NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 11 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Kaliisa, Rogers; Palmer, Edward; Miller, Julia – British Journal of Educational Technology, 2019
The purpose of this paper is to compare and contrast characteristics of use and adoption of mobile learning in higher education in developed and developing countries. A comparative case study based on a survey questionnaire was conducted with 189 students (undergraduate and postgraduate) from Makerere University in Uganda and the University of…
Descriptors: Foreign Countries, Electronic Learning, Higher Education, Comparative Analysis
Peer reviewed Peer reviewed
Direct linkDirect link
Ryan, Tracii; Henderson, Michael; Phillips, Michael – British Journal of Educational Technology, 2019
Assessment feedback is increasingly being provided in digital modes, from electronic annotations to digital recordings. Digitally recorded feedback is generally considered to be more detailed than text-based feedback. However, few studies have compared digital recordings with other common feedback modes, including non-digital forms such as…
Descriptors: Feedback (Response), Computer Uses in Education, College Students, Student Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
Redmond, Petrea; Peled, Yehuda – British Journal of Educational Technology, 2019
The ubiquitous nature of technology in the world has not yet translated into the ubiquitous use of technology to transform learning and teaching. Teachers lack the confidence and competence to integrate technology across a broad range of tools within a range of contexts. Technological pedagogical content knowledge (TPACK) has become a common…
Descriptors: Technological Literacy, Pedagogical Content Knowledge, Gender Differences, Secondary School Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Yeoman, Pippa; Wilson, Stephanie – British Journal of Educational Technology, 2019
Situative theories of learning challenge the notion of learning as a singular cognitive pursuit. However, the relations between the designed environment and situated learning activity are not well theorised, and this increases the difficulty of designing future learning spaces to accommodate learning communities supported by a range of digital…
Descriptors: Situated Learning, Educational Environment, Business Schools, Classroom Design
Peer reviewed Peer reviewed
Direct linkDirect link
Bennett, Sue; Dawson, Phillip; Bearman, Margaret; Molloy, Elizabeth; Boud, David – British Journal of Educational Technology, 2017
A wide range of technologies has been developed to enhance assessment, but adoption has been inconsistent. This is despite assessment being critical to student learning and certification. To understand why this is the case and how it can be addressed, we need to explore the perspectives of academics responsible for designing and implementing…
Descriptors: College Faculty, Computer Assisted Testing, Teacher Attitudes, Interviews
Peer reviewed Peer reviewed
Direct linkDirect link
Bower, Matt; Lee, Mark J. W.; Dalgarno, Barney – British Journal of Educational Technology, 2017
This article presents the outcomes of a pilot study investigating factors that supported and constrained collaborative learning in a blended reality environment. Pre-service teachers at an Australian university took part in a hybrid tutorial lesson involving a mixture of students who were co-located in the same face-to-face (F2F) classroom along…
Descriptors: Cooperative Learning, Computer Simulation, Preservice Teachers, Undergraduate Students
Peer reviewed Peer reviewed
Direct linkDirect link
Tynan, Belinda; Ryan, Yoni; Lamont-Mills, Andrea – British Journal of Educational Technology, 2015
Over the past decade, most Australian universities have moved increasingly towards "blended" and online course delivery for both undergraduate and graduate programs. In almost all cases, elements of online teaching are part of routine teaching loads. Yet detailed and accurate workload data associated with "e-teaching" are not…
Descriptors: Blended Learning, Electronic Learning, Online Courses, Faculty Workload
Peer reviewed Peer reviewed
Direct linkDirect link
Scott, Karen M. – British Journal of Educational Technology, 2013
While much of the e-learning development at universities in the past 15 years has been on institutionally supported Learning Management Systems (LMSs), alternative educational technologies are being taken up following the rapid growth in emerging technologies, including social networking sites (SNSs). While teachers may choose educational…
Descriptors: College Faculty, Computer Attitudes, Technology Integration, Educational Technology
Peer reviewed Peer reviewed
Direct linkDirect link
Abedin, Babak; Daneshgar, Farhad; D'Ambra, John – British Journal of Educational Technology, 2012
While technological improvements of the computer supported collaborative learning (CSCL) have been substantial, its nontask social aspect has not received proportional attention. This study investigates the notion of nontask sociability of CSCL, and identifies its relationship with the students' learning outcomes using the case of an Australian…
Descriptors: Foreign Countries, Student Attitudes, Interpersonal Competence, Interaction
Peer reviewed Peer reviewed
Direct linkDirect link
Tucker, Richard; Morris, Gayle – British Journal of Educational Technology, 2011
This paper describes a process for negotiating aspects of flexible learning through the consideration of flexibility from student, teacher and institutional perspectives. The process aimed to reconcile, in an Australian school of architecture, the competing demands of learner's increasing flexibility demands, teacher's attributes and pedagogical…
Descriptors: Foreign Countries, Architectural Education, Visual Arts, Barriers
Peer reviewed Peer reviewed
Direct linkDirect link
Bliuc, Ana-Maria; Ellis, Robert; Goodyear, Peter; Piggott, Leanne – British Journal of Educational Technology, 2010
This paper reports on research investigating student experiences of learning through face-to-face and online discussions in a political science course in a large Australian university. Using methodologies from relational research into university student learning, the study investigates associations between key aspects of student learning focusing…
Descriptors: Foreign Countries, Political Science, Academic Achievement, College Students