and five females when playing an educational video game. The goal of the study was to elucidate aspects that factor into the human-computer interaction and the subsequent learning engendered from these pedagogical tools. Descriptive data revealed that males improved in posttest scores to a greater degree when compared with females. Qualitative data was also gathered to ascertain educational video game aspects that were important to the human-computer interaction. Results suggest that concept interaction, sustained challenge, directions, and navigation might serve as instructional design principles for future educational video games construction.

- by Andrew Tawfik and +1
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- Human Computer Interaction, Gender Studies, Instructional Design, Learning Technology