British Journal of Educational Technology

Abstract

This case study explores how a constructivist-based instructional design helped adult learners learn in an online learning environment. Two classes of adult learners pursuing professional development and registered in a web-based course were studied. The data consisted of course documents, submitted artefacts, surveys, interviews, in-class observations, and online observations. The study found that the majority of the learners were engaged in two facets of learning. On the one hand, the instructional activities requiring collaboration and interaction helped the learners support one another's learning, from which most claimed to have benefited. On the other hand, the constructivist-based course assisted many learners to develop a sense of becoming more responsible, self-directed learners. Overall, the social constructivist style of instructional strategy seems promising to facilitate adult learning, which not only helps change learners' perceptions of the online learning, but also assists them to learn in a more collaborative, authentic and responsible way. The study, however, also disclosed that in order to maintain high-quality learning, appropriate assessment plans and adequate facilitation must be particularly reinforced. A facilitation model is thus suggested.

Ruey, S. (2010), A case study of constructivist instructional strategies for adult online learning. British Journal of Educational Technology, 41: 706–720. doi: 10.1111/j.1467-8535.2009.00965.x

Abstract

Peer moderation of group work in higher education is rapidly advancing through the use of technological developments and is increasingly being informed by pedagogical research. The highly successful WebPA online assessment system has gone through a number of development phases over its 15-year history and has now evolved into a relatively mature and flexible tool for facilitating group work. This paper presents a case study of the approaches that have been used in the system's development from the technical perspective, and describes how the scope of the project has massively expanded and that the development has been continually backed by a sound and wide-ranging pedagogy. The benefits of using the online system are shown to be underpinned throughout by examples of good practice in the supervision of academic group work. A critical evaluation of the tool and surrounding pedagogical practices highlight future areas for technical expansion.

Loddington, S., Pond, K., Wilkinson, N. and Willmot, P. (2009), A case study of the development of WebPA: An online peer-moderated marking tool. British Journal of Educational Technology, 40: 329–341. doi: 10.1111/j.1467-8535.2008.00922.x

Abstract

This paper presents the results of a study evaluating student perceptions of online assignment submission. 47 students submitted assignments and received feedback via features within the Virtual Learning Environment Blackboard™. The students then completed questionnaires comparing their experience of online submission and feedback with traditional methods.

Results indicated that 88% of students reported a time saving and many reported financial benefits using online submission. 93% of students preferred having their feedback available online rather than printed and handed to them. Overall, students preferred online assignment management to postal or physical hand-in. The main disadvantage of electronic submission appeared to be student distrust of the receipt system.

The use of online assignment submission and management is recommended for use in Higher Education establishments where students may be remote. It is most suitable for assignments that do not require inclusion of many images.

Bridge, P. and Appleyard, R. (2008), A comparison of electronic and paper-based assignment submission and feedback. British Journal of Educational Technology, 39: 644–650. doi: 10.1111/j.1467-8535.2007.00753.x

Abstract

Many colleges have either begun or are contemplating using the web-based survey to gather student feedback on faculty teaching. Unlike the paper-based method, the web-based approach gives every student in the class the opportunity to provide feedback. Hence, the populations that participate in the web-based and paper-based methods may be quite different, and so may be the feedback. This paper compares the results of student feedback gathered through paper-based and web-based approaches. The results provide information to faculty and administrators on any differences they may expect as they make the transition from a paper-based to a web-based survey of faculty teaching.

Ardalan, A., Ardalan, R., Coppage, S. and Crouch, W. (2007), A comparison of student feedback obtained through paper-based and web-based surveys of faculty teaching. British Journal of Educational Technology, 38: 1085–1101. doi: 10.1111/j.1467-8535.2007.00694.x

Abstract

There is a need for collaborative group activities that promote student social interaction in the classroom. Handheld computers interconnected by a wireless network allow people who work on a common task to interact face to face while maintaining the mediation afforded by a technology-based system. Wirelessly interconnected handhelds open up new opportunities for introducing collaboration and thereby changing classroom pedagogical practices. We present a conceptual framework and a method for the design of a mobile computer-supported collaborative learning system based on Activity Theory. An instance of the framework for teaching basic mathematics skills was evaluated with 24 6- and 7-year-old children in a month-long study. Positive effects were observed on student social interaction, motivation and learning.

Zurita, G. and Nussbaum, M. (2007), A conceptual framework based on Activity Theory for mobile CSCL. British Journal of Educational Technology, 38: 211–235. doi: 10.1111/j.1467-8535.2006.00580.x

There are two features that are unusual, if not quite unique, in the way BJET handles submitted papers. The first is that reviewers choose papers that they are attracted to review, in accordance with their titles. The second is that when a draft is found in need of revision, the editor may offer the writer or writers the assistance of a ‘critical friend’ for that process of revision. After one such offer had been taken up and followed through, the editor agreed to the suggestion that the critical friend and draft author might report impressions of their shared experience, for the information of readers and the possible encouragement of others who might consider engaging in such collaboration in the future. Here are their accounts.

The critical friend wrote:

In my original reviews of the submitted paper and of a rejected predecessor, I had expressed interest in the message the writer had to convey. So I willingly accepted Nick's invitation to act as a critical friend. I had no clear impression of what this activity might entail for me. I thought I would simply be suggesting one-off editorial changes, to make the text smoother. Maybe I would identify the occasional point which could usefully be added or expanded upon. And that would be that. But quickly I found myself seeing several places where readers would benefit from much more information. I asked for a previous paper which the writer had published locally, to help us to fill out the BJET draft. The revised version was already quite large—being about 8000 words long. I worried from the start about the word count. So I pruned chunks of text here and there. I tried at the same time to resist the temptation to add any of my own thinking. I simply attempted, in Kelly's phrase, to ‘get inside the writer's skin’ and think and write like her. I hoped I was doing so. I kept reporting back my suggestions. The writer responded helpfully, and very tolerantly, in re-shaping these proposed changes.

It's been a rewarding experience for me. I've learnt a great deal about the cultural background from which my own Chinese students come. I've been prompted to think more deeply about students' affective needs, which have long concerned me. I've questioned my own practices and priorities.

It's also been an interesting virtual relationship. I introduced myself when I first made contact. I tried to reassure the writer that I had been active in her academic area and shared certain interests therein. I messaged carefully and I hope punctiliously. Then, as the relationship developed, I found that I slipped carelessly into Scots phraseology from time to time. As a result, I had to explain my habit of signing off with ‘Yours aye’, I had to define colloquialisms such as ‘wee’, and what I meant when I said I was checking that I wasn't ‘teaching my grandmother to suck eggs’. More importantly, my comments and questions on the developing draft revealed much of what I value, educationally. And the writer's answers and responses, of course, expanded on her values in this area.

I still wonder, and perhaps our editor should wonder, what might have happened if we had disagreed. What if my blunt, frank, Scottish style had caused offence to someone brought up in a much more courteous and considerate culture than my own? What if my terse comments had seemed dismissive, when I was simply aiming to be succinct? What if, instead of simply quietly restoring some of the delightful prose which I had deleted to save space, she had made a rightful fuss about my assertive deletions? What if my introductory paragraph, which I felt would lead the Western reader effectively into her message, had not rung true for her? We were fortunate that it all worked out; and I suspect we owe much of that good fortune to the writer's Chinese tolerance.

I was at one point reminded of a memorable saying by the British politician, the late Ernest Bevin. He commented that ‘If you open that Pandora's box, there's no saying how many Trojan ‘horses will jump out of it’. At least three dilemmas were to emerge strikingly for me as I strived to be a critical friend. The first was straightforward—to make the text say what the writer wanted it to say, and for it to be free from my own thoughts, suggestions and even reservations. That made working on the text a very different exercise from joint authorship, or even offering suggestions to a close colleague. Then the worry about word count persisted—what length would the editor tolerate, when the blurb on the journal cover suggested half the word count we were generating? Yet how much could be cut from the draft without losing the substantive content of the writer's message? Finally, when the writer finalised on a version which I hope now read, to her, to be what she wanted to say, and to do so in her way, I entered a grim period of worrying about what would happen if my earnest advice and assistance had nevertheless led to a paper which was then to be rejected by the reviewers, second time round.

With hindsight, I can see that it was a big risk. In my Scottish culture, we are wont to advise that ‘The wisest farmers' daughters are those who never learnt to milk’. Maybe the wisest BJET reviewers would never undertake to act as critical friends. If so, their canniness would lead them to miss out, in my experience, on a wonderful opportunity. For me, for a start, it's been fun. Next, I've learnt a great deal. Additionally, I've made a new and valued collegial friend with whom I look forward to corresponding professionally, and with whom I may even collaborate. So I would willingly take the same risk another time.

I'll be interested now to read what advice the writer has to offer from her experience, to anyone to whom Nick Rushby offers the help of a critical friend.

John Cowan

The writer of the submitted paper wrote:

I was honored and surprised to receive through the editor the offer of a mysterious BJET reviewer to be my critical friend. The generous friend who had happened to review both my first and second submissions to BJET is Professor John Cowan. He has inspired me in at least three aspects.

First of all, as a non-English native speaker, I needed his help to argue in the way that the western readers can understand and accept. I called it ‘dancing with the western ballet shoes on the western academic arena’. The Chinese way of thinking and writing tends to be less direct and more circular than the western way. Professor Cowan enabled me to set up an entirely new introduction to emphasize the need to support Chinese students' affective needs to break up their silence in class. For they are not merely unmotivated ‘lurkers’, as some may regard them.

Second, as a junior researcher, I am very grateful that a senior researcher was willing to take on extra volunteer work as a ‘critical friend’. In this stage of life, research publication seems to be the top priority and pressure for junior researchers like me. In order to fully understand the concept and features of the Confucian Heritage Culture, Professor Cowan selflessly undertook more than 30 hours of reading on the topic, and commented with frank critique. His passion for research and generosity for young educators demonstrated a good model of ‘shepherd leadership’, which echoes the theme of the paper.

Finally, this academic fellowship has enriched both of our cultural perspectives. Professor Cowan, whom I now call ‘my Scottish grandpa’, has shared with me numerous examples of cultural differences between Scottish and English culture, as well as Chinese and English culture—in tradition, festivals, addressing senior people, gender issues, values, faith, and priorities in life. I thank BJET for the policy of offering a ‘critical friend’ which makes possible beyond expression this beautiful cultural and academic exchange.

Yi-Ching Jean Chiu

Cowan, J. and Chiu, Y.-C. (2009), A critical friend from BJET?. British Journal of Educational Technology, 40: 58–60. doi: 10.1111/j.1467-8535.2008.00907.x

Abstract

For learners in distributed e-learning environments, it is difficult, but very important, to locate the right peer for collaboration on the right knowledge, at the right time and in the right way. This paper proposes the use of context awareness (CA) to support peer recommendation in the e-learning context. For this purpose, this paper explores the e-learning context that involves knowledge, social and technical contexts. Accordingly, this paper proposes a three-dimensional CA model for peer recommendation that includes CA to knowledge potential, social proximity and technical access. By matching the peer seeker and the peer candidate with respect to these three dimensions, the CA information is promising as an aid to the peer seeker in finding suitable knowledge collaborators. The importance of activity context is highlighted in CA-supported peer-recommendation mechanism. A five-dimensional (who, what, how, when and where) representation approach is suggested for activity-context description.

Zheng, Y. and Yano, Y. (2007), A framework of context-awareness support for peer recommendation in the e-learning context. British Journal of Educational Technology, 38: 197–210. doi: 10.1111/j.1467-8535.2006.00584.x

Abstract

Results of a study designed to determine the effectiveness of implementing three-dimensional (3D) stereo images of a human skull in an undergraduate human anatomy online laboratory were gathered and analysed. Mental model theory and its applications to 3D relationships are discussed along with the research results. Quantitative results on 62 pairs were analysed using a doubly-multivariate analysis of variance repeated measures design. Results revealed statistically significant differences in group means for the main effect of treatment groups 2D and 3D and for the variables of Identification and Relationship with the 3D group outperforming the 2D group on both dependent variables.

Hilbelink, A. J. (2009), A measure of the effectiveness of incorporating 3D human anatomy into an online undergraduate laboratory. British Journal of Educational Technology, 40: 664–672. doi: 10.1111/j.1467-8535.2008.00886.x

Abstract

This paper presents a methodological proposal elaborated in the framework of two European projects dealing with game-based learning, both of which have focused on ‘quality’ aspects in order to create suitable tools that support European educators, practitioners and lifelong learners in selecting and assessing learning games for use in teaching and learning processes. Both projects Uni-Game (Game-Based Learning for Universities and Life Long Learning) and Sig-Glue (Special Interest Group for Game-Based Learning in Universities and Lifelong Learning) have been cofunded by the European Commission since 2002, and both have involved organisations from different European countries, backgrounds and expertises, and as a result of this work, a ‘classification of games by learning purposes’ and an ‘evaluation framework for assessing games’ have been designed and placed at the disposal of European educators, practitioners and lifelong learners.

Dondi, C. and Moretti, M. (2007), A methodological proposal for learning games selection and quality assessment. British Journal of Educational Technology, 38: 502–512. doi: 10.1111/j.1467-8535.2007.00713.x

Abstract

Early in 1984, Logica started an ICAI research contract with MoD (Procurement Executive), which was to be undertaken in collaboration with the technical authority at the Royal Signals and Radar Establishment, Malvern. A prototype system, which has become known as TUTOR, was scheduled for delivery to the client later in 1985. Initially, and for evaluation purposes, the system ran on VAX 11/780 hardware under VMS. The target subject for TUTOR was the field of emergency procedures in flight safety regulations as taught to air traffic controllers. Initial development of TUTOR, however, has been aimed at the Highway Code, a domain which we, as well as the client and other observers, are familiar with. Evaluation of TUTOR would be based on both domains. Prolog was chosen as the implementation language because ICAI, as we shall see, makes use of rich data structures that can easily be expressed in Prolog.

Ford, L. (2008), A new intelligent tutoring system. British Journal of Educational Technology, 39: 311–318. doi: 10.1111/j.1467-8535.2008.00819.x

Abstract

Sixty-six English-speaking postgraduate distance-education medical students completed the Learning Styles Questionnaire (LSQ: 40-item version). This was completed while attending a residential workshop at the beginning of the semester, and 44 of these students completed the same LSQ questionnaire 5 months later at the completion of the semester. The psychometric properties of the LSQ were assessed using Cronbach’s alpha (internal consistency), test-retest, correlational analyses and factor analysis. The results indicated that the LSQ (40-item version) has poor reliability and validity, and therefore requires further development and psychometric evaluation.

Klein, B., McCall, L., Austin, D. and Piterman, L. (2007), A psychometric evaluation of the Learning Styles Questionnaire: 40-item version. British Journal of Educational Technology, 38: 23–32. doi: 10.1111/j.1467-8535.2006.00599.x

Abstract

It is recognised that the teaching of complex psychomotor skills using online delivery is difficult without the support of either face-to-face coaching and tuition or a stereoscopic viewing system that provides users with a feel for the spatial nature of the skills being taught. To date, the limitations of bandwidth, and the high cost and sophistication of existing three-dimensional video production and viewing technologies have limited the use of stereoscopic video imaging to highly funded fields, such as sports and medical research or military applications. The advent of desktop video editing software, along with personal video players (such as the Apple iPod and iPhone) with small screens utilising efficient video codecs, means that high-quality video podcasts can now be effectively created and delivered via the Internet. Combining these new video technologies with a conventional analogue stereo viewing and capture system makes the production of stereoscopic video potentially much more accessible to educators as a practical teaching tool. This paper seeks to alert educational designers to an exploratory study into a potentially useful methodology for the capture, production, dissemination and viewing of stereoscopic video images using existing, low-cost technologies. Aside from the production of a simple viewer, the process is straightforward and requires only basic and readily available equipment. Applications in education as well as vocational and sports training are self-evident.

White, I. (2010), A simple, low-cost stereographic video capture and viewing solution for teaching psychomotor skills using online delivery. British Journal of Educational Technology, 41: 420–431. doi: 10.1111/j.1467-8535.2009.00958.x

Abstract

This paper describes the most recent phase in a mature e-learning project, in the area of reusable learning objects, that has attempted to bring about technological and cultural change. Following an overview of the project and organisational context, an institutional change model is described that helps managers and stakeholders to identify critical interactions among processes and that emphasises the need to recognise interdependencies among technology, practice and strategy. Our model places a premium on informal change, feasibility and sequence. The rest of the paper is organised around three key themes that emerged from practitioner accounts of a recent phase of the project; these are institutional change and resistance, a model for good practice and working with students to change their experience. The research method for the work described in this paper was interpretive, and involved the first author's attempts to understand members of the project team's definitions and accounts of the situation. Thus the rich accounts were further augmented by an interpretive phase that drew on the explanatory power of our change model. We conclude by (1) proposing that the inclusion of different stakeholders, and particularly the student voice, has provided the catalyst for change within the three partners of the CETL, and (2) suggesting that the crucial factors in change implementation are the coordination and dynamic extension of informal change processes which already exist.

Cook, J., Holley, D. and Andrew, D. (2007), A stakeholder approach to implementing e-learning in a university. British Journal of Educational Technology, 38: 784–794. doi: 10.1111/j.1467-8535.2007.00755.x

Abstract

In this paper, intelligent approaches to CBT are put into several perspectives in an attempt to elucidate the concepts and give them a more realistic (and not only glamorous) footing. The role of expert systems in training is explored and possible routes towards intelligent CBT are outlined.

Camstra, B. (2008), AI in computer-based training. British Journal of Educational Technology, 39: 297–303. doi: 10.1111/j.1467-8535.2008.00820.x

Abstract

Since the beginning of the use of technology to support training and learning there has always been the belief that such new technologies would be able to add value either by reducing costs or increasing effectiveness. The 1980s and early 1990s were a period of enormous optimism as to the promise that such technology could bring. The governments of Europe and the US were generous in their funding of research in this area. In Europe research and development programmes such as ESPRIT, DELTA, RACE, ERASMUS and COMETT, to name only a few, funded a wealth of initiatives aimed at advancing the use of technology. At the margins of the early initiatives was the belief that AI must have a part to play in these developments. This paper reviews the early initiatives and suggests reasons why the potential for the use of AI in education and training has never been truly fulfilled.

Welham, D. (2008), AI in training (1980–2000): Foundation for the future or misplaced optimism?. British Journal of Educational Technology, 39: 287–296. doi: 10.1111/j.1467-8535.2008.00818.x

Abstract

This paper reports the development of a practical tool that provides expert feedback to students following an extended simulation exercise in cross-country flight planning. In contrast to development for laboratory settings, the development of an expert instructional product for everyday use posed some interesting challenges, including dealing with a larger content scope, less ideal and controllable content structure, greater emphasis on the completeness and continuity of the student experience, and more stringent limits on time and money. Moreover, the transition from laboratory to real world caused the developers to think more critically of the principles of instruction embodied in the product and to place less emphasis on computer tool and technique questions. The product, which will be used in the context of routine ab initio pilot training, is described in terms of how these problems were solved and what lessons were learned that can be applied to the development of future instructional systems involving expertise.

Gibbons, A., Waki, R. and Fairweather, P. (2008), Adding an expert to the team: The expert flight plan critic. British Journal of Educational Technology, 39: 324–335. doi: 10.1111/j.1467-8535.2008.00812.x

Mitra, S. and Arora, P. (2010), Afterthoughts. British Journal of Educational Technology, 41: 703–705. doi: 10.1111/j.1467-8535.2010.01079.x

Abstract

This paper describes an intensive 2-hr workshop designed to introduce preservice teachers to digital video in the context of an instructional technology course or as a stand-alone activity. Acknowledging time constraints in most real-life instructional situations, this format takes novices with no or very limited knowledge of video making to the point where they have experienced most of the steps involved in crafting a finished (though almost certainly unpolished) digital video. Conversations introduce project-based collaborative learning as the pedagogical context for digital video production, the value of supporting a sense of creativity in students to promote deeper engagement with subject matter through hands-on activities, and how to involve a variety of learning modalities as opposed to predominantly passive reading and listening. Possible extensions like time-lapsed video are discussed.

Hernández-Ramos, P. (2007), Aim, shoot, ready! Future teachers learn to ‘do’ video. British Journal of Educational Technology, 38: 33–41. doi: 10.1111/j.1467-8535.2006.00600.x

Abstract

For some time now, computer games have played an important role in both children and adults' leisure activities. While there has been much written on the negative aspects of computer games, it has also been recognised that they have potential advantages and benefits. There is no doubt that computer games are highly engaging and incorporate features that are extremely compelling. It is these highly engaging features of computer games that have attracted the interests of educationalists. The use of games-based learning has been growing for many years now; however, within software engineering, there is still a dearth of empirical evidence to support this approach. In this paper, we examine the literature on the use of computer games to teach software engineering concepts and describe a computer game we have been developing to teach these concepts.

Connolly, T. M., Stansfield, M. and Hainey, T. (2007), An application of games-based learning within software engineering. British Journal of Educational Technology, 38: 416–428. doi: 10.1111/j.1467-8535.2007.00706.x

Abstract

With the development of the Internet in the era of knowledge-driven economy, e-learning is experiencing rapid growth. The online learning course websites are drawing more attention as well. This research combines the innovation diffusion theory and the technology acceptance model, and adds two research variables, perceived system quality and computer self-efficacy to propose a new hybrid technology acceptance model to study students' behavioural intentions to use the online learning course websites. This research finds that compatibility, perceived usefulness, perceived ease of use, perceived system quality and computer self-efficacy were critical factors for students' behavioural intentions to use the online learning course websites. By explaining students' behavioural intentions from a user's perspective, the findings of this research help to develop more user-friendly websites and also provide insight into the best way to promote new e-learning tools for students.

Chang, S.-C. and Tung, F.-C. (2008), An empirical investigation of students' behavioural intentions to use the online learning course websites. British Journal of Educational Technology, 39: 71–83. doi: 10.1111/j.1467-8535.2007.00742.x

Abstract

Currently, for educators and researchers, diagnosing the online interactions specifically related to knowledge and expertise exchanges is challenging. To address the problem, this paper describes a framework for the understanding and measurement of expertise presence in computer conferences. Expertise presence is defined as a persistent contribution of knowledge relevant to the purposes of the computer conferences. The paper includes a technique for measuring the strength of expertise presence from transcripts of computer conferences, and it also envisages a number of applications in online learning diagnosis and research. A case study of the application of the framework to the computer conferences of several online courses is discussed.

Lui, A. K., Tsang, P., Kwan, R., Ng, S. C., Cheung, Y. H. Y. and Choy, S. O. (2007), An evaluation framework of expertise presence in computer conferences. British Journal of Educational Technology, 38: 1020–1036. doi: 10.1111/j.1467-8535.2006.00690.x

Abstract

This paper reports a comparison of human and computer marking of approximately 600 essays produced by 11-year-olds in the UK. Each essay script was scored by three human markers. Scripts were also scored by the e-rater program. There was a good agreement between human and machine marking. Scripts with highly discrepant scores were flagged and assessed blind by expert markers for characteristics considered likely to produce human–machine discrepancies. As hypothesised, essays marked higher by humans exhibited more abstract qualities such as interest and relevance, while there was little, if any, difference on more mechanical factors such as paragraph demarcation.

Hutchison, D. (2007), An evaluation of computerised essay marking for national curriculum assessment in the UK for 11-year-olds. British Journal of Educational Technology, 38: 977–989. doi: 10.1111/j.1467-8535.2006.00686.x

Abstract

This study empirically evaluates the technology acceptance model drawn from Information Systems (IS) literature to investigate how user beliefs and attitudes influence learning-object use among higher education learners by evaluating the relationships between perceived usefulness, perceived ease of use, attitude, behavioural intentions and actual use. In the study, 601 potential learning-object users were presented with an introductory demonstration of learning objects for a Digital Systems course. Following the demonstration and practice, data on user beliefs, attitudes and intention to use learning objects were gathered, while data on actual use of learning objects was collected at the end of the semester. Subjects with prior experience using the learning objects were eliminated from further analysis, resulting in a final sample of 481 users. structural equation modelling was employed to test the hypothesised study model. The analysis showed that both the user beliefs and attitudes have significant positive relationships with behavioural intention and that behavioural intention accurately predicted the actual use of learning objects. The results extend the validity of the TAM into a learning object context and clearly pointed out that it can be used to predict users’ future behaviour.

Lau, S.-H. and Woods, P. C. (2008), An investigation of user perceptions and attitudes towards learning objects. British Journal of Educational Technology, 39: 685–699. doi: 10.1111/j.1467-8535.2007.00770.x

Abstract

This paper identifies resources to be included in a website designed to facilitate the integration of instructional games in K-12 settings. Guidelines and supporting components are based on a survey of K-12 educators who are integrating games, an analysis of existing instructional game websites, and summaries of literature on the use of educational software in K-12 settings and teacher technology training. The results indicate that educators face three main challenges when integrating games, including: (1) curriculum integration, (2) technical and logistical requirements, and (3) teacher training. To overcome these challenges, K-12 educators should be provided with: (1) curriculum resources, (2) game technical information and support, and (3) communication tools. Websites designed to facilitate the use of instructional games should be designed with appropriate structures (ie, grid, web, hierarchy) to optimise organisation and simplicity. In addition, the websites should include teacher training that (1) apply a teacher training model, (2) address National Educational Technology Standards, (3) present contents in small doses, (4) make training and information as accessible as possible, and (5) model and mentor the use of instructional games.

Kebritchi, M., Hirumi, A., Kappers, W. and Henry, R. (2009), Analysis of the supporting websites for the use of instructional games in K-12 settings. British Journal of Educational Technology, 40: 733–754. doi: 10.1111/j.1467-8535.2008.00854.x

Abstract

This study determines whether an activity system provides a systematic framework to analyse collaborative group work. Using an activity system as a unit of analysis, the research examined learner behaviours, conflicting factors and facilitating factors while students engaged in collaborative work via asynchronous computer-mediated communication. The online postings from the two highest and lowest performing groups of students during one semester were analysed, coded and reorganised. The coded postings of these four groups were then compared using an activity system to identify the difference in patterns of learner behaviours. The conflicting and facilitating factors that students encountered were identified as well. The findings provide implications for online collaborative learning environment design and mediating strategies. The study also addresses some of the challenges in using an activity system to analyse collaborative learning activities and provides suggestions for future research.

Choi, H. and Kang, M. (2010), Applying an activity system to online collaborative group work analysis. British Journal of Educational Technology, 41: 776–795. doi: 10.1111/j.1467-8535.2009.00978.x

Abstract

Open educational resources (OER) raise many similar issues for education to those that have surrounded Learning Objects (LO). However the greater use and availability of digital technologies and open licensing seems to be enabling OER to have wider acceptance into individual and institutional teaching practice. While the need for appropriate design in teaching and learning on the part of educators, which was the primary driver of developments in LO, remains, the very openness of OER is changing the relationships between educators, learners and content (resources) and is becoming a primary agent of change. Experience in OpenLearn, a major initiative to provide OER from The Open University, indicates that some of these changes can be planned for while others will emerge as releasing content openly imposes evolutionary pressures that accelerate change and work around barriers. Development can then be driven by learner expectations of the technology and needs for informal life-long learning that in turn impact on how content is being designed and openly presented. It is argued that this represents a shift from a teacher-centric, systematic model of change in teaching practices as embodied in earlier ideas about LO to a learner-centric, systemic model of change as embodied in OER.

Lane, A. and McAndrew, P. (2010), Are open educational resources systematic or systemic change agents for teaching practice?. British Journal of Educational Technology, 41: 952–962. doi: 10.1111/j.1467-8535.2010.01119.x

Abstract

Literature review has found that despite the considerable attention focused on ‘digital natives’, few studies have carefully investigated the characteristics of this group. The purpose of this study is to contribute to the debate on digital natives by providing a ‘piece of evidence’ on the digital competence status of a group of Chinese teenagers (ninth grade students) randomly selected from the Jiangdong District in Ningbo City, Zhejiang Province. An Instant Digital Competence Assessment (iDCA) tool, developed by a research group from the University of Florence, was adopted as the measurement tool for the study. Quantitative research was employed and the research design for the study was descriptive in nature. Data analysis results found that the majority of the participating ninth grade students (n = 317) had personal computers (PCs) and the Internet available at home and the average period of time owing a PC was about 5 years. The iDCA results indicated that (1) participants' overall performance in the iDCA was just ‘pass’ rather than ‘good’ or ‘excellent’, which might imply that digital natives in China are not necessarily digitally competent; (2) there were big disparities among participants as regards their digital competence; (3) participants' digital competence differed depending on their schools and their ages; (4) participants' digital competence was not significantly influenced by such factors as having a PC or not, having the Internet or not at home, frequency of computers and Internet use. On the basis of the findings, the study concluded by highlighting the role of education in improving teenagers' digital competence and by recommending the development of well-designed teaching and learning materials for the Chinese K-12 school system.

Li, Y. and Ranieri, M. (2010), Are ‘digital natives’ really digitally competent?—A study on Chinese teenagers. British Journal of Educational Technology, 41: 1029–1042. doi: 10.1111/j.1467-8535.2009.01053.x

Abstract

This study examined how question types influenced the quantity and quality of undergraduate students' online submissions. Discussion questions were structured based on one of six question types: direct link, course link, brainstorm, limited focal, open focal and application. Transcripts of eight online discussions involving 114 participants were analysed on these dependent variables: word count, degree of answer completion, and level of higher-order thinking. Results indicated the question types differentially influenced students' submissions on all dependent variables. Limited focal question type, followed by brainstorm, open focal and direct link types, was most influential for word count and degree of answer completion. Course link, brainstorm and direct link types were most influential in generating higher-order thinking, although students mainly engaged in lower-order thinking across all question types.


Bradley, M. E., Thom, L. R., Hayes, J. and Hay, C. (2008), Ask and you will receive: how question type influences quantity and quality of online discussions. British Journal of Educational Technology, 39: 888–900. doi: 10.1111/j.1467-8535.2007.00804.x

Abstract

This study investigated the relationship between the quality of peer assessment and the quality of student projects in a technology application course for teacher education students. Forty-three undergraduate student participants completed the assigned projects. During the peer assessment process, students first anonymously rated and commented on two randomly assigned peers' projects, and they were then asked to improve their projects based on the feedback they received. Two independent raters blindly evaluated student initial and final projects. Data analysis indicated that when controlling for the quality of the initial projects, there was a significant relationship between the quality of peer feedback students provided for others and the quality of the students' own final projects. However, no significant relationship was found between the quality of peer feedback students received and the quality of their own final projects. This finding supported a prior research claim that active engagement in reviewing peers' projects may facilitate student learning.

Li, L., Liu, X. and Steckelberg, A. L. (2010), Assessor or assessee: How student learning improves by giving and receiving peer feedback. British Journal of Educational Technology, 41: 525–536. doi: 10.1111/j.1467-8535.2009.00968.x

Abstract

The purpose of this study was to investigate (1) the relationship between critical thinking skills (CTS) and critical thinking dispositions (CTD), and (2) the effectiveness of different levels of instructional strategy (asynchronous online discussions (AODs), CTS instruction via AODs, and CTS instruction with CTD cultivation via AODs) in improving students' CTS and CTD. A pretest and posttest quasi-experimental design was employed to achieve this purpose. The participants in this study were 220 students enrolled in a general education course at a large university in Taiwan. The findings of this study were as follows: (1) the overall relationship between CTS and CTD was positive. However, further analysis of the relationship between the different levels of CTS and CTD showed that only the students with high CTS and medium CTD showed a significant correlation; (2) the enhancement in CTS reinforced CTD, but the improvement in CTD did not increase the level of CTS. In addition, it is recommended that to improve the CTS and CTD of all students (including the students with a high level of CTS), the instructional strategy, CTS instruction with CTD cultivation, be employed.

Yang, Y.-T. C. and Chou, H.-A. (2008), Beyond critical thinking skills: Investigating the relationship between critical thinking skills and dispositions through different online instructional strategies. British Journal of Educational Technology, 39: 666–684. doi: 10.1111/j.1467-8535.2007.00767.x

Abstract

The supervision of undergraduate student dissertations is an area in need of research. Although some studies have already addressed this, these are primarily based on academic staff responses.

This study contributes to knowledge by gathering the responses of students and focusing on formative electronic assessment. Data was collected using a student focus group and student questionnaire.

Unsurprisingly, the findings suggest that good supervisor–student communication is crucial to the supervision process and a number of students felt unhappy with this aspect. However, to facilitate this communication, the perceived absolute necessity of regular supervisor–student meetings is being questioned and a combination of technology-enabled communication is advocated. It is suggested that to improve the undergraduate student dissertation experience, a combination of face-to-face and electronic formative assessment is used. In addition, the blended e-learning skeleton of conversation model provides a sound theoretical framework that could guide supervisors and students in the supervision process. This model is advocated for use in dissertation module design and in supervisor development.

Heinze, A. and Heinze, B. (2009), Blended e-learning skeleton of conversation: Improving formative assessment in undergraduate dissertation supervision. British Journal of Educational Technology, 40: 294–305. doi: 10.1111/j.1467-8535.2008.00923.x

Abstract

Considerable claims have been made for the development of e-learning, either as stand-alone programmes or alongside more traditional approaches to teaching and learning, for students across school and tertiary education. National initiatives have improved the position of schools in terms of access to hardware and electronic networking, software and educational resources, and staff development. The potential of e-learning to improve learning and teaching, and in turn, attainment, may be contested by academics but the policy makers are generally positive. Many countries across Europe and North America have adopted information and communication technology (ICT) as a central plank in school improvement and effectiveness planning. At the centre, however, remain the teacher and the learner. The impact of ICT on the learning experience will depend upon the roles adopted by each, the model of the learner held by the teacher and the pedagogy adopted. This paper considers the ways in which teachers and students responded to the implementation of one particular online programme and considers the approaches adopted and the attitudes to its use. The SCHOLAR programme is designed to complement rather than replace traditional teaching and learning approaches within schools and is aimed at students in the post-compulsory years of secondary school working towards external certification. It has a number of features including course materials, revision exercises, self-assessment facilities and a discussion forum. The independent evaluation of SCHOLAR looked at the impact that its use made on learning and teaching in the post-16 classroom and the differing ways in which teachers and students used the various elements of the programme. While it did appear to have a positive impact on attainment, the evidence indicates that this might have been greater had the teachers modified their practice, blending learning through SCHOLAR with more traditional methods.

Condie, R. and Livingston, K. (2007), Blending online learning with traditional approaches: changing practices. British Journal of Educational Technology, 38: 337–348. doi: 10.1111/j.1467-8535.2006.00630.x

Abstract

The research design for this study focuses on examining the core issues and challenges when video games are used in the classroom. For this purpose three naturalistic contexts in Turkey were examined in which educational video games were used as the basis for teaching units on world continents and countries, first aid, and basic computer hardware and peripherals, in primary, secondary and higher education contexts respectively. Methods employed in the data collection include observing lessons, taking field notes, interviewing students and teachers, saving online discourse data, and collecting student artifacts and reflections. Findings identified issues related to (1) the design of the video game environment, (2) school infrastructure, (3) the nature of learning, the role of the teacher and classroom culture, and (4) engagement.

Tüzün, H. (2007), Blending video games with learning: Issues and challenges with classroom implementations in the Turkish context. British Journal of Educational Technology, 38: 465–477. doi: 10.1111/j.1467-8535.2007.00710.x

Abstract

The CACTUS project was concerned with command and control training of large incidents where public order may be at risk, such as large demonstrations and marches. The training requirements and objectives of the project are first summarized justifying the use of knowledge-based computer methods to support and extend conventional training techniques. The software designs are based on a world model in which crowd groups and police units are placed on a digitized map and have probabilistic rules that govern their interactive behaviour. The simulation runs as a decision-making exercise that can include pre-event logistic planning, incident management, and debriefing evaluation. A key feature is the flexibility of the software, for it provides not only a working simulation but also a methodology and software tools for customizing programs to suit particular circumstances and training needs.

Hartley, R., Ravenscroft, A. and Williams, R. J. (2008), CACTUS: Command and control training using knowledge-based simulations. British Journal of Educational Technology, 39: 390–400. doi: 10.1111/j.1467-8535.2008.00833.x

Abstract

The purpose of this study was to examine whether a video-induced positive and negative mood has a differential effect on subsequent problem-solving activities in a web-based environment. The study also examined whether task conditions (task demands) moderated the mood effect. As in traditional experimental mood-effect studies, the affective video materials were not related to the tasks. The results show that affective video clips did impact performance on an insight task but not on a divergent-thinking task. This provides evidence that in some cases affective video has an effect on the performance of unrelated tasks in a web-based environment.

Verleur, R., Verhagen, P. W. and Heuvelman, A. (2007), Can mood-inducing videos affect problem-solving activities in a web-based environment?. British Journal of Educational Technology, 38: 1010–1019. doi: 10.1111/j.1467-8535.2006.00688.x

Abstract

This paper gives a brief introduction to the project called Education Technology Capacity Building Plan for All Primary and Secondary Teachers now being implemented in China. Because information and communication technology skills training cannot match the demand of teachers' professional development, the Chinese Ministry of Education established the education technology standard for teachers and launched the project. This paper introduced the features of standard training and testing, and discusses the output and influence of the project.

Han, J. and Wang, Z. (2010), Capability building in educational technology for teachers in China. British Journal of Educational Technology, 41: 607–611. doi: 10.1111/j.1467-8535.2010.01089.x

Abstract

One technology for education whose adoption is currently expanding rapidly in UK higher education is that of electronic voting systems (EVS). As with all educational technology, whether learning benefits are achieved depends not on the technology but on whether an improved teaching method is introduced with it. EVS inherently relies on the multiple-choice question (MCQ) format, which many feel is associated with the lowest kind of learning of disconnected facts. This paper, however, discusses several ways in which teaching with MCQs, and so with EVS, has transcended this apparent disadvantage, has based itself on deep learning in the sense of focusing on learning relationships between items rather than on recalling disconnected true–false items, and so has achieved substantial learning advantages. Six possible learning designs based on MCQs are discussed, and a new function for (e-)assessment is identified, namely catalytic assessment, where the purpose of test questions is to trigger subsequent deep learning without direct teaching input.

Draper, S. W. (2009), Catalytic assessment: understanding how MCQs and EVS can foster deep learning. British Journal of Educational Technology, 40: 285–293. doi: 10.1111/j.1467-8535.2008.00920.x

Abstract

Factors affecting the student use of a course management system in a web-enhanced course are investigated using the technology acceptance model. Represented in the present study is the second phase of the analysis, with a focus on the causal relationship of subjective norms to student attitudes towards WebCT and their effect on three dependent variables: (1) end-of-course grades; (2) online frequency; and (3) future preference to take a web-enhanced class over a face-to-face course. Structural equation modelling was used to analyse the measures of the two independent variables across three time periods. Findings suggest that the proposed model fits the data well and that it is useful to model student attitudes and perceived social pressure to understand certain student outcomes. Further recommendations for researchers and practitioners are addressed.

Sivo, S. A., Pan, C.-C. ‘. and Hahs-Vaughn, D. L. (2007), Combined longitudinal effects of attitude and subjective norms on student outcomes in a web-enhanced course: A structural equation modelling approach. British Journal of Educational Technology, 38: 861–875. doi: 10.1111/j.1467-8535.2006.00672.x

Abstract

The purpose of this study is to investigate the perceived differences between asynchronous online discussions and face-to-face discussions in a classroom setting. The students’ reflections were analysed by following a qualitative research approach. The results showed that atmosphere, response, efficiency, interactivity and communication were the top five themes that differ between asynchronous online and face-to-face discussions. Implications for designing asynchronous online and face-to-face discussions are discussed.

Wang, Q. and Woo, H. L. (2007), Comparing asynchronous online discussions and face-to-face discussions in a classroom setting. British Journal of Educational Technology, 38: 272–286. doi: 10.1111/j.1467-8535.2006.00621.x

Abstract

Computers and associated technology have become central to modern life. In a society where the population is rapidly ageing, the acceptance and utilisation of developing technologies by an older population is becoming increasingly important. This review highlights similarities and differences between the attitudes and acceptance of technology by older and younger people, leading to the conclusion that similar factors influence both age groups—hence, older people could well be taught to use technology in a similar manner to younger people. While all learners, irrespective of age, should receive sufficient time for training in a positive and supportive environment, this review suggests that due consideration ought to be given to the amount of time allowed for older users to learn new skills and the manner in which learners are treated in a positive and valued manner.

Broady, T., Chan, A. and Caputi, P. (2010), Comparison of older and younger adults' attitudes towards and abilities with computers: Implications for training and learning. British Journal of Educational Technology, 41: 473–485. doi: 10.1111/j.1467-8535.2008.00914.x

Abstract

In the context of hybrid instruction, this study was designed to explore whether gender has an influence on learners' preferences for synchronous or asynchronous modes of computer-mediated communication, and whether this decision impacts learners' self-efficacy (SE) towards knowledge acquisition. The participants were 180 teacher-education students (151 females and 29 males) enrolled in a hybrid (blend of traditional classroom instruction and online learning activities) foundations course at a United States research university with a proportionally high percentage of full-time commuters and/or distance enrolees. The findings showed that, regardless of gender, two-thirds of the participants preferred asynchronous modes over synchronous ones. In addition, gender was weakly related to the participants' SE in both modes. Linear regression indicated that SE, in turn, was weakly related to academic performance. The implications of these findings for instructional practice are discussed.

Lin, S. and Overbaugh, R. C. (2009), Computer-mediated discussion, self-efficacy and gender. British Journal of Educational Technology, 40: 999–1013. doi: 10.1111/j.1467-8535.2008.00889.x

Abstract

The newly developed computerized Constructive Multiple-choice Testing system is introduced. The system combines short answer (SA) and multiple-choice (MC) formats by asking examinees to respond to the same question twice, first in the SA format, and then in the MC format. This manipulation was employed to collect information about the two different formats with no significant increase in testing time. Two empirical studies were carried out to examine whether meaningful information can be obtained using this system. One hundred and twenty nine fifth grade students (11 years old) were tested on science in Study 1, and 82 college students were tested for grade in Study 2. In both studies, consistent with previous research, students attained higher score in the MC format, the correlation between the SA format and the MC format was high, and the item discrimination was higher in the SA format when compared with the MC format. The unique finding from this study is that there were some cases where students chose a wrong MC option, even though they typed in the correct answer for the SA part. Possible applications of the system are discussed.

Park, J. (2010), Constructive multiple-choice testing system. British Journal of Educational Technology, 41: 1054–1064. doi: 10.1111/j.1467-8535.2010.01058.x

Abstract

This paper uses a third-generation Activity Theory perspective to gain insight into the contradictions between the activity systems of the physical and virtual high school classroom from the perspective of teachers who had transitioned from one system to the other. Data collection relied on semi-structured interviews conducted with e-teachers as well as management/support personnel of an organisation charged with delivering web-based high school courses in the Canadian province of Newfoundland and Labrador. Contradictions related to time and workload, physical presence, interaction and rapport building, and use of direct messaging and email. The contradictions can be explained by a difference between the mediating tools in each activity system. The absence in the virtual classroom of body language and visual presence as mediators requires e-teachers to find new ways of interacting and building rapport and necessitates a shift from a practice of controlling to engaging students’ attention.

Murphy, E. and Manzanares, M. A. R. (2008), Contradictions between the virtual and physical high school classroom: A third-generation Activity Theory perspective. British Journal of Educational Technology, 39: 1061–1072. doi: 10.1111/j.1467-8535.2007.00776.x

Abstract

In this paper, we examine the meaning of conversing with pedagogical agents. Previous research has focused on examining cause and effect relationships, failing to take into account the meaning of the experiences individuals have when holding a dialogue with conversational agents for educational purposes. To understand these experiences, we have conducted a phenomenological examination of what it means to converse with a pedagogical agent. In phenomenological terms, findings suggest the experience is complex, engrossing, virtual yet real, human-like, and social. Implications for the future design, implementation, and research of conversational agents in educational and other settings are discussed.

Veletsianos, G. and Miller, C. (2008), Conversing with pedagogical agents: A phenomenological exploration of interacting with digital entities. British Journal of Educational Technology, 39: 969–986. doi: 10.1111/j.1467-8535.2007.00797.x

Abstract

Utilizing the same technologies pioneered by the embedded journalists in Iraq, the University of Central Florida (UCF) teamed up with TracStar, Inc to create a small-scale, satellite-based expedition transmission package to accompany a university film and digital media professor into parts of Utah and the Moab Desert that had a historical significance to American Western Films. The expedition took the group to many locations where scenes from John Wayne and John Ford movies were filmed. Students along on the trip camped out and suffered similar tough conditions as did the original film crews, experienced the wilderness, and participated in lectures and interviews with locals, who supported the films and acted as extras and stunt persons. The project brought a live experience back to the university campus in which students personally interact firsthand with the people, places, things in as real a manner as what the remote travelers encountered.

This article presents details about the experiences of the first implementation of the live broadcasts from the remote desert and the reactions of focus groups to the experience. One group watched archived broadcast, convinced that they were live. Their impressions and reactions were recorded and analyzed and compared to those who were part of a control group. Conclusions and recommendations for future trips are introduced.

Robert, K. and Lenz, A. (2009), Cowboys with cameras: an interactive expedition. British Journal of Educational Technology, 40: 119–134. doi: 10.1111/j.1467-8535.2007.00807.x

Abstract

This study focuses on mitigating evaluation apprehension, which is usually unavoidable in identifiable social situations, via the constructive use of prominent features of networked technologies. Specifically, this study investigated learners' attitudes towards different user-identity revelation modes, namely, real-identity, anonymity and created-identity, in an online question-construction and peer-assessment context. Forty university freshmen, taking a physics laboratory course, participated for one semester in 2007. A learning system called The Question Authoring and Reasoning Knowledge System which allowed students to contribute and benefit from cyclic process of constructing and reviewing questions, was devised. Analysis of the data gathered found that students reacted statistically differently to the modes of real name, anonymity and nickname. Furthermore, participating students adjusted their preferred mode in different roles and circumstances. The data obtained suggest that program developers should embed flexible and versatile capabilities of computer and communication technologies by allowing individuals the opportunity not to be identified or only be identified via a nickname of their choice, so as to help eliminate feelings of embarrassment and uneasiness, which are not psychologically sound and may hinder the learning process.

Yu, F.-Y. and Liu, Y.-H. (2009), Creating a psychologically safe online space for a student-generated questions learning activity via different identity revelation modes. British Journal of Educational Technology, 40: 1109–1123. doi: 10.1111/j.1467-8535.2008.00905.x

Abstract

This paper examines BA Social Work students' experiences of developing their reflective skills to work with diverse communities using a technology-enhanced blended learning design. In response to growing student numbers, new teaching and learning resources were developed to provide opportunities for students to engage in reflection-in-action at critical learning stages with the support of tutors and peers. It is suggested that access to online lectures, communications tools, a workbook (to record learning development) and online video case studies can encourage students to reflect-on-action, allowing them opportunities to reframe and reinterpret existing knowledge, values and beliefs to assess the impact these may have on their professional practice when working with diverse communities. To cater for an increase in student numbers, a rationale for the learning design is outlined, and the paper then explores the lessons learnt from the students' technology-enhanced learning experiences.

Cooner, T. S. (2010), Creating opportunities for students in large cohorts to reflect in and on practice: Lessons learnt from a formative evaluation of students' experiences of a technology-enhanced blended learning design. British Journal of Educational Technology, 41: 271–286. doi: 10.1111/j.1467-8535.2009.00933.x

Abstract

Computer technology has been harnessed for education in UK universities ever since the first computers for research were installed at 10 selected sites in 1957. Subsequently, real costs have fallen dramatically. Processing power has increased; network and communications infrastructure has proliferated, and information has become unimaginably accessible through the Internet and the World Wide Web. However, perhaps because higher education institutions are resistant to change, educational technology in universities has not managed to match the ubiquity of technology in everyday life. The reasons for differences between everyday experiences and those of higher education may lie in higher education practice. Higher education practice reflects the wider agendas of institutions manifested through their organisation, structure, culture and climate. These factors may particularly impact upon the potential for higher education to embrace and manage change in its educational activities, especially technology-enhanced learning such as blended learning and e-learning. This paper briefly reviews the progress of educational technology, then identifies critical success factors for e-learning through an organisational perspective derived from studies of six UK higher education institutions.

White, S. (2007), Critical success factors for e-learning and institutional change—some organisational perspectives on campus-wide e-learning. British Journal of Educational Technology, 38: 840–850. doi: 10.1111/j.1467-8535.2007.00760.x

Abstract

In many countries, information and communication technology (ICT) has a clear impact on the development of educational curricula. In Flanders, the education government has identified and defined a framework of ICT competencies for expected outcomes, related to knowledge, skills and attitudes that pupils are expected to achieve at the end of primary school. However, it has never been examined whether teachers are using ICT in accordance with the competencies proposed by the Flemish government. In order to answer this question, a survey was conducted among 570 respondents in a stratified sample of 53 primary schools. Results show that teachers mainly focus on the development of technical ICT skills, whereas the ICT curriculum centres on the integrated use of ICT within the learning and teaching process. This indicates the existence of a gap between the proposed and the implemented curriculum for ICT. The paper concludes with the potential value of a school-based ICT curriculum that ‘translates’ the national ICT-related curriculum into an ICT plan as part of the overall school policy.

Tondeur, J., Van Braak, J. and Valcke, M. (2007), Curricula and the use of ICT in education: Two worlds apart?. British Journal of Educational Technology, 38: 962–976. doi: 10.1111/j.1467-8535.2006.00680.x

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[[GettingStarted]]

Abstract

Demand-led learning offers resources to learners when they want them; total solution learning takes the learner from induction to final accreditation through a seamless process. The University of Southampton attempted to deliver basic information technology skills through the support of these processes. Steps in the seamless process were designed, developed and implemented. Face-to-face intervention was eliminated, apart from initial learner induction and online-test invigilation. Feedback loops were planned so that success (eg, in completing the accreditation) might encourage further success through collaborative and competitive peer learning. Critical dependency issues arose whilst implementing the solution. When learning delivery was disrupted by systems failure, the indirect effects on learner motivation and resourcefulness proved as damaging as system breaks themselves. This made the institutionalisation of the learning elusive, but key areas have been identified for further investigation.

Wong, D., Clarke, S., Lodge, N. and Shephard, K. (2007), Demand-led e-learning and the elusive total solution. British Journal of Educational Technology, 38: 116–132. doi: 10.1111/j.1467-8535.2006.00564.x

Abstract

Blended learning, mixing online and face-to-face learning modes, has been increasingly adopted in training with the expectation that it will help solve transfer problems and will lend other educational benefits. While there is a set of knowledge about design for facilitating transfer, it has not been investigated in a blended environment context. In response, this study investigated training design related factors that facilitated and hindered transfer in a blended-training context. The case program was a 6-week management leadership development program offered by a corporate university in Korea. Both facilitating and hindering design factors at each learning node were investigated by conducting a literature review, document analyses, focus group interviews, one-on-one interviews and an online survey. In addition to descriptive analysis, a smaller number of factors were drawn as salient design factors having predictability for transfer by using stepwise multiple regression. For the online module, the facilitating factors in ‘demonstration’ and ‘activation’ were best predictors for transfer. As a predictor among the hindering factors in the online module, the factors in ‘demonstration’ were yielded. For the off-line module, the factors in ‘application’ were drawn as predictor factors. However, no single hindering variable resulted from the multiple regressions related to this module. By integrating the descriptive and predictive statistical analysis with qualitative data analysis, specific design guidelines for blended training to ensure transfer were presented.

Lee, J. (2010), Design of blended training for transfer into the workplace. British Journal of Educational Technology, 41: 181–198. doi: 10.1111/j.1467-8535.2008.00909.x

Abstract

This study examines the effect of an important cultural dimension—power distance index (PDI)—on learners’ perceptions of their online learning experiences. PDI refers to the degree to which a learner’s response to another individual in a learning setting is inhibited or otherwise negatively altered when the other individual holds a position that is superior or inferior to the learner’s own position. This study aims to generate guidelines for better design and facilitation of online courses that can effectively engage all students in the learning process. Research findings are particularly relevant to researchers and practitioners who are interested in the cultural aspects of online learning. This study contributes to the current knowledge base about designing effective online courses and about practicing culturally responsive teaching in an online setting.

Wang, M. (2007), Designing online courses that effectively engage learners from diverse cultural backgrounds. British Journal of Educational Technology, 38: 294–311. doi: 10.1111/j.1467-8535.2006.00626.x

This paper is the result of the author’s participation in a Tempus project, named
TOHOSTCA (Tourism and Hospitality Studies in Central Asia), whose main goal is the
modernisation of curriculum in the field of tourism and hospitality, as well as the
introduction of modern learning approaches through new technologies in three countries
of Central Asia—the Kyrgyz Republic, Mongolia and Uzbekistan. For the sake of
clarification, the Tempus programme is an initiative launched by the European Commission
and is adopted by the Council of Ministers of the European Union (EU) in 1990.
The initial objective of Tempus was to support the reform of the higher education sector
of Central and Eastern Europe in the framework of the EU’s Phare programme to promote
economic and social cohesion in these regions. Thereafter, Tempus was extended
to the New Independent States and to Mongolia by a Council decision (93/1246/
European Economic Commission [EEC]) in 1993. In this context, TOHOSTCA offers the
possibility for the previously mentioned developing countries to increase regional
cooperation and to improve technical and human resources within five of their higher
education institutions (HEIs) with the objective of building a common online
curriculum.

Machado, C. (2007), Developing an e-readiness model for higher education institutions: results of a focus group study. British Journal of Educational Technology, 38: 72–82. doi: 10.1111/j.1467-8535.2006.00595.x

Abstract

Higher education institutions (HEIs) are largely built on the assumption that learning is an individual process best encouraged by explicit teaching that is, on the whole, separated from social engagement with those outside the university community. This perspective has been theoretically challenged by those who argue for a social constructivist learning theory and a more collaborative approach to learning. Information and communication technologies (ICTs) afford lecturers and students an opportunity for extending the boundaries of a learning experience, not merely beyond the lone individual, but beyond the limits of discipline boundaries within a specific university community and beyond the institution into the local community. This paper illustrates how a collaborative effort between lecturers and students from the Computer Science and Education Departments at Rhodes University, teachers from the local community, the provincial Department of Education and a non-governmental organisation developed into an unfolding virtual and physical community of practice which enabled ICT take-up in a number of schools in the Grahamstown District, South Africa. This discussion of what has become known as the e-Yethu project provides an example of how ICTs, underpinned by the insights of social constructivism, the notion of ‘community of practice’ and in particular Hoadley and Kilner's C4P Framework for Communities of Practice, can serve to help HEIs understand ways in which ICTs can provide opportunities for developing collaborative learning within HEIs, and between the HEI and the local community.

Hodgkinson-Williams, C., Slay, H. and Siebörger, I. (2008), Developing communities of practice within and outside higher education institutions. British Journal of Educational Technology, 39: 433–442. doi: 10.1111/j.1467-8535.2008.00841.x

Abstract

Second Life (SL), an immersive virtual environment, is increasingly being adopted in education for both formal and informal teaching and learning uses. This paper addresses the process of developing a demonstrator presence in SL, the potential of the system for formal teaching and some practical ideas on how to successfully integrate such emerging technologies into practice.

Wheeler, M. (2009), Developing the Media Zoo in Second Life. British Journal of Educational Technology, 40: 427–443. doi: 10.1111/j.1467-8535.2009.00942.x

Abstract

Although researchers have developed various scales for measuring users' computer anxiety or Internet anxiety, none of the literature has addressed the measurement of mobile computer anxiety (MCA). The purpose of this study is to develop and validate a multidimensional mobile computer anxiety scale (MCAS) based on previous research on computer anxiety and Internet anxiety. In this study, I introduce and define the construct of MCA, provide an empirical validation of the construct and its underlying dimensionality, develop a generic MCA scale with desirable psychometric properties and explore the scale's theoretical and practical applications. By analysing data from a sample of 287 respondents, this study proposes a 7-factor, 38-item MCAS. This empirically validated scale will be useful to researchers in developing and testing mobile learning (m-learning) theories, as well as to educators and m-learning managers in understanding an individual's MCA and in promoting the use of mobile computing and learning systems.

Wang, Y.-S. (2007), Development and validation of a mobile computer anxiety scale. British Journal of Educational Technology, 38: 990–1009. doi: 10.1111/j.1467-8535.2006.00687.x

Abstract

Attitude, experience and competence (broadly covered by the European Computer Driving Licence syllabus) in information technology (IT) were assessed in 846 1st-year Medical Sciences Division undergraduates (2003–06) at the start of their first term. Online assessments delivered during induction workshops were presented as an opportunity for self-evaluation and to provide performance-related recommendations for training. Results were consistent over 4 years. There was no difference in attitude between years or programme of study and the majority selected ‘competent to use a range of applications’. Nor were there any differences in competence between all students in any year; however, male Medical Science students performed significantly better than females (2006). Students with a recognised IT qualification also did significantly better than those without. There was a discrepancy between measured skill and individual self-evaluation of competence; in particular, weaker students overestimated their competence. In all years, some students showed a fundamental lack of understanding of basic IT skills. Introducing online diagnostic testing raised the profile of the importance of IT skills to both academic staff and students.

Sieber, V. (2009), Diagnostic online assessment of basic IT skills in 1st-year undergraduates in the Medical Sciences Division, University of Oxford. British Journal of Educational Technology, 40: 215–226. doi: 10.1111/j.1467-8535.2008.00926.x

Abstract

In the spring of 2005, the author designed and taught a graduate-level course on digital game-based learning primarily for teachers. Teachers cannot be expected to embrace digital games as a tool for learning unless they have a sound understanding of the potential as well as the limitations, and are confident in their ability to use games effectively to enhance learning. The course was designed as an introduction to digital games and gaming for instruction and learning. In it, students explored the theories, the possibilities, considerations and constraints related to the design of instructional games, and the use of learning and commercial entertainment games in classroom and out-of-class settings. The design of the course, along with the rationales, will be outlined and participant reaction will be profiled. Suggestions for future course designs are described, as well as key elements crucial for teacher preparation. Ultimately, the success of digital games as a medium for learning depends to a large extent on the abilities of new and practicing teachers to take full advantage of this medium.

Becker, K. (2007), Digital game-based learning once removed: Teaching teachers. British Journal of Educational Technology, 38: 478–488. doi: 10.1111/j.1467-8535.2007.00711.x

Abstract

The purpose of this study was to examine the effect of concept-mapping strategies with three different generativity levels (expert-generated concept map, partially learner-generated concept map, fully learner-generated concept map) on knowledge acquisition. Interaction between learners' self-regulated learning (SRL) skills and different levels of generativity was also tested. One hundred twenty-four undergraduate students, randomly assigned to three different concept-mapping groups, were differentiated by high and low levels of SRL skills. The findings suggest that the participants in the fully learner-generated map group significantly outperformed the participants in the expert-generated map group, and participants with high SRL skills significantly outperformed those with low SRL skills across all treatment levels.

Lim, K. Y., Lee, H. W. and Grabowski, B. (2009), Does concept-mapping strategy work for everyone? The levels of generativity and learners' self-regulated learning skills. British Journal of Educational Technology, 40: 606–618. doi: 10.1111/j.1467-8535.2008.00872.x

Abstract

While a number of studies have been conducted on the impact of online assessment and teaching methods on student learning, the field does not seem settled around the promised benefits of such approaches. It is argued that the reason for this state of affairs is that few studies have been able to control for a number of confounding factors in student performance. We report on the introduction of a regular (every 3 weeks) low-mark online assessment tool in a large, first-year business mathematics course at the University of New South Wales, a major Australian university. Using a retrospective regression methodology together with a very large and rich data set, we test the proposition that exposure to the online assessment instrument enhances student learning. Significantly, we are able to control for prior student aptitude, in-course mastery, gender and even effort via a voluntary class attendance proxy. Furthermore, the study incorporates two large, and statistically diverse cohorts as well as manipulations in the model tested to robustly examine the outcomes. Our central result is that higher exposure to the online instrument robustly leads to higher student learning, all else being equal. Various implications for online assessment design, implementation and targeting are also discussed.

Angus, S. D. and Watson, J. (2009), Does regular online testing enhance student learning in the numerical sciences? Robust evidence from a large data set. British Journal of Educational Technology, 40: 255–272. doi: 10.1111/j.1467-8535.2008.00916.x

Abstract

While there is agreement that participation in online asynchronous discussions can enhance student learning, it has also been identified that there is a need to investigate the impact of participation in online discussions on student course performance. This paper presents a case study based on an undergraduate engineering management unit employing a formally assessed online discussion area. It was observed that while many students read a significant number of discussion postings, generally, the posting of new and reply messages occurred at the minimum level required to qualify for the assignment marks. Based on correlation and multiple regression analysis, it was observed that two variables were significantly related to a student's final unit mark—prior academic ability and the number of new postings made to the online discussion. Each new posting contributed three times as much to the final unit mark as its nominal assessment value, suggesting that the work in preparing their new discussion postings assisted students in the completion of a range of assessable tasks for the unit. The number of postings read was not significantly correlated with the final unit mark, suggesting that passive lurking in this online discussion did not significantly contribute to student learning outcomes.

Palmer, S., Holt, D. and Bray, S. (2008), Does the discussion help? The impact of a formally assessed online discussion on final student results. British Journal of Educational Technology, 39: 847–858. doi: 10.1111/j.1467-8535.2007.00780.x

Abstract

The rise in UK government funding for information and communications technologies (ICTs) since 1997 has created a large capital infrastructure, which schools are required to support with their own funds. Simultaneously, both nationally and internationally, the model of self-managing schools gathers momentum. In the UK, the government supports the key principle of local management of schools, which points towards the leadership team and governors as the body best placed to make decisions on how funding will support school improvement. The complexity of policy formation with respect to e-learning funding in schools is further compounded by the requirement to address the needs of a range of stakeholders in the state and commercial sectors.

This goal of this paper was to explore this potential paradox between centralised funding of school ICTs and local planning and decision-making. Five possible funding policy models were suggested and discussed, and key questions in relation to policy formation were identified.

Mee, A. (2007), E-learning funding for schools: a policy paradox?. British Journal of Educational Technology, 38: 63–71. doi: 10.1111/j.1467-8535.2006.00596.x

Abstract

There is a common predicament faced by educational designers, that is, the lack of learning design tools for nontraditional pedagogies of learning. Because of this lack of alternatives, educational designers often use traditional design tools (such as task analysis) in contexts where nontraditional learning activities (such as collaborative projects) are desired. Because the learning goals of objectivist and alternative epistemologies differ, the designed instructional/learning activities do not match the original goals or desired learning outcomes. It is argued that learning design should be understood of as a quest for congruence between learning epistemologies and designs. This paper proposes an analytical framework to help identify the congruence or lack thereof of a learning design. The framework consists of: (1) the employed epistemology and desired learning outcome, (2) focus of analysis, (3) focus of design and (4) the design process. It is hoped that this framework will provide a lever for developing design tools that are more congruent with alternative pedagogies.

Der-Thanq, C., Hung, D. and Wang, Y.-M. (2007), Educational design as a quest for congruence: The need for alternative learning design tools. British Journal of Educational Technology, 38: 876–884. doi: 10.1111/j.1467-8535.2006.00675.x

Abstract

This paper elaborates the two different academic views of the identity of educational technology in China at the current time—advanced-technology-oriented cognition, known as Electrifying Education, and problem-solving-oriented cognition, known as Educational Technology. It addresses five main modes of educational technology in China: as a programme, as a research direction, as a discipline area, as an institution and as an enterprise. The authors provide a brief description of the field of educational technology in China.

Meifeng, L., Jinjiao, L. and Cui, K. (2010), Educational technology in China. British Journal of Educational Technology, 41: 541–548. doi: 10.1111/j.1467-8535.2010.01094.x

Hooper, R. (2008), Educational technology—a long look back. British Journal of Educational Technology, 39: 234–236. doi: 10.1111/j.1467-8535.2008.00813.x

Abstract

This study investigates effects of multimedia on cognitive load, self-efficacy and learners’ ability to solve multiple rule-based problems. Two hundred twenty-two college students were randomly assigned to interactive and non-interactive multimedia groups. Based on Engelkamp's multimodal theory, the present study investigates the role of multimedia in multiple rule-based problem solving. The findings indicate that providing learners with manipulative function in multimedia would facilitate their problem solving through reduced cognitive load and improved self-efficacy. The study identifies a significant mediator effect for self-efficacy that mediates between multimedia and learners’ problem solving. Discussion focuses on the effects of multimedia and self-efficacy on learners’ performance in multiple rule-based problem solving. Suggestions are made with regard to the design of problem solving in future studies.

Zheng, R., McAlack, M., Wilmes, B., Kohler-Evans, P. and Williamson, J. (2009), Effects of multimedia on cognitive load, self-efficacy, and multiple rule-based problem solving. British Journal of Educational Technology, 40: 790–803. doi: 10.1111/j.1467-8535.2008.00859.x

Abstract

This study investigates the differences in children’s comprehension and enjoyment of storybooks according to the medium of presentation. Two different storybooks were used and 132 children participated. Of these, 51 children read an extract from The Magicians of Caprona, about half reading an electronic version with an online dictionary, and the rest reading a printed version with a separate printed dictionary. The remaining 81 children read an extract from The Little Prince, 26 reading an electronic version, 26 reading the same but with narration and 29 reading a printed version. No dictionary was supplied with this storybook. The type of medium did not significantly affect the children’s enjoyment of either storybook, and while it took them longer to read the electronic versions, this difference was only significant for The Little Prince. For both storybooks, comprehension scores were higher for retrieval-type questions than for inference ones. The use of the online dictionary in the electronic condition of The Magicians of Caprona was significantly greater than that for the printed dictionary in that condition. The provision of narration in the electronic version of The Little Prince led to significantly higher comprehension scores than when narration was absent.

Grimshaw, S., Dungworth, N., McKnight, C. and Morris, A. (2007), Electronic books: children’s reading and comprehension. British Journal of Educational Technology, 38: 583–599. doi: 10.1111/j.1467-8535.2006.00640.x

Abstract

This paper describes how a system comprising a learning environment and digital repository is being embedded into the teaching and learning of Design Engineering at the University of Strathclyde. It then maps out the issues that have been encountered, how these have been overcome and how other departments or institutions would be affected if they were to roll out and scale up the use of such tools. These issues are categorised as technological, pedagogical and cultural, and include the adequate provision of support, creating a critical mass of resources, ensuring quality and integration with other technologies. Successful embedding and sustainability requires that senior managers reflect on these key issues at a departmental and/or institutional level before implementation.

Breslin, C., Nicol, D., Grierson, H., Wodehouse, A., Juster, N. and Ion, W. (2007), Embedding an integrated learning environment and digital repository in design engineering education: lessons learned for sustainability. British Journal of Educational Technology, 38: 805–816. doi: 10.1111/j.1467-8535.2007.00754.x

Abstract

Blended learning, the combination of traditional face-to-face teaching methods with authentic online learning activities, has the potential to transform student-learning experiences and outcomes. In spite of this advantage, university teachers often find it difficult to adopt new online techniques, in part because institutional practices are still geared to support more traditional approaches. This paper describes how a project, funded to support international collaboration to enhance learning and teaching in Geography, has allowed a university to explore models for change. It briefly examines the associated issues of sharing and repurposing resources; it reflects on the impact of the project on local strategy, and the importance of sustaining the collaborations and approaches to learning and teaching after the funding is completed.

Davis, H. C. and Fill, K. (2007), Embedding blended learning in a university's teaching culture: Experiences and reflections. British Journal of Educational Technology, 38: 817–828. doi: 10.1111/j.1467-8535.2007.00756.x

Abstract

This paper describes how two related e-learning initiatives have led to school-level virtual learning environment (VLE) adoption and commencement of several new teaching developments at the University of Southampton. These have engaged additional academic staff with online learning and increased the role of blended learning within the curriculum, in turn contributing to new strategies at the university level. The first e-learning project was the Joint Information Systems Committee/National Science Foundation-funded DialogPLUS project, and the second, a collaborative online masters programme. Barriers to embedding have been both technical and human, but among critical success factors, we especially identify the impetus provided by external funding, the size and composition of the project teams and, to a lesser degree, the creation of demonstrator materials. The specific details of VLE choice and learning object design have proved less significant. This work has been undertaken in collaboration with other schools in Southampton and other institutions within the Worldwide Universities Network.

Martin, D. and Treves, R. (2007), Embedding e-learning in geographical practice. British Journal of Educational Technology, 38: 773–783. doi: 10.1111/j.1467-8535.2007.00759.x

Abstract

Instructional systems design (ISD) has been frequently criticised as taking too long to implement, calling for a reduction in cycle time—the time that elapses between project initiation and delivery. While instructional design research has historically focused on increasing learner efficiencies, the study of what instructional designers do to increase efficiency during the design of instruction, including web-based training, has not yet been fully examined. The purpose of this qualitative developmental study was to identify and understand the methodologies used by experienced instructional designers to increase the efficiency of the instructional design process. Data were gathered from 11 instructional designers working within two business and industry consulting firms that provide learning solutions to global clients. Results revealed 47 efficiency methodologies found within the four categories of design model, instructional design team member roles, instructional design processes and instructional design tools. Additionally, 14 supporting instructional designer competencies were found within the category of instructional designer knowledge, skills and attitudes.

Roytek, M. A. (2010), Enhancing instructional design efficiency: Methodologies employed by instructional designers. British Journal of Educational Technology, 41: 170–180. doi: 10.1111/j.1467-8535.2008.00902.x

Abstract

Systems thinking is an essential cognitive skill that enables individuals to develop an integrative understanding of a given subject at the conceptual and systemic level. Yet, systems thinking is not usually an innate skill. Helping students develop systems-thinking skills warrants attention from educators. This paper describes a study examining the effects of utilising systems modelling as a cognitive tool in enhancing a group of graduate students' systems-thinking skills. A significant improvement was observed in the systems-thinking practises of the students. A theoretical rationale for enhancing systems-thinking skills with modelling and the results of the study will be discussed.

Hung, W. (2008), Enhancing systems-thinking skills with modelling. British Journal of Educational Technology, 39: 1099–1120. doi: 10.1111/j.1467-8535.2007.00791.x

Abstract

Pedagogical theories and the applications of information technology for language learning have been widely researched in various dimensions. However, ethical issues, such as online privacy and security, and learners' personal data disclosure, are not receiving enough research attention. The perceptions and attitudes from those who participate in Computer-Assisted Language Learning (CALL)—instructors and learners—towards these issues have been particularly neglected. This research investigated the following issues: privacy protection and learners' personal data disclosure, along with teachers' and students' ethics self-assessments, and their perceptions and ideals of ethical issues in technology-assisted language learning. The results of two surveys of teacher and learner perspectives on these issues are outlined, along with some possible solutions to these ethical problems for teachers who are teaching languages through CALL.

Wang, S. and Heffernan, N. (2010), Ethical issues in Computer-Assisted Language Learning: Perceptions of teachers and learners. British Journal of Educational Technology, 41: 796–813. doi: 10.1111/j.1467-8535.2009.00983.x

Abstract

This study investigated the impact of virtual guest speakers facilitating asynchronous discussions. The setting was an online instructional technology course with 16 graduate students and two guest speakers. The research reports the quantity and level of critical thinking of the students and guests. Each posting was coded for frequency and critical thinking. The results indicate that higher-order thinking occurred and student participation remained high throughout the length of both threaded discussions, regardless of the amount of postings and time spent by the guests. The findings support that guest speakers can be used sparingly in online discussions while still maintaining the quality of the online discussion and frequent, meaningful interactions among students.

Hemphill, L. S. and Hemphill, H. H. (2007), Evaluating the impact of guest speaker postings in online discussions. British Journal of Educational Technology, 38: 287–293. doi: 10.1111/j.1467-8535.2006.00622.x

Abstract

This paper reports on the development of a scale for determining the quality of the student e-learning experience at the degree level when the student learning context is predominately a campus-based experience. Rapid developments in the use of information and communication technologies (ICT) in higher education require methods for evaluating the contribution of such tools to student learning, especially when they are complementing a face-to-face experience. We examine the psychometric functioning of a proposed e-learning scale in relation to a well-validated degree-level teaching evaluation instrument, the Student Course Experience Questionnaire. The e-learning scale has suitable reliability and validity in the present sample of undergraduate students for quality assurance activities around ICT.

Ginns, P. and Ellis, R. A. (2009), Evaluating the quality of e-learning at the degree level in the student experience of blended learning. British Journal of Educational Technology, 40: 652–663. doi: 10.1111/j.1467-8535.2008.00861.x

Abstract

This study focused on the barriers that middle school teachers faced when implementing technology-enhanced problem-based learning (PBL) in their classrooms. Using a human performance-based model, we interviewed teachers, administrators, university faculty and technical support staff to determine the perceived importance of multiple barriers to the implementation of technology-enhanced PBL. Twenty-one teachers, two school administrators and a project manager, two faculty members, and two technical support staff participated in the study. Interview data were supported by surveys, classroom observations and researchers' reflective journals. Results suggested that lack of a clear, shared vision was the primary barrier. Additional barriers included lack of knowledge and skills, unclear expectations and insufficient feedback. Recommendations to support teachers' efforts to integrate technology-enhanced problem-based learning are presented.

Park, S. H. and Ertmer, P. A. (2008), Examining barriers in technology-enhanced problem-based learning: Using a performance support systems approach. British Journal of Educational Technology, 39: 631–643. doi: 10.1111/j.1467-8535.2008.00858.x

Abstract

This paper describes and reflects on the development of the Schome Park Programme (SPP), which was established with the specific aim of extending our thinking about schome, which aims to be the optimal educational system for the 21st century.

In an earlier stage of the Schome Initiative, it became clear that people find it almost impossible to break free from established conceptions of education. Open virtual worlds like Second Life® virtual world offer opportunities for people to have radically different ‘lived experiences’ of educational systems and thus seemed to be the ideal vehicle for exploring alternative models of education. The SPP therefore set out in late 2006 to use Teen Second Life® virtual world to support the development of the vision of schome, informed by current understandings about learning, pedagogy and the ‘tools’ available to us today.

This paper provides an overview of the first three phases of the SPP and briefly outlines the research methodologies used within it. This leads into a discussion of the potential of virtual worlds to support pedagogical exploration, which in turn leads to consideration of three dimensions of practice that emerged from the SPP. These three dimensions, which correspond closely with a framework developed in post-compulsory education, are illustrated by use of descriptions of activities and other data from the SPP. The paper concludes by raising questions about the extent to which pedagogical practices will change in the future as a result of the opportunities offered by virtual worlds.

Twining, P. (2009), Exploring the educational potential of virtual worlds—Some reflections from the SPP. British Journal of Educational Technology, 40: 496–514. doi: 10.1111/j.1467-8535.2009.00963.x

Abstract

Computer programming has been taught in secondary schools for more than two decades. However, little is known about how students learn to program. From the curriculum implementation perspectives, learning style helps address the issue of learner differences, resulting in a shift from a teacher-centred approach to a learner-focused approach. This study aims to investigate the effects of gender and learning styles on computer programming performance. The Gregorc Style Delineator (GSD) was employed to measure learning styles. A test was administered to assess students’ programming performance. Two hundred and seventeen secondary school students of age from 14 to 19 participated in this study. Results indicated that no gender differences in programming performance were found after controlling for the effect of student ability. Academic ability had a differential effect on programming knowledge. Sequential learners in general performed better than random learners. These results suggest the importance of the ordering dimension of the GSD in influencing programming performance. Implications of the findings in relation to programming pedagogy are discussed in this paper.

Lau, W. W. F. and Yuen, A. H. K. (2009), Exploring the effects of gender and learning styles on computer programming performance: implications for programming pedagogy. British Journal of Educational Technology, 40: 696–712. doi: 10.1111/j.1467-8535.2008.00847.x

Abstract

Digital games are evolving beyond the solitary context into a ubiquitous, social and collaborative experience. Addressing beliefs about technology and attitudes towards technology-mediated processes is fundamental to the successful implementation of any innovation. In collaborative gaming, attitude towards gaming influences learners' interactions along the domain, technology and community dimensions. Building on various seminal works, an instrument was developed for measuring four components of attitude towards gaming—affective components, perceived control, perceived usefulness and behavioural components. The survey, including 21 statements each scored on a 5-point Likert scale, was used with a sample of college students to investigate the influence of gender and gaming competence on attitude towards gaming. The pedagogical implications of the different attitude components are discussed in relation to game design and to the different interactions triggered by the gaming context.

Bonanno, P. and Kommers, P. A. M. (2008), Exploring the influence of gender and gaming competence on attitudes towards using instructional games. British Journal of Educational Technology, 39: 97–109. doi: 10.1111/j.1467-8535.2007.00732.x

Abstract

In recent years, a number of models concerning question-answering (QA) systems have been put forward. But many of them stress technology and neglect the research of QA itself. In this paper, we analyse the essence of QA and discuss the relationship between technology and QA. On that basis, we propose that when designing web-based QA systems, more attention should be paid to the learning mechanism involved in the QA process than to technology. Some new ideas on the design of QA systems are also put forward in order to promote the rapid development of web-based QA systems.

Zhang, Y. (2010), Exploring the learning mechanism of web-based question-answering systems and their design. British Journal of Educational Technology, 41: 624–631. doi: 10.1111/j.1467-8535.2009.01002.x

Abstract

The purpose of the study reported here is to illustrate how an approach based on a culturally appropriate ‘shepherd metaphor’ has helped Asian students to cross cultural boundaries and to engage in critical thinking online. Asian students are under different levels of influence from the Confucian Heritage Culture, which cultivates students to revere authority, maintain harmony and avoid conflicts in public. This has a significant impact on Asian students' cultural readiness to verbalise critical thinking. This paper partially reports research undertaken in a large English as a Foreign Language reading class in Taiwan, in which ‘shepherd leadership’ was practised. Shepherd leadership involves knowing students individually, offering cognitive modelling, exercising leadership and discipleship, encouraging student leadership and calling on silent students personally to get them to participate. This approach, concentrating on Asian students' affective needs, cognitive modelling, passing leadership to students and reaching out to silent ones, was found effective.

Chiu, Y.-C. J. (2009), Facilitating Asian students' critical thinking in online discussions. British Journal of Educational Technology, 40: 42–57. doi: 10.1111/j.1467-8535.2008.00898.x

Abstract

This paper explores the possibility of bringing e-learning to African universities through collaborative networks of public–private partnerships. It is envisaged that this approach will solve the dual problem of infrastructural barriers and weak ICT policies. As technology is used more in education, the teachers’ roles are increasingly integrated with those of support staff, administrators and technical staff. The needs of e-learning environments suggest the viability of multistakeholder networks to share expertise and resolve issues related to training needs. The paper concludes that collaboration networks that include e-learning sponsors, policy makers, telecommunication network service providers and educators are required to solve the problems of online education in Africa.

Gunga, S. O. and Ricketts, I. W. (2007), Facing the challenges of e-learning initiatives in African universities. British Journal of Educational Technology, 38: 896–906. doi: 10.1111/j.1467-8535.2006.00677.x

Abstract

Even though computer games hold considerable potential for engaging and facilitating learning among today's children, the adoption of modern educational computer games is still meeting significant resistance in K-12 education. The purpose of this paper is to inform educators and instructional designers on factors affecting teachers' adoption of modern educational computer games. A case study was conducted to identify the factors affecting the adoption of Dimenxian, which was a new educational computer game designed to teach Algebra to middle school students. The diffusion of innovations theory was used as the conceptual framework of this study. The results indicated that compatibility, relative advantage, complexity and trialability played important roles in the game adoption. These findings were compared with the existing literature on (1) the adoption of educational software, and (2) the barriers in the use of educational computer games in K-12 settings to help guide future research and practice. The comparison showed that (1) adoption attributes for the games and other educational software had a similar pattern from high to low significance: relative advantage, compatibility, complexity, trialability and observability; and (2) the game adoption factors were more inclusive than the barriers of using the computer games.

Kebritchi, M. (2010), Factors affecting teachers' adoption of educational computer games: A case study. British Journal of Educational Technology, 41: 256–270. doi: 10.1111/j.1467-8535.2008.00921.x

Abstract

The purpose of this study was to determine China Agricultural University’s (CAU’s) faculty adoption behaviour about web-based distance education (WBDE). Rogers’ (2003) model of five stages in the innovation–decision process was adopted and modified as the theoretical base for the study. Quantitative research was employed and the research design for the study was descriptive in nature. The results of data analysis found that about 70% of participating CAU faculty (N= 273) stayed in early stages in the innovation–decision process related to WBDE (no knowledge, knowledge, or persuasion) and about 30% were in later stages (decision, implementation and confirmation). Faculty members’ stage in the innovation–decision process differed significantly by their professional area, level of education, teaching experience and distance education experience. Gender, age and academic rank had no significant influence on faculty members’ stage in the process.

Li, Y. and Lindner, J. R. (2007), Faculty adoption behaviour about web-based distance education: a case study from China Agricultural University. British Journal of Educational Technology, 38: 83–94. doi: 10.1111/j.1467-8535.2006.00594.x

Abstract

Is it possible to educate a fire officer to deal intelligently with the command and control of a major fire event he will never have experienced? The authors of this paper believe there is, and present here just one solution to this training challenge. It involves the development of an intelligent simulation based upon computer managed interactive media. The expertise and content underpinning this educational development was provided by the West Midlands Fire Service. Their brief for this training programme was unambiguous and to the point:

* 1 Do not present the trainee with a model answer, because there are no generic fires. Each incident is novel, complex, and often ‘wicked’ in that it changes obstructively as it progresses. Thus firefighting demands that Commanders impose their individual intelligence on each problem to solve it.
* 2 A suitable Educational Simulator should stand alone; operate in real time; emulate as nearly as possible the ‘feel’ of the fireground; present realistic fire progress; incorporate the vast majority of those resources normally present at a real incident; bombard the trainee with information from those sources; provide as few system-prompts as possible.
* 3 There should also be an interrogable visual debrief which can be used after the exercise to give the trainees a firm understanding of the effects of their actions. This allows them to draw their own conclusions of their command effectiveness. Additionally, such a record of command and control will be an ideal initiator of tutorial discussion.
* 4 The simulation should be realisable on a hardware/software platform of £10 000.
* 5 The overriding importance is that the simulation should ‘emulate as nearly as possible the feelings and stresses of the command role’.

Powell, J., Wright, T., Newland, P., Creed, C. and Logan, B. (2008), Fire play: ICCARUS—Intelligent command and control, acquisition and review using simulation. British Journal of Educational Technology, 39: 369–389. doi: 10.1111/j.1467-8535.2008.00831.x

Abstract

Managing the pedagogical aspects of the ‘computational turn’ that is occurring within the Humanities in general and the disciplines associated with cognitive science and neuroscience in particular, first implies facing the challenge of introducing students to computation. This paper presents what has proven to be an efficient approach to bringing undergraduate Humanities students to reach insight into the nature of computation and its bearing on reflecting upon the mind in general, and the brain in particular. It is set within the context of a course on the topic of sensory perception featuring a laboratory component aimed at guiding students to develop neuronal networking skills. In this course, students are asked to design, test and discuss the neurophysiological, psychological and philosophical implications of the neuronal blueprints of a virtual creature’s brain which they are challenged to ‘wire’ themselves in such a way as to allow it to ‘see the world’ within which they choose to place it. The insight on which we are reporting here is simply that a basic competence in using a spreadsheet application is all that is required to allow implementing and testing of virtual brains made of basic formal neurones, bringing the miracle of computer simulation within the reach of even the most computer-shy undergraduates. Once introduced to basic neuronal networks (two 90-minute laboratory sessions), two laboratory sessions are sufficient to bring groups of up to some 50 undergraduates to manipulate the basic spreadsheet operations successfully and understand how virtual brains consisting of basic formal neurones can be implemented in terms of these basic spreadsheet operations. It is the ‘flattening’ to which the virtual (formal neuronal) brains are thus subjected, as they are turned into spreadsheets that led to coining the concept of a ‘flatbrain spreadsheet’. The students are then challenged to develop and implement their very own virtual creature’s flatbrain spreadsheets, and gently tutored into noticing the key problems out of which arise the great debates in cognitive science about such issues as consciousness, qualia, categorisation, induction, computational explanation and the like. Empirical evidence gathered over the course of the last 6 years strongly suggests that the construction of flatbrain spreadsheets by students does make a difference in the classroom.

Lamontagne, C., Desjardins, F. and Bénard, M. (2007), Flatbrain spreadsheets: Mindtool outside the box?. British Journal of Educational Technology, 38: 687–698. doi: 10.1111/j.1467-8535.2006.00655.x

Abstract

This study examines children's flow experiences in an interactive social game environment. A total of 33 children aged from 7 to 9 years participated in the study for 6 weeks. Data were collected through observations and interviews. In order to measure the flow experiences of the children, items of a flow scale were administered to the children through interviews. Results revealed that flow experiences occur more among boys than girls during gameplay. While ludology had more effect on the flow experiences of boys when compared with the narratology of computer games, narratology had more effect among girls. Challenge and complexity elements of games had more effect on the flow experiences of the children than clear feedback.

Inal, Y. and Cagiltay, K. (2007), Flow experiences of children in an interactive social game environment. British Journal of Educational Technology, 38: 455–464. doi: 10.1111/j.1467-8535.2007.00709.x

Abstract

This study examined means of fostering videoconference-based collaborative learning. An experiment was conducted with 15 learning dyads divided into three conditions of videoconference-based learning: without shared workspace, with shared workspace and with shared workspace plus a content-specific graphical representation. Compared with those with a shared workspace, learning dyads without a shared workspace in the videoconference-based setting tended to make more effort at verbal coordination. This coordination effort did not affect the quality of collaboratively written texts or individual knowledge acquisition. Without shared workspace, participants’ coordinative utterances involved more frequent referrals to the learning content, which might have facilitated the cognitive processing of the learning content and might have compensated for the potential disadvantage of verbal coordination load. The content-specific graphical representation led to more coherent content-related dialogues and had positive effects on the quality of the collaboratively written texts and on individual knowledge acquisition. The study shows that content-specific graphical representation can be a meaningful support measure in videoconference-based learning settings, whereas the effects of a shared workspace should be further investigated.

Hron, A., Cress, U., Hammer, K. and Friedrich, H.-F. (2007), Fostering collaborative knowledge construction in a video-based learning setting: effects of a shared workspace and a content-specific graphical representation. British Journal of Educational Technology, 38: 236–248. doi: 10.1111/j.1467-8535.2006.00619.x

Abstract

Educational games may offer a viable strategy for developing students' problem-solving skills. However, the state of art of educational game research does not provide an account for that. Thus, the aim of this research is to develop an empirically allocated model about problem-based gaming that can be utilised to design pedagogically meaningful games. The proposed model was evaluated through a business simulation game. The interviews indicated that authenticity, collaboration and learning by doing were found to be the most important characteristics of effective educational games. Results also showed that the proposed model describes well the problem-based gaming process in which the reflection phase seems to be a vital factor. The outcome of the reflection phase may be personal synthesis of knowledge, validation of hypothesis laid or a new playing strategy to be tested. However, because of the small sample size of this study, more research on the topic is recommended. Especially, ways to support reflection in games needs to be studied.

Kiili, K. (2007), Foundation for problem-based gaming. British Journal of Educational Technology, 38: 394–404. doi: 10.1111/j.1467-8535.2007.00704.x

Abstract

This paper, written from a 20th-century perspective, traces the development of, and influences on, the field of instructional technology and attempts to describe a framework within which we can better understand the field.

Ely, D. (2008), Frameworks of educational technology. British Journal of Educational Technology, 39: 244–250. doi: 10.1111/j.1467-8535.2008.00810.x

Abstract

This paper explores the concepts of motivation, including extrinsic motivation and intrinsic motivation. It describes how motivation becomes a major concern in the field of instructional design (ID). Furthermore, a motivation model—the ARCS model—is identified and discussed. Finally, it provides an example of how to apply the motivational design process in ID. The aim of this paper is to facilitate a deeper understanding of motivation and to inform professionals about its importance in learning

Cheng, Y.-C. and Yeh, H.-T. (2009), From concepts of motivation to its application in instructional design: Reconsidering motivation from an instructional design perspective. British Journal of Educational Technology, 40: 597–605. doi: 10.1111/j.1467-8535.2008.00857.x

Abstract

For technology-enhanced learning, the idea of learning objects transfers the technologies of content management, methods of software engineering and principles of open access to educational resources. This paper reports on CampusContent, a research project and competence centre for e-learning at FernUniversität in Hagen that designed and developed an integrated portal to a repository network named edu-sharing. This portal facilitates sharing, joint development and reuse of learning material and pedagogical knowledge. CampusContent focused on essential challenges concerning use and utility of learning objects and developed principles, methods and tools that support educators in the process of contextualising learning objects within educational settings. Our model offers three levels of contextualisation: configurable objects, learning scenarios and an integrated work environment for educators.

Klebl, M., Krämer, B. J. and Zobel, A. (2010), From content to practice: Sharing educational practice in edu-sharing. British Journal of Educational Technology, 41: 936–951. doi: 10.1111/j.1467-8535.2010.01134.x

Abstract

Centring on the application of information and communication technology (ICT) in Chinese higher education, this paper discusses the development of e-campus in Chinese universities from three different aspects: campus network infrastructure and various management information systems; three modes of e-learning and its application in higher education institutions; and educational digital resources sharing. Finally, problems encountered during the application of ICT in Chinese higher education and possible solutions are also presented.

Zhao, G. and Jiang, Z. (2010), From e-campus to e-learning: An overview of ICT applications in Chinese higher education. British Journal of Educational Technology, 41: 574–581. doi: 10.1111/j.1467-8535.2010.01085.x

Abstract

In this paper, it is argued that e-learning environments are currently more like ‘buildings’, ie, learning spaces, rather than ‘schools’, ie, places for learning. The concepts originated from architecture and urban design, where they are used both to distinguish static spaces from inhabited places, and more importantly, as design objectives. The transformation from space to place is supported and enabled by social interactions between the (learning) community members. We argue that this distinction between the concepts explains some of the problems with current e-learning systems and propose issues to consider when designing new systems. By acknowledging the importance and characteristics of a place, designers and researchers can justify the need and support for social interactions in learning space, consequently enabling social community building in e-learning environments, and most importantly, supporting the development of a user-friendly and motivating e-learning place.

Wahlstedt, A., Pekkola, S. and Niemelä, M. (2008), From e-learning space to e-learning place. British Journal of Educational Technology, 39: 1020–1030. doi: 10.1111/j.1467-8535.2008.00821_1.x

Abstract

The rapid development of computer-supported collaborative environments has highlighted the need for collaborative knowledge construction devices. Because most available mindtools do not promote collaboration, there is a need for social mindtools that can be used in collaborative learning situations. We have used activity theory as a conceptual framework to define the requirements of social mindtools as awareness of other participants, communication and the ability to edit common objects together. We present the concept of Woven Stories and use it as an example of an effective social mindtool. We also describe a case study in which Woven Stories software was used as an online debating forum. This case study reveals the potential inherent in the concept, compared with other text-oriented Web 2.0 tools, such as wikis.

Nuutinen, J., Sutinen, E., Botha, A. and Kommers, P. (2010), From mindtools to social mindtools: Collaborative writing with Woven Stories. British Journal of Educational Technology, 41: 753–775. doi: 10.1111/j.1467-8535.2009.00973.x

Abstract

This paper reports the results of a study on strategic planning and implementation of information and communication technology (ICT) in teaching and describes the level of quality awareness in web-based teaching at the University of Helsinki. Questionnaire survey data obtained from deans and institutional leaders, ICT support staff, teachers and students (n = 333) at the University indicate that strategic planning has proceeded well, and all the faculties of the University have developed virtual university strategies in order to continue existing ICT initiatives, to further increase the use of ICT in teaching and to assure student information literacy. The data indicate that all the faculties and institutions have monitored and reported the use of ICT in teaching, but quality assurance or enhancement as tools for monitoring were mentioned less frequently. The available ICT training was found satisfactory to meet the actual training needs of the teachers, but their lack of time was judged to be the main obstacle to their participation in it. The teachers identified two basic functions of ICT in teaching: (1) distribution of course material via the web, and (2) the creation of interactive and collaborative learning opportunities. The male teachers and students consistently estimated that their ICT skills were stronger when compared with the judgements made by female teachers and students. The teachers generally felt that the greatest problems arose from students’ lack of time management skills and from deficiencies in the usability of the technology. The students did not perceive lack of time management as a problem. Rather, they experienced isolation, loneliness and the lack of practical ICT usability to be the main obstacles to learning. The teachers had a higher assessment of students’ learning than the students did. The greatest difference between teachers and students concerned the contextual nature of learning in a virtual environment. The fact that the teachers’ views were markedly more positive signals a distinct challenge for pedagogy.

Löfström, E. and Nevgi, A. (2007), From strategic planning to meaningful learning: diverse perspectives on the development of web-based teaching and learning in higher education. British Journal of Educational Technology, 38: 312–324. doi: 10.1111/j.1467-8535.2006.00625.x

Abstract

This study investigated the effects of gameplaying on fifth-graders’ maths performance and attitudes. One hundred twenty five fifth graders were recruited and assigned to a cooperative Teams-Games-Tournament (TGT), interpersonal competitive or no gameplaying condition. A state standards-based maths exam and an inventory on attitudes towards maths were used for the pretest and posttest. The students’ gender, socio-economic status and prior maths ability were examined as the moderating variables and covariate. Multivariate analysis of covariance (MANCOVA) indicated that gameplaying was more effective than drills in promoting maths performance, and cooperative gameplaying was most effective for promoting positive maths attitudes regardless of students’ individual differences.

Ke, F. and Grabowski, B. (2007), Gameplaying for maths learning: cooperative or not?. British Journal of Educational Technology, 38: 249–259. doi: 10.1111/j.1467-8535.2006.00593.x

Abstract

The authors are designing and carrying out some training sessions based on serious games with customers from different business environments and with some university student groups, both in northern Italy. Some business case studies are described in this article specifying the context, the training goal, the adopted training solution and the main characteristics of the designed game. Some screenshots are also shown. Furthermore, the authors are carrying out a survey both in the business and the university environment to analyse how the learners perceive these kinds of games in terms of effectiveness, engagement, pleasure, usability and freedom of behaviour while playing. Some results are reported in this paper, and the comparison between students' and employees' perception is shown. The questionnaire used can be found in the Appendix.

Pannese, L. and Carlesi, M. (2007), Games and learning come together to maximise effectiveness: The challenge of bridging the gap. British Journal of Educational Technology, 38: 438–454. doi: 10.1111/j.1467-8535.2007.00708.x

Abstract

With the proliferation of online games, understanding users' intention to play online games has become a new issue for academics and practitioners. Prior studies have investigated the factors affecting behavioural intention to play online games. However, little research has been conducted to investigate the gender differences in the acceptance of online games. Thus, this study is to investigate the effects of perceived playfulness and its potential antecedents (ie, computer self-efficacy, computer anxiety, challenge, speed and feedback) on the behavioural intention to play online games, and to examine the gender differences in the perception and acceptance of online games. Data collected from 281 respondents in Taiwan were tested against the research model using analysis of variance and structural equation modelling approaches. The theoretical and practical implications of the results were discussed.

Wang, H.-Y. and Wang, Y.-S. (2008), Gender differences in the perception and acceptance of online games. British Journal of Educational Technology, 39: 787–806. doi: 10.1111/j.1467-8535.2007.00773.x

Abstract

A new computerised testing system was used at home to promote learning and also to save classroom instruction time. The testing system combined the features of short-answer and multiple-choice formats. The questions of the multiple-choice problems were presented without the options so that students had to generate answers for themselves; they could click for the options when they were ready, and could choose one of the options within a brief, specified time period. One hundred thirty-eight Korean sixth-grade students (12-year olds) were divided into two groups: the experimental group took the intervening test on social studies using the new computerised testing method, and the control group used a computerised version of the traditional multiple-choice method. A few days after the intervening computerised test, a recall posttest was given in paper-and-pencil format. The mean posttest score was greater for the experimental group than for the control group. Implications of the result are discussed.

Park, J. and Choi, B.-C. (2008), Higher retention after a new take-home computerised test. British Journal of Educational Technology, 39: 538–547. doi: 10.1111/j.1467-8535.2007.00752.x

Abstract

Hole-in-the-Wall as a concept has attracted worldwide attention. It involves providing unconditional access to computer-equipped kiosks in playgrounds and out-of-school settings, children taking ownership of their learning and learning driven by the children's natural curiosity. It is posited that this approach, which is being used in India, Cambodia and several countries in Africa, can pave the way for a new education paradigm and be the key to providing literacy and basic education and bridging the digital divide in remote and disadvantaged regions. This paper seeks to establish why two such open access, self-directed and collaborative learning systems failed to take root in the Central Himalaya communities of Almora and Hawalbagh. The purpose of this study is not to deny the achievements and potential of such an approach in other settings, but to examine the tenets and sustainability of such initiatives. It is argued that there is a need to distinguish between Hole-in-the-Wall as an idea and as an institution and to reflect on the key suppositions on how unsupervised access, informal, public, self-guided and collaborative work can help in children's learning.

Arora, P. (2010), Hope-in-the-Wall? A digital promise for free learning. British Journal of Educational Technology, 41: 689–702. doi: 10.1111/j.1467-8535.2010.01078.x

Abstract

In asynchronous threaded discussions, messages posted near the end of the week provide less time for students to critically examine and respond to ideas presented in the messages than messages posted early in the week. This study examined how the day in which messages are posted (early, midweek and weekend) in computer-supported collaborative argumentation affect the number of responses elicited by arguments and challenges, and how its effects differ across the four types of exchanges (argument–challenge, challenge–counterchallenge, challenge–explain, challenge–evidence) that serve as indicators of critical discourse. This study found that the day of posting had a significant effect on the number of responses elicited per message, with the greatest to smallest effect on argument–challenge, challenge–counterchallenge, challenge–explain and challenge–evidence exchanges respectively. These findings highlight some of the limitations of asynchronous discussions, and suggest alternative ways to implement and design discussion environments to promote higher levels of critical discourse.

Jeong, A. and Frazier, S. (2008), How day of posting affects level of critical discourse in asynchronous discussions and computer-supported collaborative argumentation. British Journal of Educational Technology, 39: 875–887. doi: 10.1111/j.1467-8535.2007.00789.x

Abstract

A writing process of five stages, setting the topic and goals, planning the outline, organising the structure, building the content, and reviewing, is proposed to guide hypermedia authoring. To explore the effects of the system designed with writing-process guidance, this study enrolled 108 seventh graders at a junior high school as experimental subjects. Results of the experiment show that writing-process guidance does indeed help in the presentation of students’ web page creations. This experiment also explored the differences in web page creations between different genders. Results show that creations of male students are better than those of female students.

Chang, K.-E., Sung, Y.-T. and Zheng, J.-W. (2007), Hypermedia authoring with writing process guidance. British Journal of Educational Technology, 38: 851–860. doi: 10.1111/j.1467-8535.2006.00663.x

Abstract

This paper is one of a pair that re-examines the evidence from a national initiative to train all teachers in England to bring them up to the level of newly qualified teachers, who are required to know when to use and when not to use information and communication technologies (ICT) in their professional practice. Reanalysis of data gathered for the 2004 evaluation uncovers the complexity of such professional development. The effectiveness of contrasting approaches to ICT-related teacher training was analysed using the national survey of 496 trainees and experts’ reports on 11 of the 47 training providers. multilevel evaluation of professional development was shown to be robust for ICT teacher training, including a significant correlation between the views of experts and those of teachers. The presence of the middle level of ‘organisational support and change’ emerged as a particularly discriminating factor, indicating that higher-quality teacher training supports change in the classroom and in the school. Therefore, we recommend that all five of Guskey's levels be consistently adopted for the evaluation of ICT teacher training, and that research should also adopt a multilevel model. A second paper delves deeper to describe and contrast the highest and lowest-rated approaches to ICT teacher training.

Davis, N., Preston, C. and Sahin, I. (2009), ICT teacher training: Evidence for multilevel evaluation from a national initiative. British Journal of Educational Technology, 40: 135–148. doi: 10.1111/j.1467-8535.2007.00808.x

Abstract

This study explores how students' learning styles influence their learning while solving complex problems when a case-based e-learning environment is implemented in a conventional lecture-oriented classroom. Seventy students from an anaesthesiology class at a dental school participated in this study over a 3-week period. Five learning-outcome tests and two course-satisfaction surveys were implemented during the case-based instruction using a blended approach (online and face-to-face). The results of one-way ANOVAs with repeated measures revealed that the four learning styles (active–reflective, sensing–intuitive, visual–verbal, sequential–global) did not influence students' learning experience and learning outcomes during the implementation of case-based e-learning. However, the pattern of the students' performance graph and further analysis with a liberal approach implied that the active–reflective learning style may influence learning outcomes slightly at an earlier time during the case-based learning implementation; however, as time passed, this learning style no longer influenced their learning at all. Thus, learning styles may not be considered important or may be considered only during the early stages of instructional implementation in order to facilitate the students' transition to the new case-based learning environment. It is more efficient to encourage students to adapt to different learning environments than to design adaptive systems in order to embrace diverse learning styles.

Choi, I., Lee, S. J. and Kang, J. (2009), Implementing a case-based e-learning environment in a lecture-oriented anaesthesiology class: Do learning styles matter in complex problem solving over time?. British Journal of Educational Technology, 40: 933–947. doi: 10.1111/j.1467-8535.2008.00884.x

Abstract

Making learning objects available is critical to reuse learning resources. Making content transparently available and providing added value to different stakeholders is among the goals of the European Commission's eContentplus programme. This paper analyses standards and protocols relevant for making learning objects accessible in distributed data provider networks. Types of metadata associated with learning objects and methods for metadata generation are discussed. Experiences from European projects highlight problems in implementing infrastructures and mapping metadata types into common application profiles. The use of learning contents and its associated metadata in different scenarios is described and concluded with lessons learned and pitfalls to avoid.

Klemke, R., Ternier, S., Kalz, M. and Specht, M. (2010), Implementing infrastructures for managing learning objects. British Journal of Educational Technology, 41: 873–882. doi: 10.1111/j.1467-8535.2010.01127.x

Abstract

Chinese classrooms, whether on school grounds or online, have long suffered from a lack of interactivity. Many online classes simply provide recorded lectures to which students listen after downloading. This format only reinforces the negative effects of passive non-participatory learning. At the e-Learning Lab of Shanghai Jiaotong University researchers and developers actively seek technologic interventions that can greatly increase interactivity in blended classes. They developed a cutting-edge mobile learning system that can deliver live broadcast of real-time classroom teaching to online students with mobile devices. Their system allows students to customise means of content-reception, based on when and where the students are tuning in to the broadcast. The system also supports short text messaging and instant polls. Through these venues, students can ask questions and make suggestions in real time, and the instructor can address them immediately. Here we describe this system in detail, and also report results from a test implementation of the system with a blended classroom of 1000 students (250 campus and 750 online).

Shen, R., Wang, M. and Pan, X. (2008), Increasing interactivity in blended classrooms through a cutting-edge mobile learning system. British Journal of Educational Technology, 39: 1073–1086. doi: 10.1111/j.1467-8535.2007.00778.x

Abstract

Following the establishment of Centres for Excellence in Teaching and Learning in England and Northern Ireland in 2005, several institutions have used these to pursue specific pedagogical approaches at a strategic level, in line with and building on existing institutional strategic thinking. Technology-enhanced learning is often one of the vehicles to implement these pedagogical approaches, leading to institution-wide attempts to identify and support suitable technologies. This paper discusses the role of the educational developer in this process and what impact this particular role might have at strategic level, bearing in mind the numerous simultaneous developments that take place in an institution at any one time.

Little, S. (2008), Inquiry-based learning and technology—supporting institutional TEL within one pedagogical context. British Journal of Educational Technology, 39: 422–432. doi: 10.1111/j.1467-8535.2008.00842.x

Abstract

There has been significant recent interest in the dynamics of institutional change and e-learning. This paper reports on the findings from a series of discussions about e-learning diffusion held with institutional e-learning representatives from across the globe. In the course of discussion it became clear that in some institutions e-learning was an accepted part of everyday activity, while in others it struggled to gain traction. There were identifiable common elements in those institutions that had appeared to have successfully engaged with e-learning across their teaching and learning functions. The findings of this exploratory study indicate that institutions have either achieved a state of sustainable embedding for e-learning, or else need to. Unless a state of institutional sustainability is achieved, it is likely that e-learning activity will in the long term be limited to enthusiasts.

Nichols, M. (2008), Institutional perspectives: The challenges of e-learning diffusion. British Journal of Educational Technology, 39: 598–609. doi: 10.1111/j.1467-8535.2007.00761.x

Abstract

Although traditional instructional design and technology (IDT) has largely been based on objectivism, in the past 20 years, constructivism has emerged as a dominant framework for IDT. Both perspectives, however, present shortcomings. This paper explores enactivism—an emerging new philosophical world view—as an alternative paradigm. It also investigates the possibilities offered by this new paradigm to IDT. The philosophical world view known as enactivism is reviewed to illustrate the similarities and differences among the three philosophical paradigms, namely, objectivism, constructivism and enactivism. Finally, details of enactivism and its implications for IDT are explored.

Li, Q., Clark, B. and Winchester, I. (2010), Instructional design and technology grounded in enactivism: A paradigm shift?. British Journal of Educational Technology, 41: 403–419. doi: 10.1111/j.1467-8535.2009.00954.x

Abstract

Nationally and internationally, designers are challenged with meeting the needs of diverse populations, and they are faced with the dilemma of how to integrate culture in the design of information and communication technologies (ICTs). This paper reviews the literature in the fields of human–computer interaction and instructional design to argue that the present methods of integrating culture in design serve a limited scope of what culture can be in the design process. Two conclusions were drawn from this research. First, it is apparent that integrating culture in the design of ICTs serves a broader scope, from the generic or culture-neutral, to the specialised or culture-specific. Second, this review indicates that design has not caught up with technology and that to create for diverse audiences the process must be deliberate.

Young, P. A. (2008), Integrating Culture in the Design of ICTs. British Journal of Educational Technology, 39: 6–17. doi: 10.1111/j.1467-8535.2007.00700.x

Abstract

The paper reports on an investigation into the 1998–2003 Phase 1 of the information and communication technologies (ICTs) component of the Basic Education Program, a major project jointly funded by the Turkish Ministry of National Education (MONE) and the World Bank designed to integrate ICT into the national primary school system. The study involved a search of the literature regarding ICT integration in primary schools, an analysis of MONE and World Bank documentation and face-to-face interviews and a questionnaire survey to gauge the experiences and views of the administrators and computer coordinators involved in the project. The findings revealed major shortcomings in the project, and the paper concludes with recommendations for addressing these shortcomings in Phase 2 of the project, which is now under way, again under the aegis of MONE and the World Bank.

Özdemir, S. and Kılıç, E. (2007), Integrating information and communication technologies in the Turkish primary school system. British Journal of Educational Technology, 38: 907–916. doi: 10.1111/j.1467-8535.2006.00678.x

Abstract

While supplementation of face-to-face (F2F) teaching with online engagement is increasingly common, the educators' challenge of teaching F2F personalities and facilitating online personalities has not been widely explored. In this paper, we report on a project in which 1st-year students attended F2F sessions and engaged with an anonymous online questioning environment. The differences between students' F2F and online behaviour led to intended and unintended consequences. The purpose of this paper is to explore these intended and unintended consequences of technology use. The project was undertaken over a 3-year period, starting in 2004. In 2004, a pilot project was conducted based on a class of 35 students studying a 1st-year programming course in information systems. The investigation was again conducted in 2005 for the same course, this time with 63 students. In 2006, the project was extended to a class of 610 1st-year commerce students studying an introductory information systems course. In all cases, students met F2F and when online, engaged with an anonymous Web/SMS collaborative tool. The intended consequence was that a blending of F2F with online interaction extended student engagement beyond the limitation of a classroom and provided a forum for further collaboration and consultation. The intended outcome was achieved. An unintended consequence was that the tool provided the lecturer with diagnostic information that was used to impact on pedagogical designs. This was often a result of students taking on an online personality that would very often be extremely frank and honest about the manner in which the course was conducted, and how learning was taking place. The findings show that students used the tool in ways that exceeded the envisaged intention, and student use of the tool positively impacted on the curriculum, pedagogy and general running of the course. The paper concludes that integration of online engagement with F2F teaching adds value to the teaching and learning experience.

Ng'ambi, D. and Brown, I. (2009), Intended and unintended consequences of student use of an online questioning environment. British Journal of Educational Technology, 40: 316–328. doi: 10.1111/j.1467-8535.2008.00899.x

Abstract

With increasing international collaboration in the delivery of higher education e-learning programmes, the requirement for changes in institutional practice needs to be considered in relation to the creation of shared online resources. A group of academic and learning technologists involved in a US/UK project experimented with technology and a new cultural approach to creating learning material suitable for use in geography programmes on either side of the Atlantic. The methodology, called Collaborative Learning Activity Design was undertaken to develop a series of learning activities to support the use and understanding of the Global Positioning System. As a result of this study, effective communication, reliable and flexible technology and a robust, iterative methodology were identified as critical factors for successful outcomes. These outcomes included learning materials that are readily redeployable in other institutions and cross-fertilisation of ideas and knowledge to produce higher quality resources. The experiences of designing and developing multi-institutional learning materials from the viewpoint of practitioners at the University of Leeds are discussed in this paper.

Durham, H. and Arrell, K. (2007), Introducing new cultural and technological approaches into institutional practice: an experience from geography. British Journal of Educational Technology, 38: 795–804. doi: 10.1111/j.1467-8535.2007.00758.x

Abstract

With the proliferation of mobile computing technology, mobile learning (m-learning) will play a vital role in the rapidly growing electronic learning market. M-learning is the delivery of learning to students anytime and anywhere through the use of wireless Internet and mobile devices. However, acceptance of m-learning by individuals is critical to the successful implementation of m-learning systems. Thus, there is a need to research the factors that affect user intention to use m-learning. Based on the unified theory of acceptance and use of technology (UTAUT), which integrates elements across eight models of information technology use, this study was to investigate the determinants of m-learning acceptance and to discover if there exist either age or gender differences in the acceptance of m-learning, or both. Data collected from 330 respondents in Taiwan were tested against the research model using the structural equation modelling approach. The results indicate that performance expectancy, effort expectancy, social influence, perceived playfulness, and self-management of learning were all significant determinants of behavioural intention to use m-learning. We also found that age differences moderate the effects of effort expectancy and social influence on m-learning use intention, and that gender differences moderate the effects of social influence and self-management of learning on m-learning use intention. These findings provide several important implications for m-learning acceptance, in terms of both research and practice.

Wang, Y.-S., Wu, M.-C. and Wang, H.-Y. (2009), Investigating the determinants and age and gender differences in the acceptance of mobile learning. British Journal of Educational Technology, 40: 92–118. doi: 10.1111/j.1467-8535.2007.00809.x

Abstract

Concerns about noncompletion and the quality of the 1st-year student experience have been linked to recent changes in higher education such as modularisation, increased class sizes, greater diversity in the student intake and reduced resources. Improving formative assessment and feedback processes is seen as one way of addressing academic failure, of enhancing the learning experience and students’ chances of success in the early years of study. This paper argues that if this is to happen, a broader perspective on the purposes of formative assessment and feedback is required, one that links these processes to the development of learner self-regulation. It then shows, through two case studies drawn from the Re-engineering Assessment Practices project, how information and communication technology might support formative assessment processes and the development of self-regulation in large 1st-year classes. Finally, the paper presents a set of principles for the effective design and evaluation of formative assessment and feedback processes.

Nicol, D. (2007), Laying a foundation for lifelong learning: Case studies of e-assessment in large 1st-year classes. British Journal of Educational Technology, 38: 668–678. doi: 10.1111/j.1467-8535.2006.00657.x

Abstract

Science Created by You (SCY) is a project on learning in science and technology domains. SCY uses a pedagogical approach that centres around products, called ‘emerging learning objects’ (ELOs) that are created by students. Students work individually and collaboratively in SCY-Lab (the general SCY learning environment) on ‘missions’ that are guided by socio-scientific questions (for example ‘How can we design a CO2-friendly house?’). Fulfilling SCY missions requires a combination of knowledge from different content areas (eg, physics, mathematics, biology, as well as social sciences). While on a SCY mission, students perform several types of learning activities that can be characterised as productive processes (experiment, game, share, explain, design, etc), they encounter multiple resources, collaborate with varying coalitions of peers and use changing constellations of tools and scaffolds. The configuration of SCY-Lab is adaptive to the actual learning situation and may provide advice to students on appropriate learning activities, resources, tools and scaffolds, or peer students who can support the learning process. The SCY project aims at students between 12 and 18 years old. In the course of the project, a total of four SCY missions will be developed, of which one is currently available.

De Jong, T., Van Joolingen, W. R., Giemza, A., Girault, I., Hoppe, U., Kindermann, J., Kluge, A., Lazonder, A. W., Vold, V., Weinberger, A., Weinbrenner, S., Wichmann, A., Anjewierden, A., Bodin, M., Bollen, L., D′Ham, C., Dolonen, J., Engler, J., Geraedts, C., Grosskreutz, H., Hovardas, T., Julien, R., Lechner, J., Ludvigsen, S., Matteman, Y., Meistadt, Ø., Næss, B., Ney, M., Pedaste, M., Perritano, A., Rinket, M., Von Schlanbusch, H., Sarapuu, T., Schulz, F., Sikken, J., Slotta, J., Toussaint, J., Verkade, A., Wajeman, C., Wasson, B., Zacharia, Z. C. and Van Der Zanden, M. (2010), Learning by creating and exchanging objects: The SCY experience. British Journal of Educational Technology, 41: 909–921. doi: 10.1111/j.1467-8535.2010.01121.x

Abstract

This paper reported on the findings of research into innovation in e-learning design and assessment through the development and implementation of online learning activities (e-tivities). The focus of the study was on Carpe Diem as a process to enable academic course teams to seize 2 days to design and embed pedagogically appropriate e-tivities into their courses. The study also addressed the use of technology in the design of e-tivities and the level of tutor and learner engagement with them during course delivery. Six academic course teams representing three disciplines at four British universities took part in this 12-month study. Cognitive mapping was the main research methodology used. The results suggested that Carpe Diem is an effective and powerful team-based process to foster pedagogical change and innovation in learning design and assessment practices. The e-tivities designed during Carpe Diem were successfully used primarily for learning and formative assessment, and exceptionally for summative assessment. Web 2.0 tools, especially wikis, were employed to enable collaborative online learning and were prominent in the new designs. The tutors' e-moderation skills were key to engage learners and thus capitalise on the benefits of e-tivities.

Armellini, A. and Aiyegbayo, O. (2010), Learning design and assessment with e-tivities. British Journal of Educational Technology, 41: 922–935. doi: 10.1111/j.1467-8535.2009.01013.x

Abstract

There is currently widespread interest in exploring the opportunities to develop learning that can be delivered in three-dimensional multiuser virtual environments (3-D MUVEs). In this paper, I argue for the need to conduct research into the emerging cultures of use in 3-D MUVEs, focussing on the example of Second Life. Drawing on social and cultural studies of 3-D MUVEs, the paper briefly explores four issues in Second Life which have profound implications for the transplanting of learning: (1) the emerging ‘virtual vernacular’ of Second Life builds, (2) the development of a capitalist economy within and beyond Second Life, (3) the phenomenon of ‘griefing’, and (4) the need to take account of the everydayness of Second Life. Only by attending to the cultures of use in 3-D MUVEs—learning from Second Life—can we begin to contemplate the potential for learning in Second Life.

Bell, D. (2009), Learning from Second Life. British Journal of Educational Technology, 40: 515–525. doi: 10.1111/j.1467-8535.2009.00943.x

Abstract

The purpose of this article is to present the results of a study conducted to investigate how the attributes of 3-D technology such as avatars, 3-D space, and comic style bubble dialogue boxes affect participants' social, cognitive, and teaching presences in a blended problem-based learning environment. The community of inquiry model was adopted to analyse and interpret data collected from transcripts and group interviews. The results indicated that although the attributes of 3-D technology promoted participants' social presence, this positive online social experience did not completely contribute to participants' cognitive presence due to inherent technology attributes. Additionally, critical technical and instructional features of the 3-D environment were required in order to further enhance teaching presence and overall learning experience.

Omale, N., Hung, W.-C., Luetkehans, L. and Cooke-Plagwitz, J. (2009), Learning in 3-D multiuser virtual environments: Exploring the use of unique 3-D attributes for online problem-based learning. British Journal of Educational Technology, 40: 480–495. doi: 10.1111/j.1467-8535.2009.00941.x

Abstract

Although there is interest in the educational potential of online multiplayer games and virtual worlds, there is still little evidence to explain specifically what and how people learn from these environments. This paper addresses this issue by exploring the experiences of couples that play World of Warcraft together. Learning outcomes were identified (involving the management of ludic, social and material resources) along with learning processes, which followed Wenger's model of participation in Communities of Practice. Comparing this with existing literature suggests that productive comparisons can be drawn with the experiences of distance education students and the social pressures that affect their participation.

Oliver, M. and Carr, D. (2009), Learning in virtual worlds: Using communities of practice to explain how people learn from play. British Journal of Educational Technology, 40: 444–457. doi: 10.1111/j.1467-8535.2009.00948.x

Abstract

This paper reports on a completed field study that examined the usability and effectiveness of learning objects designed for Australian and New Zealand primary and secondary schools. It focuses on student engagement by observing the ways students interacted with learning objects and by listening to what they said about them. Questions that guided the field study included the following: Could the students use the learning objects easily? Did they enjoy the experience? Did they engage with the intended learning? These questions are examined with reference to students at different levels of schooling, and examples drawn from the fieldwork illustrate that, while some learning objects achieved their potential as engaging multimedia educational resources, others fell short. The paper provides a detailed examination of two learning objects to reveal what worked and what created barriers or subverted the intended learning. In particular, it explores interest, challenge and importance as elements that contributed to engagement and socially constructed learning.

Lowe, K., Lee, L., Schibeci, R., Cummings, R., Phillips, R. and Lake, D. (2010), Learning objects and engagement of students in Australian and New Zealand schools. British Journal of Educational Technology, 41: 227–241. doi: 10.1111/j.1467-8535.2009.00964.x

Abstract

The study described in this paper investigated the use of The Le@rning Federation's learning objects by students in primary school education. The study focused on how students engaged with and responded to the learning objects and how the objects supported student learning. A collective case study design allowed the researchers to investigate how students from two different classrooms within the site school were using and responding to learning objects. Data in the form of classroom observations, student work and student focus group interviews were collected in order to learn about students' experiences and perspectives. The data revealed that in general the learning objects impacted positively on students. Students exhibited high levels of engagement and motivation in their learning, although expressed negativity towards some design aspects that restricted the intended learning outcomes. The study's major findings highlight the significant role of the teacher in scaffolding and integrating learning objects in order to best support student learning outcomes, reinforcing the notion of learning objects being only part of the whole learning experience.

Cameron, T. and Bennett, S. (2010), Learning objects in practice: The integration of reusable learning objects in primary education. British Journal of Educational Technology, 41: 897–908. doi: 10.1111/j.1467-8535.2010.01133.x

Abstract

Traditionally, at least according to popular wisdom, learning took place in venues that were custom-designed for the purpose. The purpose, given the evidence of the artefacts with which we are confronted, seems to have been the educational equivalent of the production line that so succinctly characterised the industrialisation of society. One consequence of this design logic, however, is that learning is defined as something that is married to a ‘place’. This paper will argue that the conceptual ‘slippage’ that characterises the disappearing differences between ‘learning spaces’ and ‘learning environments’, coupled with the further ‘displacement’ of the learner (turned avatar) in virtual spaces such as Facebook and Second Life, serves to ‘displace’ learning itself. The paper argues further that we have failed to recognise the primacy of ‘physical situatedness’ to our conceptions of learning itself. In short, our difficulty in understanding and articulating the nature of learning is partly brought about by our inability to articulate where learning takes place—in a world characterised by virtual space and electronic selves. If we are to articulate the nature of learning in our age, then we need to articulate the nature of the real and virtual spaces and bodies that we inhabit.

Thomas, H. (2010), Learning spaces, learning environments and the dis‘placement’ of learning. British Journal of Educational Technology, 41: 502–511. doi: 10.1111/j.1467-8535.2009.00974.x

Abstract

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 on conceptions of what students learn, approaches to learning, and learning outcomes. The main hypothesis tested here was that there are qualitative differences in the student conceptions of learning through discussions and their approaches to face-to-face and online discussions. Furthermore, it was expected to find that these differences were reflected in the learning outcomes, that is, student approaches would be linked to more complete conceptions of learning and to better academic performance. More tentatively, the existence of causal relationships between these aspects of learning and academic performance was also explored. Data on students' conceptions and approaches was collected through closed-ended questionnaires and final mark was used as an indicator of the quality of learning (academic performance). Our analysis identified variations in the quality of conceptions and student approaches also revealing strong associations between what students thought their learning is about, the way they approached their learning, and academic performance in both face-to-face and online contexts. Implications of these findings for research and practice are elaborated.

Bliuc, A.-M., Ellis, R., Goodyear, P. and Piggott, L. (2010), Learning through face-to-face and online discussions: Associations between students' conceptions, approaches and academic performance in political science. British Journal of Educational Technology, 41: 512–524. doi: 10.1111/j.1467-8535.2009.00966.x

Abstract

The current paper provides insight into the learning strategies adopted by children working at Minimally Invasive Education (MIE) Learning Stations. Previous research has clearly indicated the attainment of basic computer literacy by groups of young children in the age groups of 7–14 years. This learning takes place due to the emergence and development of group social processes, an aspect crucial for achieving basic computing skills. The paper describes the process of socially shared understanding and learning as being crucial to individual learning. It is to be noted that this approach of socially shared learning does not challenge the analysis of the individual level of processing; it maintains that individual learning is vital in any learning context, but insufficient to build the psychology of learning. MIE research is of the view that young children learn through interaction with others, particularly peers as it provides an important context for social and cognitive learning. For it is in this way that children make sense of their own experience and environment. Hence, schools are not the only privileged sites of learning.

Dangwal, R. and Kapur, P. (2009), Learning through teaching: Peer-mediated instruction in minimally invasive education. British Journal of Educational Technology, 40: 5–22. doi: 10.1111/j.1467-8535.2008.00863.x

Abstract

Over the next 10 years, we anticipate that personal, portable, wirelessly networked technologies will become ubiquitous in the lives of learners—indeed, in many countries, this is already a reality. We see that ready-to-hand access creates the potential for a new phase in the evolution of technology-enhanced learning, characterised by ‘seamless learning spaces’ and marked by continuity of the learning experience across different scenarios or contexts, and emerging from the availability of one device or more per student. The challenge is to enable learners to learn whenever they are curious and seamlessly switch between different contexts, such as between formal and informal contexts and between individual and social learning, and by extending the social spaces in which learners interact with each other. In this paper, we review the potential of mobile learning research for designing seamless learning environments that can bridge both formal and informal learning, present a research agenda and discuss important methodological issues that concern research into formal and informal learning.

Looi, C.-K., Seow, P., Zhang, B., So, H.-J., Chen, W. and Wong, L.-H. (2010), Leveraging mobile technology for sustainable seamless learning: a research agenda. British Journal of Educational Technology, 41: 154–169. doi: 10.1111/j.1467-8535.2008.00912.x

Abstract

What and how much can children learn without subject teachers? In an attempt to find a limit to self organized learning, we explored the capacity of 10–14 year old Tamil-speaking children in a remote Indian village to learn basic molecular biology, initially on their own with a Hole-in-the-Wall public computer facility, and later with the help of a mediator without knowledge of this subject. We then compared these learning outcomes with those of similarly-aged children at a nearby average-below average performing state government school who were not fluent in English but were taught this subject and another group of children at a high-performing private school in New Delhi who were fluent in English and had been taught this subject by qualified teachers. We found that the village children who only had access to computers and Internet-based resources in the Hole-in-the-Wall learning stations achieved test scores comparable with those at the local state school and, with the support of the mediator, equal to their peers in the privileged private urban school. Further experiments were conducted with unsupervised groups of 8–12 year-olds in several English schools using the Internet to study for GCSE questions they normally would be examined on at the age of 16. We conclude that, in spite of some limitations, there are opportunities for self-organised and mediated learning by children in settings where they would otherwise be denied opportunities for good, or indeed any, schooling. We also show that this approach can be enhanced by the use of local or online mediators.

Mitra, S. and Dangwal, R. (2010), Limits to self-organising systems of learning—the Kalikuppam experiment. British Journal of Educational Technology, 41: 672–688. doi: 10.1111/j.1467-8535.2010.01077.x

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Abstract

The cost of health and safety (H&S) failures to the UK industry is currently estimated at up to £6.5 billion per annum, with the construction sector suffering unacceptably high levels of work-related incidents. Better H&S education across all skill levels in the industry is seen as an integral part of any solution. Traditional lecture-based courses often fail to recreate the dynamic realities of managing H&S on site and therefore do not sufficiently create deeper cognitive learning (which results in remembering and using what was learned). The use of videos is a move forward, but passively observing a video is not cognitively engaging and challenging, and therefore learning is not as effective as it can be. This paper describes the development of an interactive video in which learners take an active role. While observing the video, they are required to engage, participate, respond and be actively involved. The potential for this approach to be used in conjunction with more traditional approaches to H&S was explored using a group of 2nd-year undergraduate civil engineering students. The formative results suggested that the learning experience could be enhanced using interactive videos. Nevertheless, most of the learners believed that a blended approach would be most effective.

Cherrett, T., Wills, G., Price, J., Maynard, S. and Dror, I. E. (2009), Making training more cognitively effective: Making videos interactive. British Journal of Educational Technology, 40: 1124–1134. doi: 10.1111/j.1467-8535.2009.00985.x

Abstract

There is a growing body of research literature that considers how the mode of assessment, either computer-based or paper-based, might affect candidates' performances. Despite this, there is a fairly narrow literature that shifts the focus of attention to those making assessment judgements and which considers issues of assessor consistency when dealing with extended textual answers in different modes. This research project explored whether the mode in which a set of extended essay texts were accessed and read systematically influenced the assessment judgements made about them. During the project, 12 experienced English literature assessors marked two matched samples of 90 essay exam scripts on screen and on paper. A variety of statistical methods were used to compare the reliability of the essay marks given by the assessors across modes. It was found that mode did not present a systematic influence on marking reliability. The analyses also compared examiners' marks with a gold standard mark for each essay and found no shifts in the location of the standard of recognised attainment across modes.

Johnson, M., Nádas, R. and Bell, J. F. (2010), Marking essays on screen: An investigation into the reliability of marking extended subjective texts. British Journal of Educational Technology, 41: 814–826. doi: 10.1111/j.1467-8535.2009.00979.x

Abstract

This paper reports a study aimed at revealing special-educational-needs pupils' learning potential by means of an ICT-based assessment including a dynamic visual tool that might help pupils when solving mathematics problems. The study focused on subtraction problems up to 100, which require ‘borrowing’. These problems, in which the value of the ones-digit of the subtrahend is larger than the ones-digit of the minuend, are known as a serious difficulty for weak pupils in mathematics. Seven of such problems from a standardised test were placed in the ICT environment. Data were collected from two test conditions: the standardised written test format and the ICT version of the test items including the tool that provided pupils with a set of virtual manipulatives. The 37 pupils involved in the study were 8–12 years old and from two special-education schools in the Netherlands. Comparison of the performance scores in the two formats showed that an ICT-based assessment format, including a dynamic visual tool, can reveal weak pupils' learning potential and strategy use. The study also pointed out that ‘partial-tool use’, ie, not carrying out the complete subtraction operation with the tool, can provide sufficient support to find the correct answer.

Peltenburg, M., Van Den Heuvel-Panhuizen, M. and Doig, B. (2009), Mathematical power of special-needs pupils: An ICT-based dynamic assessment format to reveal weak pupils' learning potential. British Journal of Educational Technology, 40: 273–284. doi: 10.1111/j.1467-8535.2008.00917.x

Abstract

This paper shows how concept mapping can be used to measure the quality of e-learning. Six volunteers (all of them 3rd-year medical students) took part in a programme of e-learning designed to teach the principles of magnetic resonance imaging (MRI). Their understanding of MRI was measured before and after the course by the use of concept mapping. The quality of change in individuals' maps was assessed using criteria developed to distinguish between meaningful and rote-learning outcomes. Student maps were also scored for evidence of conceptual richness and understanding. Finally, each map was compared directly with the content of the electronic teaching material.

The results show that many of the student misconceptions were put right in the course of their learning but that many of the key concepts introduced in the teaching were ignored (or sometimes learnt by rote) by the students. This was because the teaching material locked these new ideas in structures and terminology that precluded meaning-making among non-experts. Our data suggest that students' prior knowledge is a key determinant of meaningful learning. We suggest that this must be acknowledged if the design and use of electronic teaching material is also to be meaningful. Ultimately, measures of student learning are the only authentic indicators of the quality of teaching through technology.

Hay, D. B., Kehoe, C., Miquel, M. E., Hatzipanagos, S., Kinchin, I. M., Keevil, S. F. and Lygo-Baker, S. (2008), Measuring the quality of e-learning. British Journal of Educational Technology, 39: 1037–1056. doi: 10.1111/j.1467-8535.2007.00777.x

Abstract

Understanding learners’ behaviour, perceptions and influence in terms of learner performance is crucial to predict the use of electronic learning systems. By integrating the task-technology fit (TTF) model and the theory of planned behaviour (TPB), this paper investigates the online learning utilisation of Taiwanese students. This paper provides a better understanding of individual, technological and social factors regarding online learning system performance. A total of 870 students who were earlier introduced to e-learning were surveyed after a period of exposure to the system. The results of the research model were analysed using a structural equation modelling approach to verify 10 hypotheses; support was found for eight of them. This paper offers a new perspective on the mechanisms through the TTF and TPB model constructs, which facilitates e-learning learner performance and offers important implications for understanding learner performance in online learning environments.

Yu, T.-K. and Yu, T.-Y. (2010), Modelling the factors that affect individuals’ utilisation of online learning systems: An empirical study combining the task technology fit model with the theory of planned behaviour. British Journal of Educational Technology, 41: 1003–1017. doi: 10.1111/j.1467-8535.2010.01054.x

Abstract

The instructional metaphor is an important bridge to understanding, particularly when students are undertaking tasks that are conceptually difficult and outside their previous experience. It is suggested that the limitations of the implicit metaphor of the procedural control languages are the main cause of the problems experienced with delivering the control topic within the Information and Communication Technology (ICT) curriculum. These continue to dominate classroom practice despite Papert warning more than 25 years ago of the conceptual restrictions that they place on children’s thinking. It is also claimed that the procedural control languages do not provide an adequate representation of the underlying input–process–output model of control, and that this contributes to a systematic pattern of misunderstanding. Classroom trials of a graphic object-orientated language are related to a prior study made with the procedural control language Control Logo. The relatively more sophisticated mental models developed by students working with actor-lab are discussed in terms of the different underlying metaphors and the problem representation provided.

Whalley, P. (2007), Modifying the metaphor in order to improve understanding of control languages—the little-person becomes a cast of actors. British Journal of Educational Technology, 38: 715–726. doi: 10.1111/j.1467-8535.2006.00642.x

Abstract

This article reports on four United States studies of how rewards systems, extrinsic and intrinsic, could play an important role in providing incentives for university faculty to teach (or remain teaching) electronic and distance education courses. The first three studies conducted prior to 2003 reported faculty were inherently motivated to teach e-learning and distance education. The fourth study in 2003 reported key findings that differed from the earlier studies. Using a principal components analysis, the researchers found nine indicators of motivation to participate or not participate in electronic or distance education. The implications from the fourth study indicated that, while faculty members were inherently committed to helping students, faculty members wanted their basic physiological needs met by university administration through extrinsic motivators, such as salary increases and course releases.

Cook, R. G., Ley, K., Crawford, C. and Warner, A. (2009), Motivators and Inhibitors for University Faculty in Distance and e-learning. British Journal of Educational Technology, 40: 149–163. doi: 10.1111/j.1467-8535.2008.00845.x

Abstract

Research in multimedia learning lacks an emphasis on individual difference variables, such as working memory capacity (WMC). The effects of WMC and the segmentation of multimedia instruction were examined by assessing the recall and application of low (n=66) and high (n=67) working memory capacity students randomly assigned to either a segmented instruction (SI) or non-segmented instruction (NSI) version of a multimedia tutorial on historical inquiry. WMC was found to have a significant, positive effect on participants' recall and application scores; however, the use of segmentation mediated the effects of WMC to allow learners with lower WMC to recall and apply equal to those with higher WMC.

Lusk, D. L., Evans, A. D., Jeffrey, T. R., Palmer, K. R., Wikstrom, C. S. and Doolittle, P. E. (2009), Multimedia learning and individual differences: Mediating the effects of working memory capacity with segmentation. British Journal of Educational Technology, 40: 636–651. doi: 10.1111/j.1467-8535.2008.00848.x

Abstract

This paper presents an alternative application of e-portfolio in a university student assessment context. A concept based on student collaboration (called netfolio) is developed, that differs from the classical e-portfolio concept. The use of a netfolio, a network of student e-portfolios, in a virtual classroom is explained through an exploratory study. A netfolio is more than a group of e-portfolios because it offers students a better understanding of learning objectives and promotes self-revision through participation in assessment of other students' learning, as indicated through their portfolios. Class student e-portfolios are interconnected in a unique netfolio such that each student assesses their peers' work and at the same time is being assessed. This process creates a chain of co-evaluators, facilitating a mutual and progressive improvement process. Results about teachers' and students' mutual feedback are presented and the benefits of the process in terms of academic achievements are analysed.

Barbera, E. (2009), Mutual feedback in e-portfolio assessment: an approach to the netfolio system. British Journal of Educational Technology, 40: 342–357. doi: 10.1111/j.1467-8535.2007.00803.x

Abstract

The National Computing Centre (NCC) has developed an interactive video training system for the Scottish Police College to help train police supervisory officers in crowd control at major spectator events, such as football matches. This approach involves technology-enhanced training in a group-learning environment, and may have significant impact on management training methods.

Eary, J. (2008), Networked interactive video for group training. British Journal of Educational Technology, 39: 365–368. doi: 10.1111/j.1467-8535.2008.00832.x

Abstract

Learning to write Chinese characters is often thought to be a very challenging and laborious task. However, new learning tools are being designed that might reduce learners' tedium. This study explores one such tool, an online program in which learners can learn Chinese characters through vision-based motion games. The learner's gestures are detected by a computer webcam, which sends the message back to the online program, and the corresponding strokes appear on the computer screen. In this way, the learner practises the correct Chinese stroke order by gesturing. For this study, nine non-native Chinese-language learners used this program to practise writing characters, and their learning strategies and attitudes towards the online program were observed. Data were collected from two self-reported surveys and interviews. The results of the study are reported here, and implications for instructional design and future development of the gestural recognition program are discussed.

Hao, Y., Hong, J.-C., Jong, J.-T., Hwang, M.-Y., Su, C.-Y. and Yang, J.-S. (2010), Non-native Chinese language learners' attitudes towards online vision-based motion games. British Journal of Educational Technology, 41: 1043–1053. doi: 10.1111/j.1467-8535.2009.01050.x

Abstract

Online data collection in academic research might be replacing paper-and-pencil surveys or questionnaires in the near future. This paper discusses the advantages and limitations of online data collection, with particular reference to the conduct of two qualitative studies involving upper secondary school teachers and students in Iceland in 2002. Email was used for contacting the participants to ask them to visit a designated website in order to complete the questionnaire. Some problems arose with the use of an online web-based programme for data collection. Among them were the unreliability of the email address lists and the lack of willingness, particularly among students, to participate. The paper concludes that while online surveys can access large and geographically distributed populations and achieve quick returns, they may no longer be as universally appealing as was once believed. Reaching the population sample remains a problem in online as well as in traditional data collection.

Lefever, S., Dal, M. and Matthíasdóttir, Á. (2007), Online data collection in academic research: advantages and limitations. British Journal of Educational Technology, 38: 574–582. doi: 10.1111/j.1467-8535.2006.00638.x

Abstract

As online environments and tools have evolved over the last 15–20 years, their use for role-based learning has expanded. This analysis draws on work for an Australian project that has been sharing and developing knowledge about the use of online role-plays in higher education. We describe the learning needs that online role-play can meet, and give examples of solutions—some using custom-built software and some using standard online learning environments. We use these examples to develop a framework for evaluating how new technologies can support role-based learning activities in universities, taking into account the needs of both learners and teachers.

Russell, C. and Shepherd, J. (2010), Online role-play environments for higher education. British Journal of Educational Technology, 41: 992–1002. doi: 10.1111/j.1467-8535.2009.01048.x

Abstract

Recent developments and new directions in education have emphasised learners' needs, profile and pedagogical aspects by focusing on learner-centered approaches in educational settings. e-Learning, on the other hand, guarantees learners the opportunity of learning in their own way, and leads to new considerations in course design. e-Learning is defined as the new form of learning, rather than the use of new technologies. It requires new considerations in educational aspects and delivery methods. Personalised technologies and new approaches such as the use of ontologies and Semantic Webs in e-learning are some of the next challenges for both education and society in the future. This paper provides an overview and rationale for personalised web-based learning and personalised technologies. Also, it presents ontologies by emphasising the various usages of this term in a variety of fields, the main ontology structures, methodologies and design principles, and its applications in education.

Yalcinalp, S. and Gulbahar, Y. (2010), Ontology and taxonomy design and development for personalised web-based learning systems. British Journal of Educational Technology, 41: 883–896. doi: 10.1111/j.1467-8535.2009.01049.x

Abstract

Developing personalised web-based learning systems has been an important research issue in e-learning because no fixed learning pathway will be appropriate for all learners. However, most current web-based learning platforms with personalised curriculum sequencing tend to emphasise the learner preferences and interests in relation to personalised learning services but fail to consider the difficulty level of course materials, learning order of prior and posterior knowledge and learner abilities while constructing a personalised learning path. As a result, these ignored factors thus easily lead to the generation of poor quality learning paths. Generally, learners could generate cognitive overload or fall into cognitive disorientation owing to inappropriate curriculum sequencing during learning processes, thus, reducing the learning effect. With the advancement of artificial intelligence technologies, ontology technologies enable a linguistic infrastructure to represent conceptual relationships between course materials. Ontology can be served as a structured knowledge representation scheme, capable of assisting the construction of a personalised learning path. This study thus proposes a novel genetic-based curriculum sequencing scheme based on a generated ontology-based concept map, which can be automatically constructed by the pretest results of numerous learners, to plan appropriate learning paths for individual learners. The experimental results indicated that the proposed approach could create high-quality learning paths for individual learners. The proposed approach thus can help learners to learn more effectively and to likely reduce learners' cognitive overloads during learning processes.

Chen, C.-M. (2009), Ontology-based concept map for planning a personalised learning path. British Journal of Educational Technology, 40: 1028–1058. doi: 10.1111/j.1467-8535.2008.00892.x

Abstract

Taking notes is of uttermost importance in academic and commercial use and success. Different techniques for note-taking utilise different cognitive processes and strategies. This experimental study examined ways to enhance cognitive performance via different note-taking techniques. By comparing performances of traditional, linear style note-taking with alternative non-linear technique, we aimed to examine the efficiency and importance of different ways of taking notes. Twenty-six volunteer adult learners from an information management course participated in this study. Cognitive performance scores from a traditional linear note-taking group were compared with another group by using a commercially available non-linear note-taking technique. Both groups were tested in two settings: after a classroom lecture and a panel forum discussion. Tasks included measures on story comprehension, memory, complexity of mental representations and metacognitive skills. Data analysis revealed that the non-linear note-takers were significantly better than the linear group both in terms of the quantity and the quality of the learned material. This study demonstrates the importance of using cognitively compatible note-taking techniques. It identifies the cognitive mechanisms behind effective note-taking and knowledge representation. Using such techniques enables deeper understanding and more integrated knowledge management.

Makany, T., Kemp, J. and Dror, I. E. (2009), Optimising the use of note-taking as an external cognitive aid for increasing learning. British Journal of Educational Technology, 40: 619–635. doi: 10.1111/j.1467-8535.2008.00906.x

Abstract

With increasing student numbers and a diverse student body, it is crucial to consider a range of methods to engage students in learning and teaching activities. This project was used to encourage 1st-year undergraduate students to engage in out of class activities between taught sessions. The project used a virtual learning environment (VLE) known as Wolverhampton Online Learning Framework (WOLF) to encourage collaborative working within learning sets. The central aim was to investigate the potential to improve communication and mutual support between students and also to encourage students to make links between taught sessions. They were given weekly tasks that needed to be completed within their learning sets and they then posted the work in folders within WOLF by a set time. This allowed for timely feedback from the tutor and it facilitated sharing of resources across the sets. The final element involved students using their new knowledge to peer-teach the whole group in short presentations at the beginning of the next taught session. Feedback was collected in three ways, including focus groups, module feedback forms and a short questionnaire about the use of the VLE. Overall, the students' feedback was positive and they commented on gaining a number of skills including, using technology, group working and presentations. In addition to this, the overall pass rate for the module was higher and the average student grade had also increased.

Leese, M. (2009), Out of class—out of mind? The use of a virtual learning environment to encourage student engagement in out of class activities. British Journal of Educational Technology, 40: 70–77. doi: 10.1111/j.1467-8535.2008.00822.x

Abstract

This paper explores the role that eCompetence of faculty members play in the integration of eLearning in higher education. Learning technologies have the potential to enhance educational innovation, but the eLearning adoption rate of faculty in universities is so far disappointing. The motivation and capability of faculty to use information and communication technologies (ICT) in teaching and learning is influenced by competence development measures and wider institutional incentives that universities offer. The paper presents the findings of an international survey on eCompetence measures for faculty in 23 universities. Results show that traditional ICT training courses do not sufficiently motivate faculty to acquire the required competences and to engage in eLearning. Universities have to create innovative portfolios for faculty development which extend both the scope and breadth of formal training with non-formal measures like communities of practice, peer groups and networks. Beyond these competence development measures, institutional incentives like eLearning rewards and career opportunities for eLearning champions increase the motivation of faculty to sustainably use learning technologies for their courses.

Schneckenberg, D. (2010), Overcoming barriers for eLearning in universities—portfolio models for eCompetence development of faculty. British Journal of Educational Technology, 41: 979–991. doi: 10.1111/j.1467-8535.2009.01046.x

Abstract

The purpose of this paper is to compare the effects of paper-based and computer-based concept mappings on computer hardware achievement, computer anxiety and computer attitude of the eight grade secondary school students. The students were randomly allocated to three groups and were given instruction on computer hardware. The teaching methods used for each group were the conventional method, paper-based concept mapping and computer-based concept mapping. At the end of a 4-week instruction, posttests were administered to assess computer hardware achievement, computer anxiety and computer attitude of the students. The findings indicate that paper-based and computer-based concept mapping strategies produce better results than the conventional method. However, the effects of paper-based and computer-based concept mapping strategies were not significantly different.

Erdogan, Y. (2009), Paper-based and computer-based concept mappings: The effects on computer achievement, computer anxiety and computer attitude. British Journal of Educational Technology, 40: 821–836. doi: 10.1111/j.1467-8535.2008.00856.x

Abstract

Synchronous audiographic conferencing (SAC) refers to a combination of technologies for real-time communication and interaction using multiple media and modes. With an increasing institutional uptake of SAC, users require an understanding of the complex interrelations of multiple media in learning scenarios in order to support pedagogic-driven planning and effective use of the tool. This paper provides a review of recent literature that explores the pedagogic strategies used to underpin practical uses of SAC for the benefit of learners especially in non-standard contexts such as distance education. The paper reports on approaches from practitioner-oriented perspectives as well as approaches based on educational theory, notably the community of inquiry model, task design and multimodal models of cognition, meaning and interaction. The main features of these models were extracted to provide both a synthesis for future work on dedicated pedagogic models for SAC and a resource for practitioners wanting to link SAC with educational theory.

De Freitas, S. and Neumann, T. (2009), Pedagogic strategies supporting the use of Synchronous Audiographic Conferencing: A review of the literature. British Journal of Educational Technology, 40: 980–998. doi: 10.1111/j.1467-8535.2008.00887.x

Abstract

Modern technologies such as the Internet present new opportunities for teaching and learning at all educational levels. Today, many universities strive to integrate appropriate technologies into campus classrooms. Despite sizeable investments in hardware, software and supporting infrastructures, little is known about implementation. The purpose of this study was to examine college-level instructors’ use of and attitudes towards classroom-based teaching technologies. The methodological design relied on qualitative measures through the use of two data collection methods, survey and interview. The research site was a large, public university in the United States. Findings revealed trends in current and future technology use, the positive influence of technology on teaching and learning, and significant barriers to technology use that resulted in practical recommendations for leveraging available resources towards the support of classroom-based technologies. This study not only advances the knowledge base regarding the use of classroom-based technologies in higher education but also serves as a practical resource for guiding future instructional technology practices on college campuses.

Brill, J. M. and Galloway, C. (2007), Perils and promises: University instructors’ integration of technology in classroom-based practices. British Journal of Educational Technology, 38: 95–105. doi: 10.1111/j.1467-8535.2006.00601.x

Abstract

This paper provides a metareview of how e-learning content is currently being produced and embedded in the learning practice in further education, work-based learning and community learning contexts. Based upon this metareview, the paper has identified four categories of content production used: (1) learner-authored content, (2) practitioner-authored content, (3) commercial- and public sector-commissioned content and (4) combinations of these categories. The metareview also identifies several well-used, practitioner-based and institutional models for embedding e-learning content into practice, exploring some of the implications of this upon practitioners.

De Freitas, S. (2007), Post-16 e-learning content production: a synthesis of the literature. British Journal of Educational Technology, 38: 349–364. doi: 10.1111/j.1467-8535.2006.00632.x

Abstract

An experimental study involving 30 undergraduates (mean age = 20.5 years) in mental rotation (MR) training was conducted in an interactive Desktop Mental Rotation Trainer (iDeMRT). Stratified random sampling assigned students into one experimental group and one control group. The former trained in iDeMRT and the latter trained in conventional condition. A multifactorial pretest posttest design procedure was used and data were analysed using two-way analysis of covariance. Overall, there was substantial improvement in MR accuracy. Main effects of training and gender were observed, indicating that iDeMRT group and boys outperformed the control group and girls respectively. In addition, an interaction between training method and gender was present, indicating that boys were more accurate when trained in iDeMRT and performed moderately in conventional method. Female participants achieved equivalent improvement gain in MR accuracy regardless of the training conditions used. For the speed measure of MR, no appreciable improvement was observed after training.

Rafi, A. and Samsudin, K. (2009), Practising mental rotation using interactive Desktop Mental Rotation Trainer (iDeMRT). British Journal of Educational Technology, 40: 889–900. doi: 10.1111/j.1467-8535.2008.00874.x

Abstract

Based on survey data from 612 pupils in five English primary schools, this paper investigates children's engagement with information and communication technologies (ICTs) inside and outside the school context. Analysis of the data shows pupils' engagements with ICTs to be often perfunctory and unspectacular, especially within the school setting, where the influence of year group and school attended are prominent. Whilst the majority of children felt that ICT use led to gains in learning, the paper discusses how there was a strong sense of educational uses of ICTs being constrained by the nature of the schools within which ‘educational’ use was largely framed and often situated. The paper concludes by suggesting possible changes to ICT provision in primary schools, most notably relaxing school restrictions regarding Internet access and developing meaningful dialogues with pupils about future forms of educational ICT use.

Selwyn, N., Potter, J. and Cranmer, S. (2009), Primary pupils' use of information and communication technologies at school and home. British Journal of Educational Technology, 40: 919–932. doi: 10.1111/j.1467-8535.2008.00876.x

Abstract

There is a history of programmes in educational technology in colleges and universities in China going back about 70 years. This paper briefly reviews the developmental history of the educational technology programme in China, elaborates the status-quo of the programme and looks ahead into the future trends of educational technology development in China. Finally, it expresses the authors' wishes to promote international exchange and cooperation in educational technology.

Fuyin, X. and Jianli, J. (2010), Programmes of educational technology in China: Looking backward, thinking forward. British Journal of Educational Technology, 41: 560–566. doi: 10.1111/j.1467-8535.2010.01084.x

Abstract

In the 1980s a government initiative was made to meet the need for instructional designers for the emerging Technology Based Training needs of industry and commerce. The course achieved its objectives but also sparked the development of current UK e-learning because the course developed people who were skilled at adaptability and flexibility with ever changing technology coupled with a thorough understanding of how people learn, and these were highly motivated to use their skills. The effectiveness of the course can be seen by the number of people from Project Author who are still in the sector and in highly influential positions.

Seabrook, J. (2008), Project Author: Visionary training with far reaching consequences. British Journal of Educational Technology, 39: 401–408. doi: 10.1111/j.1467-8535.2008.00836.x

Abstract

In the digital age, instructional designers must possess both a sound instructional design knowledge base and solid project management skills that will enable them to complete courseware projects on time, on budget and in conformance with client expectations. Project management skills include the ability to apply repeatable processes, along with interpersonal skills such as communication and leadership skills. However, courses in project management are often absent from the higher education instructional design curriculum, creating a gap between what is learned in instructional design programmes and real-world practice. In this paper, the author draws on the education and project management fields to examine this gap. The author argues that the gap between instructional design project management models and how instructional design practitioners view project management is a consequence of the divergent perspectives of higher education subcultures and the extent to which those subcultures are likely to embrace cross-disciplinary subjects such as project management. The author proposes some research and advocacy opportunities for closing the gap between instructional design education and practice.

Van Rooij, S. W. (2010), Project management in instructional design: ADDIE is not enough. British Journal of Educational Technology, 41: 852–864. doi: 10.1111/j.1467-8535.2009.00982.x

Abstract

Future health care professionals will require self-directed learning skills. e-Learning is a tool to assist in this process and therefore there is a need to develop the capacity and readiness to utilise e-learning within educational programmes. The aim of this study was to determine if extra-curricular online referencing and anti-plagiarism lectures would be utilised and would ultimately improve 1st-year undergraduate health sciences students’ performance in written assessments. A series of six online archived multimedia lectures (asynchronous) were offered. Adult learning theory principles guided the resource design. Pre- and post-testing of knowledge, attitudes and computer skills was carried out. In-person tutorials and online email support were also offered. Less than 36% (self-report) of students accessed the online resources. The poor uptake revealed in this study is consistent with a number of other studies. These findings indicate the need for more careful scrutiny of the learning theory applied in e-learning design. Prochaska's transtheoretical model is suggested as a framework with strong potential for e-learning initiatives.

Brown, C. A., Dickson, R., Humphreys, A.-L., McQuillan, V. and Smears, E. (2008), Promoting academic writing/referencing skills: Outcome of an undergraduate e-learning pilot project. British Journal of Educational Technology, 39: 140–156. doi: 10.1111/j.1467-8535.2007.00735.x

Abstract

This paper outlines the prospects for research and development in the education and training fields offered by the European Communities. The position of the EC is explained in relation to the existing and forthcoming Framework Programmes of research and development. The 1987–91 Framework Programme has committed most of its funding to existing programmes. Only one, DELTA directly concerns R&D in the education and training technologies. This commenced in 1989 with only 20 million ECU and ends in Spring 1991. In the new Framework Programme, DELTA is expected to continue with funding of between 40 and 60 million ECU though this remains undecided at present. The earliest date for a new DELTA call for proposals in Spring 1991, meaning that work on the new four year programme will not commence until late autumn 1991 at the earliest. There will therefore be a considerable gap between the two. An outline of the likely structure and contents of a new DELTA programme is given, characterised by better liaison with other programmes and a more rational approach to the development of the advanced learning technologies. Other, non-Framework Programmes concerned with aspects of education and training such as COMETT, LINGUA, EUROTECNET and TEMPUS are placed in context with this. The paper concludes with general advice and explanation of EC procedures for application, evaluation and approval of proposals for Framework R&D Proposals.

Whiting, J. (2008), Prospects for European research and development in training & education. British Journal of Educational Technology, 39: 268–286. doi: 10.1111/j.1467-8535.2008.00834.x

Abstract

Although computers and network technology have been widely utilised to assist students learn, few technical supports have been developed to help hearing-impaired students learn in Taiwan. A significant challenge for teachers is to provide after-class learning care and assistance to hearing-impaired students that sustain their motivation to participate in continuous learning activities. However, lacking an effective communication channel, teachers cannot easily provide after-class learning care or instruction to sustain student motivation. This study developed a learning support system to provide after-class learning care through smart phones and the General Packet Radio Service (GPRS) network. Student reactions identified effective strategies regarding student–teacher interaction while teachers utilised the wireless network and handheld devices to provide learning support. Questionnaire results demonstrated that most students and their parents considered student–teacher interaction and strategies through GPRS and smart phones effective in improving student learning at home.

Liu, C.-C. and Hong, Y.-C. (2007), Providing hearing-impaired students with learning care after classes through smart phones and the GPRS network. British Journal of Educational Technology, 38: 727–741. doi: 10.1111/j.1467-8535.2006.00656.x

Abstract

Information and communication technology (ICT) has increasingly been bringing about significant changes in education in an ongoing process. The educational reform is not a mere technological issue but rather is based on an empirical grounding in a psychological research approach to learning and instruction. This paper introduces the research work on the application of ICT in education from the psychological perspective in China in the past three decades. The introduction focuses on four important issues with systemic theoretical thinking based on continuous empirical research and innovative practices. The first is dialectic constructivism which has offered some dialectic explanation for knowledge, learning and teaching, and balanced various contradictory aspects of learning and teaching. The second is theoretical thinking and instructional practice about the principles of learning environment design which emphasises learners' higher-order thinking, deep understanding, collaboration and self-regulated learning. The third is a model for the effectiveness and conditions of Computer-Assisted Instruction. The fourth is a framework for the integration of ICT and education and a zigzag training model for teacher training for integration.

Liu, R.-D. (2010), Psychological research in educational technology in China. British Journal of Educational Technology, 41: 593–606. doi: 10.1111/j.1467-8535.2010.01088.x

Abstract

Despite the proliferation of online education, concerns remain about the quality of online programmes. Quality assurance (QA) has become a prominent issue, not only for educational institutions and accreditors, but also for students and employers alike. This paper describes some of the rather unique QA processes used at Universitas 21 Global (U21G), one of the new breed of online academic institutions, and its relation to U21pedagogica, the independent agency that approves U21G’s programmes. These distinctive QA processes relate to five main areas, namely, content authoring, courseware development, adjunct faculty recruitment, pedagogy and delivery. The authors believe that these QA processes have contributed significantly to student satisfaction and student retention at U21G. Furthermore, these QA processes can also be adapted to suit more traditional ‘brick-and-mortar’ universities offering online programmes.

Chua, A. and Lam, W. (2007), Quality assurance in online education: The Universitas 21 Global approach. British Journal of Educational Technology, 38: 133–152. doi: 10.1111/j.1467-8535.2006.00652.x

Abstract

The author argues that to examine the relationship between technology use and student outcomes, the quality of technology use—how, and what, technology is used—is a more significant factor than the quantity of technology use—how much technology is used. This argument was exemplified by an empirical study that used both angles to examine the association between technology use and student outcomes. When only the quantity of technology use was examined, no significant association was observed. However, when the quality of technology was examined by investigating the specific types of technology uses, a significant association was identified between technology use and all student outcomes. Furthermore, different types of technology use showed different influences on specific student outcomes. General technology uses were positively associated with student technology proficiency, while subject-specific technology uses were negatively associated with student technology proficiency. Social-communication technology uses were significantly positively associated with developmental outcomes such as self-esteem and positive attitude towards school. Entertainment/exploration technology use showed significant positive association with student learning habits. None of these technology uses had significant influence on student academic outcome. Specific suggestions for integrating technology into schools and future research were provided.

Lei, J. (2010), Quantity versus quality: A new approach to examine the relationship between technology use and student outcomes. British Journal of Educational Technology, 41: 455–472. doi: 10.1111/j.1467-8535.2009.00961.x

Abstract

Graduate programmes in instructional design/educational technology are, by their nature, continuously being updated and improved. As a most recent iteration of the ever-evolving graduate experience, an experimental programme at Pennsylvania State University’s Instructional Systems programme takes as its centerpiece a research apprenticeship in which graduate students work directly with their advisors in research teams as part of a credit-bearing coursework. This paper reports the results of an evaluation to examine the uses and the effectiveness of the research apprenticeship from both faculty and staff perspectives. The findings indicate that the course enjoyed a great degree of flexibility and allowed faculty to integrate a number of different approaches and activities into this course and to account for extensive mentoring of graduate students through the credit-bearing apprenticeship. Students indicated that the course gave them much more equitable access to mentoring for publications and presentations and opportunities to engage in scholarly activities throughout their apprenticeship. Suggestions for programmes seeking to employ an apprenticeship approach were drawn along with future research directions.

Carr-Chellman, A. A., Gursoy, H., Almeida, L. and Beabout, B. (2007), Research apprenticeships: A report on a model graduate programme in instructional systems. British Journal of Educational Technology, 38: 637–655. doi: 10.1111/j.1467-8535.2006.00647.x

Abstract

Distance education is among the significant fields for the application of educational technology. Distance education in China has gone through three phases, namely: correspondence-based education, radio and TV-based education and online education. This paper was based on educational technology application, and the historical, dialectic and developmental perspectives. It analyses the social and technical background, the history of development, pilot practice of e-learning (task, policy, administration, funding, scale, structure, resource construction, teaching modes and services, etc.) and the current impact of scientific research on distance education in China. Finally, it discusses the achievements, issues and trends of distance education through literature analysis, comparative study, deduction and induction.

Ding, X., Niu, J. and Han, Y. (2010), Research on distance education development in China. British Journal of Educational Technology, 41: 582–592. doi: 10.1111/j.1467-8535.2010.01093.x

Abstract

This paper discusses the results of a study of the role of the computer in scaffolding pupils' interaction and its effects on the disabled (D) pupils' participation and inclusion in the context of socio-cultural theories and the ideals of inclusive education. The study investigated the interactions of pairs of D and non-disabled (ND) pupils working together on computer-based tasks, in mainstream primary schools in Cyprus. Twenty dyads of pupils (each comprising a D child and an ND peer) were observed and videotaped while working together at the computer. Data analyses were based on the collaborative nature of events for the non-verbal interaction and the functional–structural approaches for verbal interaction. Through application of video analyses, seven central aspects of interaction were identified: helping behaviours, motivation, self-confidence, peer-acceptance, affection, positive and negative socio-emotional status, and the input of the computer. Results of the study showed that the computer was a mediational scaffolding agent of the other six areas of the participants' interaction as it: (1) was an important interactional agent in initiating and terminating a conversation, (2) facilitated interaction and participation, as an intellectual and physical tool, (3) promoted different styles of interaction (not always positive ones) through the various input and output devices, by differentiating participation. Hence, the computer emerged as the third party in the collaborative activity which provided various opportunities and motivations for interaction.

Mavrou, K., Lewis, A. and Douglas, G. (2010), Researching computer-based collaborative learning in inclusive classrooms in Cyprus: The role of the computer in pupils' interaction. British Journal of Educational Technology, 41: 486–501. doi: 10.1111/j.1467-8535.2009.00960.x

Abstract

This paper offers a critique of the Chinese philosophy of online distance learning as a means of building a lifelong learning society. Literature about lifelong learning and its implications for online distance learning is reviewed. Documents, reports and research papers are examined to explore the characteristics of the Chinese philosophy of online distance learning as reflected in the prevailing understanding and debates in the field. Phenomenological analysis, deconstructive discourse analysis and internal criticism are employed, guided by a phenomenological qualitative methodology. The critique reveals that the notion of lifelong learning is to some extent obscured in meaning in the prevailing understanding of and debates about Chinese online distance learning. Furthermore, it shows that the Chinese philosophy of online distance learning paradoxically combines a sense of overenthusiasm with a sense of underestimation associated with the potential of online distance learning in promoting lifelong learning. Also identified is the emerging development of Chinese online distance learning towards its ‘in-depth development’, based on an increasing awareness of the necessity to enhance the quality of online distance learning through integration of educational theories with information and communication technologies (ICT). The paper calls for a new vision on ICT for learning as a necessary condition for successful incorporation of Chinese online distance learning with and into lifelong learning.

Yang, M. (2008), Rethinking lifelong learning through online distance learning in Chinese educational policies, practices and research. British Journal of Educational Technology, 39: 583–597. doi: 10.1111/j.1467-8535.2007.00766.x

Abstract

We tested the effects of two embedded review question formats and the application of web design guidelines in a computer-assisted mastery learning course in developmental psychology. Students used either a branching review question format that redirected them to relevant portions of the study module after incorrect answers or a linear format that only provided the correct answer and then continued to the next review question. Students who used the branching format scored higher on their first attempt to pass the mastery quiz, and they required fewer tries to achieve the 90% mastery criterion. The effectiveness of web design guidelines was evaluated based on students’ opinions. Students with positive opinions about the readability and navigational usability of the study module scored higher on their first quiz.

Green, R. S., Eppler, M. A., Ironsmith, M. and Wuensch, K. L. (2007), Review question formats and web design usability in computer-assisted instruction. British Journal of Educational Technology, 38: 679–686. doi: 10.1111/j.1467-8535.2006.00649.x

Abstract

The purpose of the study reported on in this paper was to identify performance criteria and ratings in rubrics designed for the evaluation of learning in online asynchronous discussions (OADs) in post-secondary contexts. We analysed rubrics collected from Internet sources. Using purposive sampling, we reached saturation with the selection of 50 rubrics. Using keyword analysis and subsequent grouping of keywords into categories, we identified 153 performance criteria in 19 categories and 831 ratings in 40 categories. We subsequently identified four core categories as follows: cognitive (44.0%), mechanical (19.0%), procedural/managerial (18.29%) and interactive (17.17%). Another 1.52% of ratings and performance criteria were labelled vague and not assigned to any core category.

Penny, L. and Murphy, E. (2009), Rubrics for designing and evaluating online asynchronous discussions. British Journal of Educational Technology, 40: 804–820. doi: 10.1111/j.1467-8535.2008.00895.x

Abstract

Activity theory (AT) is a powerful tool for investigating ‘artefacts in use’, ie, the ways technologies interrelate with their local context. AT reveals the interfaces between e-learning at the macro- (strategy, policy, ‘campus-wide’ solutions) and the micro-organisational levels (everyday working practice, iterative change, individual adaptation). In AT, contexts are conceived of as activity systems in which human, technological and organisational elements are interrelated and largely inseparable. Both the subjects of the activity system (internal) and the wider community (external) mediate their activities through tools, rules and roles. This paper shows how a course management system (CMS) exerts an influence over all three of these mediators, though the exact nature of this influence depends on the particular configuration of each activity system. This is illustrated with reference to two case study programmes, both of which used Moodle as their CMS, but which had activity systems structured in quite different ways; the programmes also had different relationships with their external organisational environment.


Benson, A., Lawler, C. and Whitworth, A. (2008), Rules, roles and tools: Activity theory and the comparative study of e-learning. British Journal of Educational Technology, 39: 456–467. doi: 10.1111/j.1467-8535.2008.00838.x

Abstract

Second Life (SL) is currently the most mature and popular multi-user virtual world platform being used in education. Through an in-depth examination of SL, this article explores its potential and the barriers that multi-user virtual environments present to educators wanting to use immersive 3-D spaces in their teaching. The context is set by tracing the history of virtual worlds back to early multi-user online computer gaming environments and describing the current trends in the development of 3-D immersive spaces. A typology for virtual worlds is developed and the key features that have made unstructured 3-D spaces so attractive to educators are described. The popularity in use of SL is examined through three critical components of the virtual environment experience: technical, immersive and social. From here, the paper discusses the affordances that SL offers for educational activities and the types of teaching approaches that are being explored by institutions. The work concludes with a critical analysis of the barriers to successful implementation of SL as an educational tool and maps a number of developments that are underway to address these issues across virtual worlds more broadly.

Warburton, S. (2009), Second Life in higher education: Assessing the potential for and the barriers to deploying virtual worlds in learning and teaching. British Journal of Educational Technology, 40: 414–426. doi: 10.1111/j.1467-8535.2009.00952.x

Abstract

The Joint Information Systems Committee and the National Science Foundation programme, Digital Libraries in the Classroom (DLiC), addresses implications for the learning of the revolution in scholarly communication. What are the obstacles to undergraduates ‘ “writing” on and for the Internet’? Glasgow Caledonian University (GCU) is a partner in one of the DLiC-funded projects, Spoken Word. At GCU the focus was on the practical demonstration of the implications and potential for learning of a remote electronic library extremely and extensively rich in culturally significant multimedia; the archives of the British Broadcasting Corporation. This paper considers one significant objective—embedding the developments generated in the project. It considers the reactions of major stakeholders to the attempts of the project team to raise institutional awareness of developments and pursue a strategy to induce change. This account is interim; the project has a 5-year life, from 2003 to 2008.

Donald, D. and Wallace, I. (2007), Seeking to institutionally embed lessons from a funded project: Experiences from the Digital Libraries in the Classroom Spoken Word project at Glasgow Caledonian University. British Journal of Educational Technology, 38: 829–839. doi: 10.1111/j.1467-8535.2007.00757.x

Abstract

Sex and violence in video games is a social issue that confronts us all, especially as many commercial games are now being introduced for game-based learning in schools, and as such this paper polls teenage players about the rules their parents and teachers may or may not have, and surveys the gaming community, ie, game developers to parents, to ascertain their views on who is responsible for the guidelines on game content. Although the authors do not condone excessive sexual and violent video games, we advocate the value in games in general and the ‘hidden value’ of this genre in many areas, including game-based learning. The aim of this paper is to show the multidimensionality and complexity of the topic that often exceeds the domain of video games.

Kearney, P. and Pivec, M. (2007), Sex, lies and video games. British Journal of Educational Technology, 38: 489–501. doi: 10.1111/j.1467-8535.2007.00712.x

2007~2010 Articles

British Journal of Educational Technology

Abstract

This paper reports findings of a pilot study that examined the pedagogical potential of Second Life (SL), a popular three-dimensional multi-user virtual environment (3-D MUVE) developed by the Linden Lab. The study is part of a 1-year research and development project titled ‘Modelling of Secondlife Environments’ (http://www.le.ac.uk/moose) funded by the UK Joint Information Systems Committee. The research question addressed in this paper is: how can learning activities that facilitate social presence and foster socialisation among distance learners for collaborative learning be developed in SL, a 3-D MUVE? The study was carried out at the University of Leicester (UoL) within an undergraduate module on Archaeological Theory, where two tutors and four students took part in four learning activities designed to take place in SL within the UoL Media Zoo island. The learning activities and training in SL were based on Salmon's five-stage model of online learning. Students’ engagement in SL was studied through interviews, observations and records of chat logs. The data analysis offers four key findings in relation to the nature and pattern of in-world ‘socialisation’ and its impact on real-world network building; the pattern of in-world ‘socialisation’ stage in Salmon's 5-stage model; perspectives on students’ progress in-world through the first stage of the model—‘access and motivation’—and perspectives on their entry into, and progress through, the second stage of the model—‘socialisation’—and the role of identity presented through avatars in the process of socialisation. The paper offers implications for research and practice in the light of these findings.

Edirisingha, P., Nie, M., Pluciennik, M. and Young, R. (2009), Socialisation for learning at a distance in a 3-D multi-user virtual environment. British Journal of Educational Technology, 40: 458–479. doi: 10.1111/j.1467-8535.2009.00962.x

Abstract

The aim of this paper and the one which follows is to explore how the potential of computer games may be taken up in schools to support learning engagement among students. It is not the intention of the papers to dismiss existing classroom practices or overlook accounts of innovative practices in schools; the papers' aim is to provide educators who are interested in exploring the use of computer games in schools with information and ideas about how these games may be effectively used to engage students in their learning. This paper questions whether the empowerment of students to create games for one another based on the school curriculum may address the insignificance of computer games in the sociocultural setting of the school. Both papers have been commissioned by Microsoft (Asia-Pacific) under the Partners-In-Learning Initiative. Under this initiative, Microsoft establishes partnerships with ministries of education, national and local government bodies, and other stakeholders to empower students and teachers to realize their full potential, mediated by information and communication technologies.

Lim, C. P. (2008), Spirit of the game: Empowering students as designers in schools?. British Journal of Educational Technology, 39: 996–1003. doi: 10.1111/j.1467-8535.2008.00823_1.x

Abstract

Designers and producers of instructional materials lack a common design language. As a result, producers have difficulties translating design documents into technical specifications. The 3D-model is introduced to improve the stratification, elaboration and formalisation of design documents. It is hypothesised that producers working with improved documents (n = 8) show a more efficient translation process and more satisfaction with the design documents than producers working with traditional documents (n = 8). As expected, in the improved documents group, a higher agreement was found between the design documents and the technical specifications, which also required less time and less perceived cognitive load for their production. There were no differences in satisfaction with the design documents. The study shows that designers, working with the 3D-model, are able to improve design documents, resulting in a better translation process.

Boot, E. W., Nelson, J., Van Merriënboer, J. J. and Gibbons, A. S. (2007), Stratification, elaboration and formalisation of design documents: Effects on the production of instructional materials. British Journal of Educational Technology, 38: 917–933. doi: 10.1111/j.1467-8535.2006.00679.x

Abstract

Intellectual, social, managerial and technical are four commonly reported categories of facilitation in online discussions. The purpose of this study was to investigate whether these four broad categories of facilitation were equally applied in online discussions and which specific skills were perceived to be more important. In this study, students were facilitators of online discussions. Each student-facilitator led a group discussion and participated in two additional discussions moderated by other student-facilitators. Three groups of students were selected for data collection. Results indicated that the intellectual, social and managerial categories of facilitation were highly applied, while technical facilitation was less used in the online discussions. Also, summarising discussions was perceived to be the top facilitation skill. This paper presents findings of the study and discusses issues involved in the study.

Wang, Q. (2008), Student-facilitators' roles in moderating online discussions. British Journal of Educational Technology, 39: 859–874. doi: 10.1111/j.1467-8535.2007.00781.x

Abstract

In the companion article, Spirit of the Game: Empowering Students as Designers in Schools?, author Cher Ping Lim puts forth strong arguments supporting the creation and use of curricular, educational games in our schools and education. His essay ends with the question ‘Can students build such games?’ This paper responses to this question and provides examples of how students can design and build games within the school curriculum to enhance engagement in the classrooms. Two approaches are suggested: Mini-game-based curriculum and complex game for entire course.

Prensky, M. (2008), Students as designers and creators of educational computer games: Who else?. British Journal of Educational Technology, 39: 1004–1019. doi: 10.1111/j.1467-8535.2008.00823_2.x

Abstract

According to the Quality Assurance Agency, ‘Assessment describes any processes that appraise an individual's knowledge, understanding, abilities or skills’, and is inextricably linked to a course or programme's intended learning outcomes. It also has a fundamental effect on students' learning where it serves a variety of purposes including evaluation, feedback and motivation. Assessment also provides a performance indicator for both students and staff. E-assessment offers opportunities for creating innovative assessment practices that help engage students and increase their motivation for learning. The paper reports the findings of a qualitative study undertaken in the academic years 2006–07 and 2007–08 where a series of online summative assessments were introduced into a 1st-year financial accounting course. Feedback from students obtained from an evaluative survey and focus group interviews indicates that assessment played a significant role in the teaching/learning process. That is, students perceived a beneficial impact on learning, motivation and engagement.

Marriott, P. (2009), Students' evaluation of the use of online summative assessment on an undergraduate financial accounting module. British Journal of Educational Technology, 40: 237–254. doi: 10.1111/j.1467-8535.2008.00924.x

Abstract

The national movement towards progress files, incorporating personal development planning and reflective learning, is supported by lecturers providing effective feedback to their students. Recent technological advances mean that higher education tutors are no longer obliged to return comments in the ‘traditional’ manner, by annotating students' work with red pen. This paper considers some of the options currently available for returning computer-assisted feedback, including the Electronic Feedback freeware. This MS Office application enables tutors to readily synthesise and email feedback reports to students. To further ascertain the value of this software, 169 1st-year Pharmaceutical Science and Pharmacy students completed a questionnaire to gauge their reaction to formative feedback on an extended laboratory report. This included 110 responses from students graded by three tutors who marked work using either handwritten annotations or the Electronic Feedback program. Principle component analysis (PCA) of the Likert scale responses indicates that the identity of the marker did not significantly affect the response of students. However, the type of feedback was a factor that influenced the students' responses, with electronic feedback being rated superior. A Mann-Whitney analysis of the satisfaction ratings (generated by PCA) indicates that four features of the assignment and feedback were considered significantly improved when the software was used to create feedback, namely; markscheme clarity, feedback legibility, information on deficient aspects, and identification of those parts of the work where the student did well. Modern academics face a number of challenges if they wish to return meaningful and timely feedback to students, among them large class sizes and infrequent face-to-face contact. It is pleasing to note, therefore, that assessors reported taking less time to mark when using the software. It is concluded that electronic formative feedback can be returned more quickly and may be used to synthesise relevant feedback that is both fair and balanced.

Denton, P., Madden, J., Roberts, M. and Rowe, P. (2008), Students' response to traditional and computer-assisted formative feedback: A comparative case study. British Journal of Educational Technology, 39: 486–500. doi: 10.1111/j.1467-8535.2007.00745.x

Abstract

This study explores the centrality of information technology (IT) to Chinese students’ experiences in music lessons. Students involved in this qualitative and quantitative study described the possibilities of using technology when learning music. From among the students of 15 Shanghai secondary schools, 1741 responded to a written questionnaire and 68 took part in interviews. The students’ perceptions of the use of IT were grouped in relation to three categories: (1) the students’ motivation to learn music, (2) their preferred musical activities and (3) the musical styles preferred for classroom learning. Most students believed that IT could provide motivation for music learning. They used IT mainly in their listening activities but believed that it could also be helpful in learning both classical and popular musical styles. The findings suggest that the use of IT could extend the boundaries of music learning in the classroom, giving rise to a multitude of new and exciting possibilities. This approach to curriculum formulation is argued to be significant in terms of developing students’ technological literacy and providing rich learning environments that make use of computer-mediated communications and the effectiveness of technology and teacher fidelity in implementing pedagogy.

Ho, W.-C. (2007), Students’ experiences with and preferences for using information technology in music learning in Shanghai’s secondary schools. British Journal of Educational Technology, 38: 699–714. doi: 10.1111/j.1467-8535.2006.00643.x

Abstract

This paper discusses Svetovid, cross-platform software that helps instructors to assess the amount of effort put into practical exercises and exams in courses related to computer programming. The software was developed as an attempt at solving problems associated with practical exercises and exams. This paper discusses the design and use of Svetovid system along with the advantages it brings to both students and instructors.

Pribela, I., Ivanović, M. and Budimac, Z. (2009), Svetovid—Interactive development and submission system with prevention of academic collusion in computer programming. British Journal of Educational Technology, 40: 1076–1093. doi: 10.1111/j.1467-8535.2008.00894.x

Abstract

Podcasting allows audio content from one or more user-selected feeds or channels to be automatically downloaded to one's computer as it becomes available, then later transferred to a portable player for consumption at a convenient time and place. It is enjoying phenomenal growth in mainstream society, alongside other Web 2.0 technologies that enable Internet users to author and distribute rich media content quickly and easily. Instead of using the technology for the mere recording and dissemination of lectures and other instructor-centred information, the project reported on in this article focused on enabling students to create their own podcasts for distribution to their peers. The article describes how engaging in the podcasting exercise promoted collaborative knowledge building among the student-producers, as evidenced through focus-group interviewing and an analysis of the products of their shared dialogue and reflection. The findings suggest that the collaborative development of audio learning objects enabling student conceptualisations of disciplinary content to be shared with peers is a powerful way of stimulating both individual and collective learning, as well as supporting social processes of perspective-taking and negotiation of meaning that underpin knowledge creation.

Lee, M. J. W., McLoughlin, C. and Chan, A. (2008), Talk the talk: Learner-generated podcasts as catalysts for knowledge creation. British Journal of Educational Technology, 39: 501–521. doi: 10.1111/j.1467-8535.2007.00746.x

Abstract

The impact of the Internet on our lives has been pervasive. People are increasingly turning to the social interaction available on the Internet to satisfy their needs, whether these are professional or personal. The Internet offers users fast access to social contacts such as online chat groups and discussion lists, helping us to make connections with others. Online communities are being increasingly used by teachers for professional support, guidance and inspiration. These are often organised around subject areas and offer teachers opportunities to develop both personally and professionally. Online communities may present as a source of continuous professional development for teachers as they are able to deliver authentic and personalised opportunities for learning. This paper will present the findings of a study that was conducted on three online communities for teachers. It will explore the nature of online community membership and offer some conclusions regarding their potential as a source of professional learning for teachers.

Duncan-Howell, J. (2010), Teachers making connections: Online communities as a source of professional learning. British Journal of Educational Technology, 41: 324–340. doi: 10.1111/j.1467-8535.2009.00953.x

Cantrell, Geneal G & Cantrell, Gregory L ( 2005 ) Teachers teaching teachers Peter Lang ( Frankfurt & New York ) ISBN 0-8204-6303-5 147 pp £16.30 http://www.peterlang.net

This book is an attempt to help school teachers manage different aspects of their classrooms: building communities, student motivation, classroom management, communication, and stress management. It also develops a framework for teachers' professional development.

The authors put a lot of emphasis on the importance of creating relationships with students as a necessary condition for student learning. Thus the first chapter helps teachers build the caring learning communities in which students learn best. The Cantrells then discuss motivation and the teachers' role in motivating students to learn. They emphasise the importance of teachers' expectations of their students' learning. They provide theories and experiences from the field.

Teachers teaching teachers gives guidelines for the effective management of classroom environment. It helps teachers move the students toward self-disciplined, intrinsically motivated levels of learning participation. It provides effective ways to overcome the roadblocks against effective communication. It bases the discussion on research findings and case studies. It describes in detail the aspects of teachers' life in school that cause stress—and then it gives effective ways for managing that stress.

The book draws a clear distinction between real professional development based on teachers' needs that takes the form of active research and inquiry and the still common model of professional model that depends on the principle “One size fits all”.

Generally, this is a wonderful book to read. You can't feel bored reading it. It is written in a very nice way. It can be so useful, for prospective and serving teachers and for university faculty members.

Alghazo, I. M. (2008), Teachers teaching teachers – By Geneal G Cantrell & Gregory L Cantrell. British Journal of Educational Technology, 39: 560. doi: 10.1111/j.1467-8535.2008.00855_2.x

Abstract

The paper addresses how the construct of zone of proximal development was used as an analytical lens to examine teachers' integration of computer technology for teaching. The research question ‘What are the teachers' psychological insights that serve to mediate student learning?’ was the focus of the study. Six secondary school science teachers took part in the 5-month study. Data were collected using qualitative methods. Analysis of participants' natural metaphoric language revealed four themes that framed participants' psychological insights: mediation as a journey; mediation as adopting roles; mediation as mutual investment; and, mediation as liberating and/or domesticating. Collectively, these psychological insights mediated learning actions within the zone of proximal development.

Subramaniam, K. (2007), Teachers' mindsets and the integration of computer technology. British Journal of Educational Technology, 38: 1056–1071. doi: 10.1111/j.1467-8535.2006.00693.x

Abstract

In this study, we observed and interviewed six teachers from two Singapore primary school classrooms. The schools were reportedly achieving high levels of computer integration as reflected in a nationwide questionnaire survey. Out of the 18 lessons that we observed, 14 lessons have incorporated some elements of constructivist teaching. However, closer examination revealed that the underlying orientation of the lessons was inclined towards information acquisition and regurgitation. Five out of the six teachers we interviewed were reportedly inclined towards constructivist notion of teaching. The teachers accounted for the inconsistency between their espoused beliefs and the teacher-centric teaching practice as due to contextual constraints. The teachers expressed that the need to complete the syllabi according to stipulated schedules so as to get the students ready for examination was the main barriers that prevented them from engaging in more constructivist teaching. This case study therefore highlights that although it is necessary for teachers to hold pedagogical beliefs that are compatible with the constructivist notion of teaching and learning, this is an insufficient condition to shift traditional teaching practice. Changes in assessment systems and substantial professional development are further conditions that have to be addressed.

Lim, C. P. and Chai, C. S. (2008), Teachers’ pedagogical beliefs and their planning and conduct of computer-mediated classroom lessons. British Journal of Educational Technology, 39: 807–828. doi: 10.1111/j.1467-8535.2007.00774.x

Abstract

Software-engineering education programs are intended to prepare students for a field that involves rapidly changing conditions and expectations. Thus, there is always a danger that the skills and the knowledge provided may soon become obsolete. This paper describes results and draws on experiences from the implementation of a computer game-development course whose design addresses problems in software-engineering education by improving students' abilities in four areas: (1) problem solving; (2) the application of previously learned knowledge; (3) the use of independent learning; and (4) learning by doing. In order to better understand this course's effect on students' performance in a software-development project, I investigated 125 students' performance in a 1-year senior-project course. Results of this study show that the students who had taken the computer game-development course became more successful in the senior-project course than the students who had not taken it.

Cagiltay, N. E. (2007), Teaching software engineering by means of computer-game development: Challenges and opportunities. British Journal of Educational Technology, 38: 405–415. doi: 10.1111/j.1467-8535.2007.00705.x

Abstract

This paper reviews the effects of new technology on teaching and learning by considering examples of studies carried out with five kinds of teaching in five contexts. The five teaching situations are direct instruction, adjunct instruction, facilitating the skills of learning, facilitating social skills and widening learners’ horizons. The five contexts are primary schools, secondary schools, higher education, special education and out of school. The aim of the paper is primarily to inform teachers about current work in these different areas.

Hartley, J. (2007), Teaching, learning and new technology: a review for teachers. British Journal of Educational Technology, 38: 42–62. doi: 10.1111/j.1467-8535.2006.00634.x

Abstract

This study looks at how an information and communication technologies (ICT)-rich environment impacts team conflict and conflict management strategies. A case study research method was used. Three teams, part of a graduate class in instructional design, participated in the study. Data were collected through observations of team meetings, interviews with individual members, plus analysis of electronic documents exchanged among team members.

Findings indicate that all teams experienced conflict at some level and that conflict management strategies evolved over time. ICT played a dual role in the conflict management of teams. These technologies seemed to facilitate conflict management by offering a formal means of communication, by making communication more effective with minimal waste or unnecessary effort, and by creating opportunities for more thoughtful reactions, with chances for reflection on the content. However, ICT also aggravated conflict, specifically when strategies for use were imposed, when team members became blunt and forthright, and when misinterpretations occurred because of differing senses of urgency in replying to emails.

Correia, A.-P. (2008), Team conflict in ICT-rich environments: Roles of technologies in conflict management. British Journal of Educational Technology, 39: 18–35. doi: 10.1111/j.1467-8535.2007.00731.x-i1

Abstract

E-tutoring refers to individualised learning support mediated by Internet technology. While increased demand for tutors has led to a surge in commercial e-tutoring services, volunteer e-tutoring programs for children are rare. To test the viability of volunteer e-tutoring for elementary school students, 10 undergraduate students enrolled in a technology education (TE) course provided online with instructional support to children in need of tutoring services. Each e-tutor was assigned a specific child, developed a Web Course Tools course and corresponding online activities to improve teacher-identified skill deficiencies, and provided 8 weeks of e-tutoring. Three video conferences complemented online instructional interaction between e-tutor and e-tutee. Children, parents and TE students expressed positive evaluation of the initiative.

Johnson, G. M. and Bratt, S. E. (2009), Technology education students: e-tutors for school children. British Journal of Educational Technology, 40: 32–41. doi: 10.1111/j.1467-8535.2007.00805.x

Abstract

Translation of questionnaire instruments to digital administration systems, both self-contained and web-based, is widespread and increasing daily. However, the literature is lean on controlled empirical studies investigating the potential for differential effects of administrative methods. In this study, two university student samples were administered 16 questionnaires across three separate administration conditions: paper-based, computer-based and web-based. Outcomes of interest included data quality and participant affect. Overall, few differences in data quality were observed between administration conditions despite some evidence in favour of paper-based administration (PBA) over the other two. Affective responses of participants favoured the PBA over web- and computer-based administrations. Implications for research use of digital systems for data collection are discussed.

Hardré, P. L., Crowson, H. M., Xie, K. and Ly, C. (2007), Testing differential effects of computer-based, web-based and paper-based administration of questionnaire research instruments. British Journal of Educational Technology, 38: 5–22. doi: 10.1111/j.1467-8535.2006.00591.x

Abstract

This is a personal account of the work of the Manpower Services Commission (MSC) in the 1980s and early 1990s. The contribution of the MSC, The Department of Employment and the Learning Technology Unit is not widely understood and appreciated. During that period, it was one of the major agencies for encouraging and funding the use of technology-based learning—not only in the training area but also in education.

May, K. (2008), The Department for Employment and Open and Flexible Learning 1980–2000. British Journal of Educational Technology, 39: 237–243. doi: 10.1111/j.1467-8535.2008.00814.x

Abstract

Fifth Generation computers should not simply be regarded as an enhancement of current computer technology: the intention is that a fresh approach should be taken to computer science and to the use of computers. The argument of this paper is that the fresh approach must encompass education and training, with implications that extend far beyond the simple use of computers.

Ennals, R. (2008), The Fifth Generation and training strategies. British Journal of Educational Technology, 39: 304–310. doi: 10.1111/j.1467-8535.2008.00811.x

Abstract

This paper compares and contrasts the use of AI principles in industrial training with more normal computer-based training (CBT) approaches. A number of applications of CBT are illustrated (for example simulations, tutorial presentations, fault diagnosis, management games, industrial relations exercises) and compared with an alternative approach using AI. An evaluation of the relative merits of the two approaches will be given. Existing CBT packages are used to illustrate the points raised and the emphasis of the arguments will be on the effectiveness of AI and CBT in terms of both cost and learning. The position of AI applications within CBT is discussed, as is the task of getting started in applying these techniques.

Shaw, K. (2008), The application of artificial intelligence principles to teaching and training. British Journal of Educational Technology, 39: 319–323. doi: 10.1111/j.1467-8535.2008.00817.x

Abstract

Although the Web allows for flexible learning, research has found that online students tend to lack focus, willingness to participate, confidence, and discipline. This study thus attempts to promote Web-based self-regulated learning from the social cognitive perspective, which emphasizes the interactions among personal, behavioral, and environmental influences.

This study has identified the most significant factors for personal, behavioral, and environmental influences in the social cognitive model of self-regulated learning, and also applied this model to the development of the NetPorts web-based learning system. NetPorts, in turn, allows us to empirically analyze the interactions between the aforementioned factors. Our Web-based findings support the social cognitive view of self-regulated learning: students who hold higher levels of motivation apply more effective strategies, and respond more appropriately to environmental demands, in the Web-based learning environment. These findings also further validate the application of the social cognitive model to Web-based learning through the NetPorts.

Wang, S.-L. and Lin, S. S. J. (2007), The application of social cognitive theory to web-based learning through NetPorts. British Journal of Educational Technology, 38: 600–612. doi: 10.1111/j.1467-8535.2006.00645.x

Abstract

It is of course very difficult to accurately project important characteristics of the future state of any rapidly evolving field, and the field of authoring systems for computer-assisted instruction (CAI) is no exception. However, strong trends in evolving CAI systems of today would seem to indicate some important characteristics of the software systems underlying tomorrow's automated instructional systems. Under the premise that form follows function, this paper will explore the functional impetus of some of the most important trends extant in terms of their roots in a powerful, emerging technology of instructional design. This technology promises to complement the advancing hardware and software technologies, by supplying that sine qua non of successful instructional materials. It is inevitable that systems of the future will make (and indeed are making) significant accommodations of this vital technology as it matures, and therefore some important characteristics of tomorrow's systems can be predicated upon what is already known of this technology of instructional design.

O'Neil, A. F. (2008), The current status of instructional design theories in relation to today's authoring systems. British Journal of Educational Technology, 39: 251–267. doi: 10.1111/j.1467-8535.2008.00815.x

Abstract

Game-based virtual learning environments have the potential to provide opportunities for engagement in authentic contexts while completing authentic tasks such as problem solving. However, research in problem-based learning indicates that scaffolding should be provided for learners to benefit from such learning environments. This paper describes the design of an anagogical encoding tool, a computer-based scaffold, in a game-based virtual learning environment. Research on analogical encoding suggests that teaching students to compare cases side-by-side to draw out the underlying principles improves knowledge acquisition and transfer. Analogical encoding aids students in attending to the deep underlying structures (ie, principles) of cases, thereby reducing the potential distraction of surface features. This paper intends to translate laboratory research findings on analogical encoding to a scaffolding tool in a game-based virtual learning environment.

Williams, D., Ma, Y., Feist, S., Richard, C. E. and Prejean, L. (2007), The design of an analogical encoding tool for game-based virtual learning environments. British Journal of Educational Technology, 38: 429–437. doi: 10.1111/j.1467-8535.2007.00707.x

Abstract

This literature review explores the historical development of information and communication technology (ICT) in Irish postprimary/secondary schools and examines how the education system has responded to the various ICT initiatives and policy changes. The review has found that despite national policy and significant ICT initiatives, it appears that the use of computer technology has instead evolved independent of these changes. The various policy nudges throughout the past three decades have had limited impact on the nature of its use. The predominant use of the technology lies within discrete informatics subjects which tend to focus on learning about the technology rather than learning with it. Future ICT policy needs to be cognisant of the past, particularly how national ICT initiatives are mediated within schools and the powerful influence of the prevailing ICT culture on external ICT initiatives.

McGarr, O. (2009), The development of ICT across the curriculum in Irish schools: A historical perspective. British Journal of Educational Technology, 40: 1094–1108. doi: 10.1111/j.1467-8535.2008.00903.x

Abstract

This paper reports a 5-year design experiment on cumulative knowledge building as part of an international project. Through a longitudinal study and analysis of cumulative research data, we sought to answer the question, ‘what happened and why in knowledge building?’ Research data constitute messages which participants have written into a shared knowledge building database. A multi-method approach combing quantitative and qualitative data was adopted which integrated analysis of message generation, content analysis, network analysis, structure of message threads, discourse analysis and interviews. Conclusions are based on analysis of almost 2000 messages. Qualitative content analysis reveals 14 main categories of data. When the content of the messages are analysed, quantitatively cumulative trends emerge. When the frequencies of messages are plotted against time, peaks and troughs of message writing are revealed. The explanations for these patterns and variations are sought through interviews. Social network analysis shows that the network is centralised. The research literature suggests that decentralised networks are ideal, but in this particular case, the expert centralisation was beneficial for knowledge building in the collaborative and associated professional networks. The reasons for this are discussed.

Mylläri, J., Åhlberg, M. and Dillon, P. (2010), The dynamics of an online knowledge building community: A 5-year longitudinal study. British Journal of Educational Technology, 41: 365–387. doi: 10.1111/j.1467-8535.2009.00972.x

Abstract

In China, after many years, the current status and challenges of e-learning development in higher education have been gradually understood. The educational technology centre (ECT) serves as the key unit to promote e-learning initiatives, but the performance of some centres still trails their foreign counterparts. Under such conditions, the project ‘Construction Model of the ETC in Chinese Universities and Colleges’ was conducted. An investigation of the e-learning performance of 70 ETCs was provided and the main problems were identified through quantitative analysis. Then, with the guidance of international standards, the ‘functional-level’ model coupled with some common strategies for its application was created as an innovative blueprint to help the ETCs towards excellence.

Zhou, R. and Xie, B. (2010), The educational technology centre: A window to view the progress of Chinese ICT-based higher education. British Journal of Educational Technology, 41: 642–659. doi: 10.1111/j.1467-8535.2010.01095.x

Abstract

The main purpose of this study was to identify the effects of two major components (ie, video and group discussion) of problem-based video instruction (PBVI) on college students’ learning. To achieve this purpose, this study examined whether or not PBVI can improve learner satisfaction, comprehension and retention by comparing the results from three dependent variables in PBVI with two other kinds of instruction: (1) problem-based text instruction (PBTI) and (2) PBVI without group discussion.

According to the findings, there were significant differences in learner satisfaction, comprehension, and delayed retention between PBVI and PBTI groups, whereas there were no significant differences in learners’ satisfaction, comprehension, and delayed retention between PBVI and PBVI without group discussion. This study implies that PBVI in college courses have the potential to enhance student satisfaction, comprehension and delayed retention.

Choi, H. J. and Johnson, S. D. (2007), The effect of problem-based video instruction on learner satisfaction, comprehension and retention in college courses. British Journal of Educational Technology, 38: 885–895. doi: 10.1111/j.1467-8535.2006.00676.x

Abstract

The last few years have seen an increase in research studies on the impact and effectiveness of information and communication technologies (ICTs) in the teaching and learning of English as a school subject. It is against that research background and against recent developments in policy and practice in the UK that the present systematic review of the effectiveness of different ICTs in the teaching and learning of English has been undertaken. The aim of this review was to shed light on whether ICTs are effective in the teaching and learning of English for 5- to 16-year-olds. A total of 2103 papers were found in the initial search of studies published between 1998 and 2003 on the topic of the review. An in-depth review on the effectiveness of ICT in the teaching and learning of written composition in English concentrated on nine studies. As eight of the nine studies were judged to be of medium weight of evidence and were also different from each other in nature, it was not possible to arrive at a clear answer to our in-depth research question. Rather, we wish to report that the field is in a preparadigmatic state where definitions of English, literacy and ICT are still relatively unclear, and where the causal and/or reciprocal relationships between them have yet to be fully theorised.

Andrews, R., Freeman, A., Hou, D., McGuinn, N., Robinson, A. and Zhu, J. (2007), The effectiveness of information and communication technology on the learning of written English for 5- to 16-year-olds. British Journal of Educational Technology, 38: 325–336. doi: 10.1111/j.1467-8535.2006.00628.x

Abstract

The present experiment investigated the effect of three different presentation modes in children's vocabulary learning with a self-guided multimedia programmes. Participants were 135 third and fourth grade children who read a short English language story presented by a computer programme. For 12 key (previously unknown) words in the story, children received verbal annotations (written translation), visual annotations (picture representing the word), or both. Recall of word translations was better for children who only received verbal annotations than for children who received simultaneously visual and verbal annotations or visual annotations only. Results support previous research about cognitive load in e-learning environments, and show that children's learning processes are hindered by limited working memory. This finding implies a challenge for multimedia programmes designed for children and based on self-regulated learning.

Acha, J. (2009), The effectiveness of multimedia programmes in children's vocabulary learning. British Journal of Educational Technology, 40: 23–31. doi: 10.1111/j.1467-8535.2007.00800.x

Abstract

An electronic portfolio system, designed to serve as a resource-based learning space, was tested in a fifth-grade science class. The control-group students accessed a traditional folder-based information display in the system and the experimental-group students accessed a concept map-based information display to review a science portfolio. The student-constructed science portfolio was a result of a collection of digital artefacts such as graphic images, instructional videos and textual files on terms and definitions relevant to the Earth's atmosphere. In the information-processing performance test, the experimental-group students scored significantly higher and spent much less time in finding answers to the questions presented. Also, in the 3-day delayed memory retention tests, the experimental-group students achieved significantly higher scores. The multiple regression models confirm that the visualisation variation is the most significant predictor for student performance (ie, comprehension and access time). Also, the regression models suggest that language-arts proficiency may reduce overall system access time; while higher math proficiency may predict retention scores.

Kim, P. and Olaciregui, C. (2008), The effects of a concept map-based information display in an electronic portfolio system on information processing and retention in a fifth-grade science class covering the Earth's atmosphere. British Journal of Educational Technology, 39: 700–714. doi: 10.1111/j.1467-8535.2007.00763.x

Abstract

This study examined how message-response exchanges produced in the interactions between active learners only, reflective learners only, active-reflective learners and reflective-active learners affected how often active versus reflective learners posted rebuttals to arguments and challenges across four types of exchanges that believed to promote critical discourse (argument–challenge, challenge–counterchallenge, challenge–explain, challenge–evidence) in computer-supported collaborative argumentation (CSCA). This study found that the exchanges between reflective learners produced 44% more responses than in the exchanges between active learners (ES = +0.17). The reflective–reflective exchanges produced 47% more responses than the active–reflective exchanges (ES = +0.18). These results suggest that groups with reflective learners only are likely to produce more critical discourse than groups with active learners only, and the ratio of active–reflective learners within a group can potentially influence overall group performance. These findings illustrate how specific traits of the learner can affect discourse processes in CSCA and provide insights into process-oriented strategies and tools for structuring dialogue and promoting critical inquiry in online discussions.

Jeong, A. and Lee, J. (2008), The effects of active versus reflective learning style on the processes of critical discourse in computer-supported collaborative argumentation. British Journal of Educational Technology, 39: 651–665. doi: 10.1111/j.1467-8535.2007.00762.x

Abstract

Cognitive style has been regarded as one of the important variables to predict individual cognitive functioning. This paper describes an empirical study that examined the role of thinking styles in relation to students' online learning and teamwork performance. Two hundred and eight students in an online MBA (Master of Business Administration) program participated in the study. Data were collected through surveys and content analysis of online conference transcripts. Sternberg's thinking style inventory was used to measure two dimensions of cognitive style: levels and scope. A personal reflection questionnaire was administrated to measure some variables concerning virtual team experiences including trust, conflict management styles and teamwork satisfaction. The evidence gathered suggests that cognitive styles may be a poor indicator of students' overall online learning performance. However, cognitive style had predictive power over the students' satisfaction with their teamwork experience, as well as the level of trust they exhibited in their team members. This study implies that it would be useful to integrate cognitive styles of individual students as one of the design factors which could foster successful online virtual team experiences.

Liu, X., Magjuka, R. J. and Lee, S.-h. (2008), The effects of cognitive thinking styles, trust, conflict management on online students' learning and virtual team performance. British Journal of Educational Technology, 39: 829–846. doi: 10.1111/j.1467-8535.2007.00775.x

Abstract

The purpose of this study was to examine the effects of coordination support (tool support and tutor support) on the development of shared mental models (SMMs) and coordinated action in a computer-supported collaborative learning environment. Eighteen students were randomly assigned to one of three conditions, including the tool condition, the tutor condition, and the control condition (two groups per condition). Groups in the tool condition were given the task management tools; groups in the tutor condition received assistance from a tutor about coordination; and the control groups did not receive any support. SMMs were assessed on a 5-point Likert scale and coordinated action was analysed by examining learners' logfiles. The findings of this study suggest that tool support facilitates the development of SMMs and promotes coordinated action of each group.

Kim, H. and Kim, D. (2008), The effects of the coordination support on shared mental models and coordinated action. British Journal of Educational Technology, 39: 522–537. doi: 10.1111/j.1467-8535.2007.00751.x

Abstract

In this paper, we present the comprehensive version of CSIEC (Computer Simulation in Educational Communication), an interactive web-based human–computer dialogue system with natural language for English instruction, and its tentative application and evaluation in English education. First, we briefly introduce the motivation for this project, survey the related works and illustrate the system structure with flow diagram. Then we describe its pedagogical functions, especially free chatting and chatting on a given topic. We summarise the free Internet usage within 6 months and introduce its integration into English classrooms, as well as the formal evaluation results of the integration. The evaluation findings show that the chatting function has been improved and fully used by the users, and the application of the CSIEC system in English instruction can motivate the learners to use English and enhance their learning process. Lastly, we discuss the application-driven approach of system development and draw some conclusions for future improvement.

Jia, J. and Chen, W. (2009), The further development of CSIEC project driven by application and evaluation in English education. British Journal of Educational Technology, 40: 901–918. doi: 10.1111/j.1467-8535.2008.00881.x

Abstract

This paper highlights the potential of three-dimensional multi-user environments such as Second Life (SL) from the perspective of future developments in the service of learning. It notes trends within the SL innovation to date, including the provision of realistic settings, the exploitation of pleasant simulated environments for groups and the links with other learning technologies. It also considers the creativity sparked by SL's potential to offer the illusion of 3-D ‘spaces’ and buildings, and points to infinite imaginative educational possibilities. It explores aspects of the construction of virtual representations of learners and teachers as avatars, and reveals a wide range of intriguing issues yet to be researched.

Salmon, G. (2009), The future for (second) life and learning. British Journal of Educational Technology, 40: 526–538. doi: 10.1111/j.1467-8535.2009.00967.x

Abstract

This paper explores the potential for wiki-type open architecture software to promote and support collaborative learning through the use of student-created content. It delineates some of the affordances and constraints of wiki software as an open architecture that has the potential to facilitate collaborative learning through community-focused enquiry. It seeks to promote debate in this key area of development, and highlights some recent key contributions to the developing discourse on social software in what has been termed ‘the architecture of participation’.

Wheeler, S., Yeomans, P. and Wheeler, D. (2008), The good, the bad and the wiki: Evaluating student-generated content for collaborative learning. British Journal of Educational Technology, 39: 987–995. doi: 10.1111/j.1467-8535.2007.00799.x

Abstract

Distance-learning courses were classified with regard to their use of computer-mediated interaction and the degree to which such interaction was integrated into the curriculum and the assessment regime. This produced four groups of courses varying according to their use of interaction and integration. The impact of interaction and integration was investigated in terms of their effects on students' performance, their perceptions of academic quality and their approaches to studying. In all three respects, variations within the groups of courses proved to be more important than variations between the groups. Interpretation of these results suggests that the adoption of interactive environments within computer-mediated learning may not be enough in itself to lead to positive learning outcomes. We found no evidence for this assumption in terms of students' completion rates, pass rates, grades, perceptions of the quality of their courses or approaches to studying. Large variations in the measured indicators were found between courses, and these appeared to be largely independent of the effects of interaction and integration. Courses may differ markedly with regard to how they make use of computer-mediated interaction and how this is integrated into the curriculum and the assessment regime. A case study approach is suggested as being more likely to identify the impact of specific designs based on computer-mediated interaction and to bring together the diverse student responses arising from the use of such interaction in their studies.

Godwin, S. J., Thorpe, M. S. and Richardson, J. T. E. (2008), The impact of computer-mediated interaction on distance learning. British Journal of Educational Technology, 39: 52–70. doi: 10.1111/j.1467-8535.2007.00727.x

Abstract

This paper describes an assessment of a web-based interview simulation designed to teach empathetic helping skills. The system includes an animated character acting as a client and responses designed to recreate a simulated role-play, a common assessment method used for teaching these skills. The purpose of this study was to determine whether learning gains found in previous evaluations would transfer to students needing similar skill sets but in different areas of study. Findings indicate a positive trend in learning gains across both areas of study (human services and counselling) with no significant differences in skill acquisition. Developers of the system conclude that the system is effective in the general training of empathetic helping skills regardless of the students' area of study.

Adcock, A. B., Duggan, M. H., Watson, G. S. and Belfore, L. A. (2010), The impact of content area focus on the effectiveness of a web-based simulation. British Journal of Educational Technology, 41: 388–402. doi: 10.1111/j.1467-8535.2009.00947.x

Abstract

This study investigated the impact of contingent variables on the relationship between four predictors and students' satisfaction with e-learning. Five hundred and twenty-two university students from 10 intact classes engaging in online instruction were asked to answer questionnaires about their learning styles, perceptions of the quality of the proposed predictors and satisfaction with e-learning systems. The results of analysis of variance and structural equation modelling analyses showed that two contingent variables, gender and job status, significantly influenced the perceptions of predictors and students' satisfaction with the e-learning system. This study also found a statistically significant moderating effect of two contingent variables, student job status and learning styles, on the relationship between predictors and e-learning system satisfaction. The results suggest that a serious consideration of contingent variables is crucial for improving e-learning system satisfaction. The implications of these results for the management of e-learning systems are discussed.

Lu, H.-P. and Chiou, M.-J. (2010), The impact of individual differences on e-learning system satisfaction: A contingency approach. British Journal of Educational Technology, 41: 307–323. doi: 10.1111/j.1467-8535.2009.00937.x

Abstract

This study investigated the effects of several elements of instruction (objectives, information, practice, examples and review) when they were combined in a systematic manner. College students enrolled in a computer literacy course used one of six different versions of a computer-based lesson delivered on the web to learn about input, processing, storage and output of a computer. The six versions of the program consisted of (1) a full version that contained information plus objectives, practice with feedback, examples and review, (2) a version without objectives, (3) one without examples, (4) one without practice, (5) one without review and (6) a lean version containing information only. Results indicated participants who used one of the four versions of the computer program that included practice performed significantly better on the posttest and had consistently more positive attitudes than those who did not receive practice. Implications for the development of computer-based instruction are explored.

Martin, F., Klein, J. D. and Sullivan, H. (2007), The impact of instructional elements in computer-based instruction. British Journal of Educational Technology, 38: 623–636. doi: 10.1111/j.1467-8535.2006.00670.x

Abstract

Chinese classrooms, whether on school grounds or online, have long suffered from a lack of interactivity. Many online classes simply provide recorded instructor lectures, which only reinforces the negative effects of passive nonparticipatory learning. At Shanghai Jiaotong University, researchers and developers actively seek technologic interventions that can greatly increase interactivity in large blended classes. They developed a cutting-edge mobile learning system that can deliver live broadcasts of real-time classroom teaching to students with mobile devices. Their system allows students to customise means of content-reception based on when and where they tune into the broadcast. The system also supports short text messaging and instant polls. Through these venues, students can ask questions and make suggestions in real time, and the instructor can address them immediately. This article describes this system in detail, and also reports results from a formal implementation of the system in a blended English classroom of 1000 students (with about 800 being online). As the data reveal, m-learning activities can much better engage students in the learning process. Students in this class changed from passive learners to truly engaged learners who are behaviourally, intellectually and emotionally involved in their learning tasks.

Wang, M., Shen, R., Novak, D. and Pan, X. (2009), The impact of mobile learning on students' learning behaviours and performance: Report from a large blended classroom. British Journal of Educational Technology, 40: 673–695. doi: 10.1111/j.1467-8535.2008.00846.x

Abstract

Although a number of researchers have examined response pad systems (RPSs) in higher education, there has been very little research at the K-12 level. This paper investigated the impact of using an RPS in the learning of physics concepts in a secondary school in Singapore. Two classes (n = 35 students in each class) of secondary five students participated in this study. One of the classes used an RPS while the other did not. Both classes completed a pretest and a posttest which tested the students in the application of the physics concepts taught. Results suggested that the class that used an RPS performed better in the posttest compared to the class that did not use the system. In addition, we explored the teacher and students' perceptions of using the RPS.

Mun, W. K., Hew, K. F. and Cheung, W. S. (2009), The impact of the use of response pad system on the learning of secondary school physics concepts: A Singapore quasi-experiment study. British Journal of Educational Technology, 40: 848–860. doi: 10.1111/j.1467-8535.2008.00868.x

Abstract

In this case study, we examined the influence of five groups of communication activities on the quality of students’ contributions to online discussion. The activities were the nominal group technique, debate, invited expert, WebQuest and reflective deliberation. Quality of discussion was operationalised as cognitive presence, a construct developed to investigate the role of critical discourse in higher, distance education contexts. Using the quantitative content analysis technique, the postings of 19 students in an undergraduate university course were assigned to one of the four categories of cognitive presence. Across the five activities, the proportion and number of contributions categorised in the highest phases of cognitive presence was low (20.21%), but was highest during the Webquest and debate activities. There are three advantageous qualities of these two activities, we argue:

    * 1      They were well structured.
    * 2      They provided clearly defined roles and responsibilities for the students.
    * 3      They provoked the students to explicitly confront others’ opinions.

Kanuka, H., Rourke, L. and Laflamme, E. (2007), The influence of instructional methods on the quality of online discussion. British Journal of Educational Technology, 38: 260–271. doi: 10.1111/j.1467-8535.2006.00620.x

Abstract

Computer-Supported Collaborative Learning (CSCL) is often presented as a promising learning method. However, it is also facing some new challenges. Apart from answering the question of whether or not working with CSCL generates satisfying learning outcomes, it is important to determine whether or not all participants profit from collaboration, with the computer as a means of communication. This paper describes the implementation and effects of an experimental program in 5 classes with a total of 120 students in elementary education who, in groups of four, engaged in Knowledge Forum discussion tasks on the subject of healthy eating. The study explores whether or not differences occur in the participation of students who differ in gender, sociocultural background and ability, and whether or not computer skills, computer attitudes, comprehensive reading scores and popularity with classmates are related to student participation. Students' participation in this CSCL environment appears to be dependent on a number of learner characteristics. Girls contribute more words to the discussions than boys do and are more dependent on their computer skills in this production. Students who are good at comprehensive reading also contribute more words. Popularity among classmates appears to influence the degree of participation further. We also found indications that students with immigrant parents write fewer contributions than those whose parents are not immigrants.

Prinsen, F., Volman, M. L. and Terwel, J. (2007), The influence of learner characteristics on degree and type of participation in a CSCL environment. British Journal of Educational Technology, 38: 1037–1055. doi: 10.1111/j.1467-8535.2006.00692.x

Abstract

As proposed by social constructive theorists, meaningful learning and individual development were achieved through social interaction. To foster social interaction among students, this study formed an online learning community in which they played multiple roles as writers, editors and commentators. In playing different roles, they read peers' texts, edited peers' errors, evaluated peer editors' corrections and finally reconstructed their own texts. Results of this study showed that the multiple roles they played allowed them to have opportunities to view their own texts from others' perspectives. Based on these perspectives, they were more willing to acquire information from and contribute information to peers. All of this extensive information acquisition and contribution resulted in meaning construction of texts as active students improved their final drafts in both local revision (grammatical correction) and global revision (the style, organisation and development of a text) after receiving and evaluating feedback from peer editors. Their final drafts were very different from those of passive students whose first and final drafts were almost the same despite some grammatical revisions. This study suggests that, rather than relying only on an examination of students' final drafts, there may be benefits in teachers encouraging students to actively participate in social interaction by reading peers' texts, editing peers' errors and evaluating peer editors' corrections during text revisions.

Yang, Y.-F., Yeh, H.-C. and Wong, W.-K. (2010), The influence of social interaction on meaning construction in a virtual community. British Journal of Educational Technology, 41: 287–306. doi: 10.1111/j.1467-8535.2009.00934.x

Abstract

The findings of two studies with students doing research with the Internet about topics in science are reported. The focus is on students’ methods of text production when using external web-based information and their learning outcomes. In a first exploratory study, the computer-based text production of 45 students was analysed using log files. Two types of students were identified with respect to the ways they used information obtained from the Web: Compilers usually copied text from web sources into their own essays. They lacked adequate cognitive processing of the collected information. Authors created original text and scored significantly higher in posttests. A follow-up study with 133 students verified parts of the hypothesis that writing with external sources of information has epistemic effects. However, students with basic writing skills and little prior knowledge benefited most from writing tasks.


Priemer, B. and Ploog, M. (2007), The influence of text production on learning with the Internet. British Journal of Educational Technology, 38: 613–622. doi: 10.1111/j.1467-8535.2006.00646.x

Abstract

Facilitating educational modernisation through information and communication technology (ICT) application in education is an important strategic measure taken by the Chinese government on the requirement of educational reform and development. After briefly introducing the status quo of Chinese basic education, this paper elaborates the significant measures for promoting ICT application in basic education adopted by Chinese government. From seven aspects of basic education (ICT infrastructure, ICT resources construction, the status quo of ICT education in schools, educational technology standards for teachers in schools, policies and regulations, criterion building about ICT application in instruction, and ICT in Chinese rural areas) the authors comprehensively introduce the latest progress of ICT in Chinese basic education.

Jingtao, Z., Yuanyuan, F. and Xiaoling, M. (2010), The latest progress report on ICT application in Chinese basic education. British Journal of Educational Technology, 41: 567–573. doi: 10.1111/j.1467-8535.2010.01083.x

Abstract

This is the report of a five month study, undertaken by Sundridge Park Training Technologies in association with Guildford Educational Services to assess the potential of smart card technology to support learning and the management of learning. The study had two strands—the state of the art of the technology and its potential for supporting, delivering and managing learning. In addition to a study of the literature and extensive discussions with people using smart cards, potential users of smart card and visionaries, the project team developed two illustrative systems using cards to store personal data relating to education and training. The term ‘smart card’ is often used loosely to describe three different types of card, each of which is similar in general shape and size to a traditional credit card. These are: memory cards, laser cards—and true smart cards incorporating a processor and memory. This study has been concerned with memory cards and smart cards. The focus for smart card applications has been predominantly financial: there are relatively few applications in education or training. A notable exception is the large scale project at the University of Bologna which uses smart cards to manage the progress and achievements of a large number of students in the Department of Electronics. The two illustrative systems provided valuable experience of using memory cards and smart cards in quasi-real education and training applications. They highlighted the problems of limited memory capacities and confirmed the high level of user acceptance reported by other trials. We can expect considerable advances in the technology of both memory cards and smart cards over the next months and years. The memory capacities of both types of cards will increase many-fold and the unit costs will fall as large quantities of cards are produced for financial applications. Education and training applications will benefit from this expanding market. The major surprise from the study was the level of interest in the work and the enthusiasm expressed by almost all of those who came to hear of it. The general level of awareness of smart card technology was found to be low. However, the requirement for a system which will enable individuals to manage and own their learning on an extended timescale was generally recognised. Some of the possible applications for smart cards and memory cards in education and training had emerged before the official start of the study and it is clear that the technology is potentially pervasive. The project team and those consulted identified a wide range of possible applications both in education and in training. These focussed on assessment, personal course planning and management, identification of relevant learning opportunities, and the ownership of learning. It was felt that, over the next few years, smart cards are very likely to be in common use as credit cards for financial applications. Therefore, their use for education and training should be planned now. The recommendations from the study are that: More detailed studies are needed to find out how smart cards and memory cards could be used by different organisations in a fully operational system; Standards should be established for smart card applications in education and training, similar to those governing financial applications; Applications should be developed after the standards have been established. To be convincing, these should take a case study approach with small pilot studies in a variety of contexts and must follow real needs rather than attempt to drive them; The case studies would then form the basis for a campaign to increase awareness of smart cards and their potential for education and training, together with a programme for building an infrastructure to support the proposed systems. The public sector should fund the task of developing standards and providing interfaces with existing educational systems and projects to demonstrate the feasibility of various applications. Since educational standards have a European dimension, the European Community may be a source of support for work in the area of standards. At the same time, private sector funding should be sought for skill development and career development systems in industry and in education. The Training Agency itself should consider the application of smart card technology to the control and management of the Youth Training Scheme (YTS).

Rushby, N., Twining, J., Twining, N. and Devitt, T. (2008), The learning credit card: A tool for managing personal development. British Journal of Educational Technology, 39: 336–364. doi: 10.1111/j.1467-8535.2008.00830.x

Abstract

Having started early in the 1920s as a spontaneously launched educational activity by civil organisations under the influence of American audio-visual theory and practice, Chinese educational technology was later put under governmental management. This paper is composed of five parts covering mainly the historical development of educational technology in China. Part 1 is a brief history of educational technology in China. Part 2 presents the major tasks of management in educational technology. Part 3 talks about the organisation of educational technology management within universities and schools. Part 4 discusses civil organisations of educational technology in China. And part 5 is a conclusion about the managerial features of Chinese educational technology.

Yongqian, L., Dongyuan, C. and Xinli, L. (2010), The mechanism for organising and propelling educational technology in China. British Journal of Educational Technology, 41: 549–559. doi: 10.1111/j.1467-8535.2010.01087.x

Abstract

A major challenge for researchers and educators has been to discern the effect of ICT use on student learning outcomes. This paper maps the achievements in Year 10 Science of two cohorts of students over two years where students in the first year studied in a traditional environment while students in the second took part in a blended or e-learning environment. Using both quantitative and qualitative methods, the authors have shown that ICT, through an e-learning intervention, did improve student performance in terms of test scores. They have also shown that this improvement was not global with the results for previously high-performing female students tending to fall while the results for lower-achieving boys rose. There was also a seeming mismatch between some students' affective responses to the new environment and their test scores. This study shows the complexity of ICT-mediated environments through its identification and description of three core issues which beset the credibility of research in ICT in education. These are (1) ICT as an agent of learning, (b) site specificity, and (c) global improvement.

Chandra, V. and Lloyd, M. (2008), The methodological nettle: ICT and student achievement. British Journal of Educational Technology, 39: 1087–1098. doi: 10.1111/j.1467-8535.2007.00790.x

Abstract

Proponents have marketed e-learning by focusing on its adoption as the right thing to do while disregarding, among other things, the concerns of the potential users, the adverse effects on users and the existing research on the use of e-learning or related innovations. In this paper, the e-learning-adoption proponents are referred to as the technopositivists. It is argued that most of the technopositivists in the higher education context are driven by a personal agenda, with the aim of propagating a technopositivist ideology to stakeholders. The technopositivist ideology is defined as a ‘compulsive enthusiasm’ about e-learning in higher education that is being created, propagated and channelled repeatedly by the people who are set to gain without giving the educators the time and opportunity to explore the dangers and rewards of e-learning on teaching and learning. Ten myths on e-learning that the technopositivists have used are presented with the aim of initiating effective and constructive dialogue, rather than merely criticising the efforts being made.

Njenga, J. K. and Fourie, L. C. H. (2010), The myths about e-learning in higher education. British Journal of Educational Technology, 41: 199–212. doi: 10.1111/j.1467-8535.2008.00910.x

Whitworth, A. (2008), The organisation of space and place: a commentary on Wahlstedt et al. British Journal of Educational Technology, 39: 1031–1036. doi: 10.1111/j.1467-8535.2008.00821_2.x

Abstract

This paper explores the impact on learning in higher education of the integration of a knowledge-pooling stage into a WebQuest. We explain the concept of WebQuests, consider recent literature regarding the effects and difficulties of this approach to learning, and examine students' perceptions of the impact of this tool on high-order learning. The level of learning achieved by respondents is analysed using Biggs' Structure of the Observed Learning Outcomes (SOLO) taxonomy. With judicious use of a ‘pooling knowledge stage’, and provided that students are fully aware of the desired learning outcomes, the findings suggest that WebQuests do have the potential to promote high-order learning. The paper concludes by suggesting the need for further research into the potential of WebQuests to promote high-order learning within different disciplines in higher education.

Allan, J. and Street, M. (2007), The quest for deeper learning: an investigation into the impact of a knowledge-pooling WebQuest in primary initial teacher training. British Journal of Educational Technology, 38: 1102–1112. doi: 10.1111/j.1467-8535.2007.00697.x

Abstract

This study examined how students' achievement goals, self-efficacy and learning strategies influenced their choice of an online, hybrid or traditional learning environment. One hundred thirty-two post-secondary students completed surveys soliciting their preferences for learning environments, reasons for their preference, their motivational orientation towards learning and learning strategies used. Findings indicated that most students preferred traditional learning environments. This preference was based on how well the environment matched their personal learning style and engaged them as students. Discriminant analyses indicated significant differences in motivational beliefs and learning strategies; students who preferred traditional environments showed a mastery goal orientation and greater willingness to apply effort while learning. Students who preferred less traditional environments presented as more confident that they could manage a non-traditional class. These findings have implications for understanding students' motivation for learning in diverse educational settings.

Clayton, K., Blumberg, F. and Auld, D. P. (2010), The relationship between motivation, learning strategies and choice of environment whether traditional or including an online component. British Journal of Educational Technology, 41: 349–364. doi: 10.1111/j.1467-8535.2009.00993.x

Abstract

This paper reviews the teaching and learning practices and processes that were adopted in a study that incorporated multi-user virtual environments to support General Paper teaching and learning. The paper discusses the roles of the teacher, student and ICT in facilitating engaged learning. As this project is the first of its kind for the subject in Singapore, the paper seeks to highlight strategies that were adopted or could have been adopted to facilitate the enactment of such teacher and student roles as well as ensure effective deployment of ICT to support engaged learning.

Rappa, N. A., Yip, D. K. H. and Baey, S. C. (2009), The role of teacher, student and ICT in enhancing student engagement in multiuser virtual environments. British Journal of Educational Technology, 40: 61–69. doi: 10.1111/j.1467-8535.2007.00798.x

Abstract

Many models have hypothesized that multimedia comprehension requires the concurrent processing of verbal and visuospatial information by limited information processing systems. However, in spite of the emphasis devoted to the concurrent processing of verbal and visuospatial information, little research has so far investigated the specific role played by verbal and visuospatial abilities in multimedia comprehension. The present paper aims to study the specific involvement of verbal and visuospatial working memory in multimedia learning.

Ninety-two students (39 boys and 53 girls) from a middle school in a small city in the northeast of Italy, were asked to learn new information on the physical and social geography of Germany from a hypermedium. Participants were also required to perform a reading comprehension test, two short-term memory tasks, and two working memory tasks, which assessed either verbal or visuospatial memory. The results support the hypothesis that both verbal and visuospatial working memory sub-components play a role in hypermedium processing, but with specific and distinct functions: the performance in the verbal working memory task was able to predict the semantic knowledge children can derive from hypermedia learning. In contrast, visuospatial working memory seemed to have lower connections to the semantic knowledge children derived from a hypermedia document, whereas its role emerged in the ability to construct a representation of the document structure.

Pazzaglia, F., Toso, C. and Cacciamani, S. (2008), The specific involvement of verbal and visuospatial working memory in hypermedia learning. British Journal of Educational Technology, 39: 110–124. doi: 10.1111/j.1467-8535.2007.00741.x

Abstract

Japan and Korea have highly developed information and communications technology infrastructures and have recently reformed their higher education systems and encouraged e-transformation. However, Japanese universities have not embraced e-learning as wholeheartedly as their Korean counterparts. The paper concludes that this is due to governmental and institutional failure to develop a cogent vision and strategic plan for e-learning, to recognise the need for fundamental shifts in organisational cultures and structures and pedagogy and to provide training, funding, recognition and reward for such development. It attributes this to differences in the cultural perspectives, values and customs of the two countries' policy makers, managers and faculty members. The findings are seen to hold important lessons for other countries embarking on e-transformation.

Latchem, C., Jung, I., Aoki, K. and Ozkul, A. E. (2008), The tortoise and the hare enigma in e-transformation in Japanese and Korean higher education. British Journal of Educational Technology, 39: 610–630. doi: 10.1111/j.1467-8535.2007.00771.x

Abstract

This paper considers the ways in which the interactive whiteboard may support and enhance pedagogic practice through whole-class teaching within literacy and numeracy. Data collected from observations of whole-class lessons, alongside individual interviews and focus group discussions with class teachers and Initial Teacher Education students, has provided opportunities to consider the potential of such technology to facilitate a more creative approach to whole-class teaching. The data suggests that, in the first instance, the special features of information and communications technology such as interactivity, ‘provisionality,’ speed, capacity and range enhance the delivery and pace of the session. This research seems to indicate that it is the skill and the professional knowledge of the teacher who mediates the interaction, and facilitates the development of pupils' creative responses at the interface of technology, which is critical to the enhancement of the whole-class teaching and learning processes.

Wood, R. and Ashfield, J. (2008), The use of the interactive whiteboard for creative teaching and learning in literacy and mathematics: a case study. British Journal of Educational Technology, 39: 84–96. doi: 10.1111/j.1467-8535.2007.00699.x

Abstract

This paper is a study on the interaction patterns of distance learners enrolled in the Mathematics and Physics programmes of Universiti Sains Malaysia in the videoconferencing learning environment (VCLE). Interaction patterns are analysed in six randomly chosen videoconferencing sessions within one academic year. The findings show there are more interactions in the graphics display mode than the video display mode. The graphics display mode, which involves the simultaneous interaction of the teacher, students and course materials, shows greater student engagement in the VCLE. The focus on a three-component interaction in distance learning differs from previous studies which looked at distinct types of two-component interactions. The types of communicative interaction, in particular the explanatory and cognitive types which are dominant in the graphics display mode, are discussed within the construct of learning. The higher number of teacher-initiated interactions may also imply that the teacher plays a crucial role in creating and maintaining a community of inquiry focused on exploring and developing content as well as giving feedback on concepts, ideas or solutions.

Saw, K. G., Majid, O., Abdul Ghani, N., Atan, H., Idrus, R. M., Rahman, Z. A. and Tan, K. E. (2008), The videoconferencing learning environment: Technology, interaction and learning intersect. British Journal of Educational Technology, 39: 475–485. doi: 10.1111/j.1467-8535.2007.00736.x

Abstract

We presently introduce the Virtual Lecture Hall (VLH), an instructional computer-based platform for delivering Microsoft PowerPoint slides threaded with audio clips for later review. There were 839 male and female university students enrolled in an introductory psychology class who had access to review class lectures via the VLH. This tool was made available through the course website following the first midterm. Approximately 20% used the resource, and 18% completed a five-item survey tapping their perceptions of whether the VLH enhanced learning or increased grades; and whether they wanted the resource in other courses. The total number of student accesses was calculated, as was the total duration (in minutes) that students used the VLH. After accounting for initial midterm test score differences, results showed that students who used the VLH for 100 minutes or more scored, on average, 15% higher in their second midterm. The student perceptions of the VLH were also highly favourable. Directions for future research in resource development and implications for educators are also discussed.

Cramer, K. M., Collins, K. R., Snider, D. and Fawcett, G. (2007), The virtual lecture hall: utilisation, effectiveness and student perceptions. British Journal of Educational Technology, 38: 106–115. doi: 10.1111/j.1467-8535.2006.00598.x

Abstract

The idea that a new generation of students is entering the education system has excited recent attention among educators and education commentators. Termed ‘digital natives’ or the ‘Net generation’, these young people are said to have been immersed in technology all their lives, imbuing them with sophisticated technical skills and learning preferences for which traditional education is unprepared. Grand claims are being made about the nature of this generational change and about the urgent necessity for educational reform in response. A sense of impending crisis pervades this debate. However, the actual situation is far from clear. In this paper, the authors draw on the fields of education and sociology to analyse the digital natives debate. The paper presents and questions the main claims made about digital natives and analyses the nature of the debate itself. We argue that rather than being empirically and theoretically informed, the debate can be likened to an academic form of a ‘moral panic’. We propose that a more measured and disinterested approach is now required to investigate ‘digital natives’ and their implications for education.

Bennett, S., Maton, K. and Kervin, L. (2008), The ‘digital natives’ debate: A critical review of the evidence. British Journal of Educational Technology, 39: 775–786. doi: 10.1111/j.1467-8535.2007.00793.x

Abstract

The purpose of the present paper was to examine three generations of research on technology-mediated learning carried on by the present investigator's research group. The first generation focused on examining computer-supported collaborative learning from the cognitive perspective. The main focus was to examine to what extent knowledge-seeking inquiry elicited conceptual change. Problems of transferring inquiry learning culture from one country to another pushed us to examine social practices and other participatory aspects of learning that had been invisible to cognitive researchers. The second-generation research focused on analyzing patterns of participation in computer-supported collaborative learning. The emerging third generation research aims at overcoming the dichotomy between the cognitive (knowledge acquisition) perspective and socio-cultural (participation) perspective by means of long-standing and deliberate efforts of knowledge-creation, involving what is called objects of activity. Theoretical and methodological implications of the generations are discussed.

Hakkarainen, K. (2009), Three generations of technology-enhanced learning. British Journal of Educational Technology, 40: 879–888. doi: 10.1111/j.1467-8535.2008.00873.x

Abstract

This study focuses on a project, EMPATHY Net-Works, which developed a learning community as a means of encouraging women to progress into employment and management positions in the logistics and supply chain industries (LaSCI). Learning activities were organised in the form of a taught module containing face-to-face and online elements and e-mentoring with successful professional women in the LaSCI. In this particular research, we have used structuration theory, a social theory that concentrates on the relationships between human agency (micro-level) and social structures (macro-level). We used structuration as an analytical tool to help us understand what happened within the project e-learning and e-mentoring processes. Our analysis suggests that there were two factors that influenced the way project participants carried out their learning activities: the first one being the issue of absence and presence in online environments, and the second one the issue of time frame changes for online users.

Loureiro-Koechlin, C. and Allan, B. (2010), Time, space and structure in an e-learning and e-mentoring project. British Journal of Educational Technology, 41: 721–735. doi: 10.1111/j.1467-8535.2009.00975.x

Abstract

A pair of papers re-examined the evidence from a national initiative to train all teachers in England to bring them up to the level of newly qualified teachers, who are required to know when to use and when not to use information and communication technologies (ICT) in their professional practice. The first paper confirmed that multilevel evaluation of professional development was robust for ICT teacher training. This second paper contrasts the highest and lowest rated designs for ICT teacher training: an ‘organic’ approach that provided training in schools was highly rated, whereas a centralised computer-assisted learning approach with online access to trainers was the lowest rated design. The study supports an ecological view of the diffusion of ICT innovations in education and recommends that ICT teacher training be designed to support evolution of each teacher's classroom, school and region, as well as the training of the ICT teacher trainers.

Davis, N., Preston, C. and Sahin, I. (2009), Training teachers to use new technologies impacts multiple ecologies: Evidence from a national initiative. British Journal of Educational Technology, 40: 861–878. doi: 10.1111/j.1467-8535.2008.00875.x

Abstract

Emergent research indicates that electronic portfolios (ePortfolios) can have a positive impact on the learning experience, but there are significant challenges—pedagogical and technological—which may limit their effectiveness. This paper contributes to research by providing further evidence about such challenges from the tutor perspective and offers suggestions about how institutions may address these issues. The paper draws upon 23 semi-structured interviews conducted with tutors in a range of subject areas, from Scottish further and higher education. Tutors were positive about the role that ePortfolios could play in the learning environment to encourage personal development and a more reflective approach to studies, assist student transition and, in some cases, support assessment. Concerns were raised, however, relating to moving paper-based assessed portfolios online, the legal issues of implementing an ePortfolio and the technical robustness and flexibility of systems. Barriers were identified regarding tutors' lack of understanding about personal development and reflection, and their role in the academic environment, initiative fatigue and lack of access to information technology. It was felt that these could be overcome, especially with long-term institutional commitment, significant staff development and the creation of tutor support networks. These findings should assist academics, staff developers and managers to implement an effective institutional ePortfolio solution.

Peacock, S., Gordon, L., Murray, S., Morss, K. and Dunlop, G. (2010), Tutor response to implementing an ePortfolio to support learning and personal development in further and higher education institutions in Scotland. British Journal of Educational Technology, 41: 827–851. doi: 10.1111/j.1467-8535.2009.00986.x

Abstract

Many organisations and institutions have integrated learning objects into their e-learning systems to make the instructional resources more efficient. Like any other information systems, this trend has made user acceptance of learning objects an increasingly critical issue as a high level of learner satisfaction and acceptance reflects that the users are more willing to continue to use the technology. In this study, an extended version of technology acceptance model (TAM) with two external variables (learning object characteristics and individual differences) was developed to investigate the underlying factors and causal relationships in predicting learners' acceptance of learning objects. This study called for the respondents to progress through two phases of learning object participation: introduction and direct-use experience to investigate the students' perceptions in terms of usefulness and ease of use while utilising learning objects. The findings show that both perceived usefulness and perceived ease of use are determinants of behavioural intention to use learning objects. Learning object characteristics influence both perceived usefulness and perceived ease of use of learning objects; individual differences appear to have no influence upon intention to use learning objects.

Lau, S.-H. and Woods, P. C. (2009), Understanding learner acceptance of learning objects: The roles of learning object characteristics and individual differences. British Journal of Educational Technology, 40: 1059–1075. doi: 10.1111/j.1467-8535.2008.00893.x

Abstract

This is the report of a project funded by the British Educational Communications and Technology Research Agency (Becta) to identify the key—but forgotten—information and communication technology research projects in the UK between 1980 and 1999 and to review the contribution that these projects can make in informing the current Becta research agenda and making future research more efficient.

Rushby, N. and Seabrook, J. (2008), Understanding the past—illuminating the future. British Journal of Educational Technology, 39: 198–233. doi: 10.1111/j.1467-8535.2008.00816.x

Abstract

This research explored the influence of a Web-based portfolio assessment system on students' performances. The methodological procedure adopted was to have the experimental group use the system, with the control group using conventional assessment. The study subjects were junior high school students of two computer classes. The experimental results revealed that the use of the system has significant positive influence on students' performances. According to estimated effect size, the most significant indicators were reflection, self-assessment, continuous improvement, goal setting, problem solving, data gathering, work and peer interaction. However, peer-assessment performance was not enhanced significantly. Therefore, one recommendation was to reduce peer-assessment and instead offer specific illustrations to the students as well as the opportunity to drill.

Chang, C.-C. and Tseng, K.-H. (2009), Use and performances of Web-based portfolio assessment. British Journal of Educational Technology, 40: 358–370. doi: 10.1111/j.1467-8535.2008.00885.x

Abstract

This paper reports a series of experiments with text-to-speech (TTS) voices. These experiments have been conducted to develop audio materials for listening comprehension as an alternative technology to traditionally used audio equipment like the compact cassette. The new generation of TTS voices based on unit selection synthesis provides impressive naturalness and intelligibility. In the experiments, TTS-generated audio files have been put to use in the classroom procedure and listening tests. So far, these endeavours have yielded positive results. The paper also evaluates the synthesised speech involved in the experiments and discusses problems that arise in the application.

Sha, G. (2010), Using TTS voices to develop audio materials for listening comprehension: A digital approach. British Journal of Educational Technology, 41: 632–641. doi: 10.1111/j.1467-8535.2009.01025.x

Abstract

It is known that computer games are motivating for children, but there is limited direct evidence of their effects on classroom learning. The aim of this exploratory study was to investigate the effects of a commercial off-the-shelf computer game on children's mental computation skills and on aspects of self-perceptions. A pre–post design was employed. The participants were 71 primary school children (10–11 years old) from three classes. In School 1, a class of 21 children used a games console for 20 minutes each day, running a ‘brain training’ game. Two comparison groups were used. In School 2, 31 children used ‘Brain Gym’ techniques in their class over the treatment period. In school three, a class of 19 children acted as no-treatment controls. The treatment period was 10 weeks. Significant pre–post gains were found in the games console group for both accuracy and speed of calculations, while results for the two comparison groups were mixed. The games console group showed significant gains in global self-esteem, but not in other aspects of self-concept. The comparison groups showed no significant gains in any area of self-perceptions. There is a need now for upscaling to investigate generalisability.

Miller, D. J. and Robertson, D. P. (2010), Using a games console in the primary classroom: Effects of ‘Brain Training’ programme on computation and self-esteem. British Journal of Educational Technology, 41: 242–255. doi: 10.1111/j.1467-8535.2008.00918.x

Abstract

The purpose of this study is to explore students' understanding of cyber copyright laws. This study developed a two-tier test with 10 two-level multiple-choice questions. The first tier presented a real-case scenario and asked whether the conduct was acceptable whereas the second-tier provided reasons to justify the conduct. Students in Taiwan (123 college students and 121 high school students) were selected to answer these questions. The results indicated that 66.16% correctly answered the first-tier questions, but only 36.84% students correctly chose the second-tier reasons. The researchers found that college students had significantly higher scores on both tiers than did high school students, but gender made no difference between the two groups. Three alternative conceptions that students have regarding cyber copyright laws were concluded from this study: (1) the Internet content is entirely open for the public to use; (2) the Internet is always free; and (3) all educational use is fair use. Implications of these results for college and high school courses and future research directions are discussed.

Chou, C., Chan, P.-S. and Wu, H.-C. (2007), Using a two-tier test to assess students' understanding and alternative conceptions of cyber copyright laws. British Journal of Educational Technology, 38: 1072–1084. doi: 10.1111/j.1467-8535.2006.00695.x

Abstract

Online education based on small self-managing groups, with slight supervision by a professional tutor, is a strategically interesting methodology for lifelong learning. This solution may combine aspects of cost-effectiveness (reducing tutors' work) with the demands for active and engaging learning methods based on the exchange and sharing of experiences. In such a context, how can information on collaborative attitudes and behaviour be gathered? A typical tool for online learning activities is the threaded web forum. This study proposes a methodology for assessing effective collaborative interactions within the add-on module, Forum Plus, for the Moodle learning management system (LMS). The methodology here presented is able to supply an early overview of the level of effectiveness of the collaborative group and therefore it may provide a useful instrument to guide further qualitative observations conducted directly in the web forum.

Calvani, A., Fini, A., Molino, M. and Ranieri, M. (2010), Visualizing and monitoring effective interactions in online collaborative groups. British Journal of Educational Technology, 41: 213–226. doi: 10.1111/j.1467-8535.2008.00911.x

Abstract

The development of educational applications has always been a challenging and complex issue, mainly because of the complications imposed by the cognitive and psychological aspects of student–computer interactions. This article presents a methodology, named We!Design, that tries to encounter the complexity of educational applications development from within the participatory design framework. The methodology enables computer literate students and designers to cooperate in the design of applications that (1) enhance typical educational processes for which students have extensive experience in, such as note taking or assessment, and (2) are well-suited to the technological, social and cultural particularities of each educational environment. The methodology can be easily applied in real educational contexts and consists of two phases. During the first phase, students participate in short-duration design sessions where they formulate needs, tasks and interface prototypes for the educational application under examination. In the second phase, the designers systematically analyse and then integrate student suggestions. In order to evaluate the methodology, it was applied in the design of two educational applications: an electronic assessment environment and a course website. A total of 86 undergraduate informatics students participated in 22 4-hour design sessions. The methodology was evaluated by collecting students' responses through questionnaires and by introspection on the video recordings of the design sessions. The design sessions proved to be a very intriguing experience for the students while the methodology's products managed to respond to their personal needs and expectations in an efficient and effective way.

Triantafyllakos, G. N., Palaigeorgiou, G. E. and Tsoukalas, I. A. (2008), We!Design: A student-centred participatory methodology for the design of educational applications. British Journal of Educational Technology, 39: 125–139. doi: 10.1111/j.1467-8535.2007.00740.x

Abstract

e-Assessment cannot benefit learners, and so education, unless it supports them in doing something differently in future. What, however, are learners trying to do better? This paper adopts a perspective in which learners simultaneously self-regulate multiple variables that are relevant to learning, and develops a theoretical argument that a key issue is the ambiguity of feedback events (such as a failed task or a poor mark) as to which variable should be adjusted. A common tacit assumption is that the relevant loop is about technical expertise, but in reality, students must and do also adjust effort, learning methods and course choices. Two methods for helping learners by resolving this ambiguity are discussed: telling learners directly which interpretation is relevant, and structuring learning activities to focus on one variable. Which loops are most important to learners generally shifts in the transition from school to university, implying that the role of feedback also changes. e-Assessment needs a major rethink to address these needs, and to understand why feedback is so often apparently ignored by students. Conversely, attending to all these loops would be to open new dialogues with learners.

Draper, S. W. (2009), What are learners actually regulating when given feedback?. British Journal of Educational Technology, 40: 306–315. doi: 10.1111/j.1467-8535.2008.00930.x

Abstract

The need, use, benefit and potential of e-portfolios have been analysed and discussed by a substantial body of researchers in the education community. However, the development and implementation approaches of e-portfolios to date have faced with various challenges and limitations. This paper presents a new approach of an e-portfolio system design based on Private–Public (PrPl) data index system, which integrates cloud computing applications and storages with Semantic Web architecture, making semantic web-based visualisation and advanced intelligent search possible. It also discusses how the distinctive attributes of the PrPl-based digital asset management system can serve as a large-scale robust e-portfolio system that can address issues with scalability, sustainability, adoptability and interoperability. With such a new distinctive design, a large-scale deployment at a state or national level becomes possible at a very cost-effective manner and also such large-scale deployment with intelligent digital asset management and search features create numerous opportunities in education.

Kim, P., Ng, C. K. and Lim, G. (2010), When cloud computing meets with Semantic Web: A new design for e-portfolio systems in the social media era. British Journal of Educational Technology, 41: 1018–1028. doi: 10.1111/j.1467-8535.2010.01055.x

Abstract

National agencies advocate the use of field experiences to help prepare teachers to integrate technology in their classrooms. However, prospective teachers often fail to synthesise the integration of technology with the complexities of teaching during such experiences. This study suggests teacher inquiry, a strategy for helping educators systematically and intentionally study their own practice, provides important benefits for prospective teachers participating in curriculum-based, technology-enhanced field experiences.

Specifically, this study explores whether or not engagement in teacher inquiry can promote conceptual change related to teaching with technology. Thirteen inquiries conducted by prospective teachers in six elementary schools were analysed and one instrumental case was identified. The case exemplifies how curriculum-based, technology-enhanced field experiences and teacher inquiry may coalesce to support conceptual change for prospective teachers. In fact, the marriage of curriculum-based, technology-enhanced field experiences and teacher inquiry embodies research-based conditions necessary for conceptual change.

Teacher inquiry is widely recognised and supported in the general teacher education literature yet its use by prospective teachers in curriculum-based, technology-enhanced field experiences is novel. This exploratory study highlights its potential and encourages further research into its usefulness as a tool to prepare the next generation of teachers to be effective technology-using educators.

Dawson, K. and Dana, N. F. (2007), When curriculum-based, technology-enhanced field experiences and teacher inquiry coalesce: An opportunity for conceptual change?. British Journal of Educational Technology, 38: 656–667. doi: 10.1111/j.1467-8535.2006.00648.x

Abstract

The purpose of this study was to investigate problems and potentials of new technologies in English writing education. The effectiveness of automated writing evaluation (AWE) (MY Access) and of peer evaluation (PE) was compared. Twenty-two English as a foreign language (EFL) learners in Taiwan participated in this study. They submitted their draft to MY Access, received feedback from this automated grading system and then made some revision. In addition to the AWE, they also had peer revision in writing class. Three issues, including how writers used the feedback from these two kinds of evaluation, what progress they made in writing and how they perceived these two kinds of evaluation, are discussed. Results showed that EFL learners in Taiwan generally opted for PE over AWE. These findings raise several relevant issues, including social learning, feedback strategies, computer anxiety and cultural impact.

Lai, Y.-h. (2010), Which do students prefer to evaluate their essays: Peers or computer program. British Journal of Educational Technology, 41: 432–454. doi: 10.1111/j.1467-8535.2009.00959.x

Abstract

The focus of this paper is on the use of e-technologies to enable higher education to better assess aspects of learning that have proved difficult to assess using more conventional means. Higher education describes the knowledge and abilities it intends its graduates to have acquired before graduation, and it has a wide range of approaches to assess these. Higher education also seeks affective outcomes in the form of values, attitudes, behaviours and related attributes or dispositions, and these have consistently proved more difficult to assess by examination or assignment. After graduation, however, graduates are often assessed within the professions via portfolios, interview and peer or expert review. Assessment may focus on teamwork and networking skills, productivity, creativity and values fit to the profession. How can e-technologies help with these forms of assessment? This paper reviews some of the e-based approaches and explorations that have supported or could support assessment of affective attributes. At each stage, the paper seeks to establish the common elements of assessment in the different regimes and how e-assessment contributes, or may contribute in the future. The paper concludes that many of the strengths of e-assessment lend themselves to an evaluation paradigm rather than to conventional assessment for intended learning outcomes.

Shephard, K. (2009), e is for exploration: Assessing hard-to-measure learning outcomes. British Journal of Educational Technology, 40: 386–398. doi: 10.1111/j.1467-8535.2008.00927.x

Abstract

This paper describes a piece of research carried out at the University of Bradford into student perceptions of e-assessment. An online questionnaire was delivered to 130 undergraduates who had taken part in online assessment (either formative or summative) during the academic year 2007–2008. The survey looked at six main dimensions: (1) affective factors, (2) validity, (3) practical issues, (4) reliability, (5) security, and (6) learning and teaching. The aim of the survey was to identify possible risks in planning e-assessments, as well as to gauge student opinion. The findings of the survey indicated a range of opinions across the student body, with greatest concern about the fairness of item banking. It was also found that the most positive aspect of e-assessment in the eyes of students concerned the benefits that it can bring to teaching and learning. In addition, the paper concludes that age and gender did not significantly affect student responses in any of the areas studied.

Dermo, J. (2009), e-Assessment and the student learning experience: A survey of student perceptions of e-assessment. British Journal of Educational Technology, 40: 203–214. doi: 10.1111/j.1467-8535.2008.00915.x

Abstract

A natural language based system has been used to author and mark short-answer free-text assessment tasks. Students attempt the questions online and are given tailored and relatively detailed feedback on incorrect and incomplete responses, and have the opportunity to repeat the task immediately so as to learn from the feedback provided. The answer matching has been developed in the light of student responses to the questions. A small number of the questions are now in low-stakes summative use, alongside other e-assessment tasks and tutor-marked assignments, to give students instantaneous feedback on constructed response items, to help them to monitor their progress and to encourage dialogue with their tutor. The answer matching has been demonstrated to be of similar or greater accuracy than specialist human markers. Students have been observed attempting the questions and have been seen to respond in differing ways to both the questions themselves and the feedback provided. We discuss features of appropriate items for assessment of this type.

Jordan, S. and Mitchell, T. (2009), e-Assessment for learning? The potential of short-answer free-text questions with tailored feedback. British Journal of Educational Technology, 40: 371–385. doi: 10.1111/j.1467-8535.2008.00928.x

Abstract

The paper draws on in-depth qualitative. comments from student evaluation of an e-learning module on an MSc in Information Technologies and Management, to develop a picture of their perspective on the experience. Questionnaires that yielded some basic quantitative data and a rich seam of qualitative data were administered. General questions on satisfaction and dissatisfaction identified the criteria that student used in evaluation, while specific questions of aspects of the module generated some insights into the student learning process. The criteria used by students when expressing satisfaction are: synergy between theory and practice; specific subject themes; discussion forums and other student interaction; and, other learning support. The themes that are associated with dissatisfaction include: robustness and usability of platform; access to resources (such as articles and books); currency of study materials; and, student work scheduling. Aspects of the student learning experience that should inform the development of e-learning include: each student engages differently; printing means that students use the integrated learning environment as a menu; discussion threads and interaction are appreciated, but students are unsure in making contributions; and, expectations about the tutor's role in e-learning are unformed.

Gilbert, J., Morton, S. and Rowley, J. (2007), e-Learning: The student experience. British Journal of Educational Technology, 38: 560–573. doi: 10.1111/j.1467-8535.2007.00723.x

Abstract

This paper describes the aims, the methods, the stages and the results of the research project ‘e-University. Information and communication technologies (ICTs) as a factor of change in Italian universities’, undertaken between 2003 and 2006 by the Universities of Trento, Perugia and Sassari and the Catholic University of Milan.

The characteristics of the four institutions' subjects and objects of the investigation are analysed as case studies and then compared as a cross-case study in the light of the factors that we feel constitute the main areas of concern in the four institutions as to the implementation of ICTs in the teaching/learning process, ie, the characteristics of the governance strategic plan, the choices relating to technology and the choices related to pedagogy. The paper describes the collaborative effort characterising the community of researchers through the different stages of the research. It also analyses how the individual features of each university—relating to its history, the number of students, the range of faculties, the diffusion of e-learning, the driving factors for innovation, the institution's policies—have fostered a lively and fruitful discussion between different view points, thus engendering deeper reflections for each context.

Ghislandi, P., Calidoni, P., Falcinelli, F. and Scurati, C. (2008), e-university: a cross-case study in four Italian universities. British Journal of Educational Technology, 39: 443–455. doi: 10.1111/j.1467-8535.2008.00840.x

Abstract

Electronic communication is characteristically concerned with ‘the message’ (eM), those who send them (S), and those who receive and read them (R). This relationship could be simplified into the equation eM = S + R. When this simple equation is applied to electronic communication, several elements are added that make this straightforward act of sending and receiving a message more complex. These new elements are characteristics such as asynchronicity, unknown senders and readers, non-linear text and the absence of non-verbal cues. What is apparent is that the complexity of these messages lies in their impact outside the online environment. It is clear from the messages themselves that the information is being applied to real, authentic contexts and is not limited to the online environment. Conversational analysis frameworks must attempt to understand this complexity if the meaning of electronic messages is to be understood. This paper proposes a new conversational analysis framework, the electronic conversational analysis framework (eCAF), for use with electronic communication. The eCAF has been designed as a new methodological tool that incorporates the unique virtual/real worlds that individuals participate in and links these two locations to the phases of electronic discussions.

Duncan-Howell, J. (2009), eCAF: A new tool for the conversational analysis of electronic communication. British Journal of Educational Technology, 40: 1014–1027. doi: 10.1111/j.1467-8535.2008.00904.x

/***
|''Name:''|zh-HantTranslationPlugin|
|''Description:''|Translation of TiddlyWiki into Traditional Chinese|
|''Source:''|http://tiddlywiki-zh.googlecode.com/svn/trunk/|
|''Subversion:''|http://svn.tiddlywiki.org/Trunk/association/locales/core/zh-Hant/locale.zh-Hant.js|
|''Author:''|BramChen (bram.chen (at) gmail (dot) com)|
|''Version:''|2.6|
|''Date:''|Oct 13, 2009|
|''Comments:''|Please make comments at http://groups.google.com/group/TiddlyWiki-zh/|
|''License:''|[[Creative Commons Attribution-ShareAlike 3.0 License|http://creativecommons.org/licenses/by-sa/3.0/]]|
|''~CoreVersion:''|2.4.1|
***/

//{{{
// --
// -- Translateable strings
// --

// Strings in "double quotes" should be translated; strings in 'single quotes' should be left alone

config.locale = 'zh-Hant'; // W3C language tag
config.options.txtFileSystemCharSet = 'BIG5';

if (config.options.txtUserName == 'YourName' || !config.options.txtUserName) // do not translate this line, but do translate the next line
	merge(config.options,{txtUserName: "YourName"});

merge(config.tasks,{
	save: {text: "儲存", tooltip: "儲存變更至此 TiddlyWiki", action: saveChanges},
	sync: {text: "同步", tooltip: "將你的資料內容與外部伺服器與檔案同步", content: '<<sync>>'},
	importTask: {text: "導入", tooltip: "自其他檔案或伺服器導入文章或套件", content: '<<importTiddlers>>'},
	tweak: {text: "選項", tooltip: "改變此 TiddlyWiki 的顯示與行為的設定", content: '<<options>>'},
	upgrade: {text: "更新", tooltip: "更新 TiddlyWiki 核心程式", content: '<<upgrade>>'},
	plugins: {text: "套件管理", tooltip: "管理已安裝的套件", content: '<<plugins>>'}
});

merge(config.optionsDesc,{
	txtUserName: "編輯文章所使用之作者署名",
	chkRegExpSearch: "啟用正規式搜尋",
	chkCaseSensitiveSearch: "搜尋時，區分大小寫",
	chkIncrementalSearch: "隨打即找搜尋",
	chkAnimate: "使用動畫顯示",
	chkSaveBackups: "儲存變更前，保留備份檔案",
	chkAutoSave: "自動儲存變更",
	chkGenerateAnRssFeed: "儲存變更時，也儲存 RSS feed",
	chkSaveEmptyTemplate: "儲存變更時，也儲存空白範本",
	chkOpenInNewWindow: "於新視窗開啟連結",
	chkToggleLinks: "點擊已開啟文章連結時，將其關閉",
	chkHttpReadOnly: "非本機瀏覽文件時，隱藏編輯功能",
	chkForceMinorUpdate: "修改文章時，不變更作者名稱與日期時間",
	chkConfirmDelete: "刪除文章前須確認",
	chkInsertTabs: "使用 tab 鍵插入定位字元，而非跳至下一個欄位",
	txtBackupFolder: "存放備份檔案的資料夾",
	txtMaxEditRows: "編輯模式中顯示列數",
	txtTheme: "使用的佈景名稱",
	txtFileSystemCharSet: "指定儲存文件所在之檔案系統之字集 (僅適用於 Firefox/Mozilla only)"});

// Messages
merge(config.messages,{
	customConfigError: "套件載入發生錯誤，詳細請參考 PluginManager",
	pluginError: "發生錯誤: %0",
	pluginDisabled: "未執行，因標籤設為 'systemConfigDisable'",
	pluginForced: "已執行，因標籤設為 'systemConfigForce'",
	pluginVersionError: "未執行，套件需較新版本的 TiddlyWiki",
	nothingSelected: "尚未作任何選擇，至少需選擇一項",
	savedSnapshotError: "此 TiddlyWiki 未正確存檔，詳見 http://www.tiddlywiki.com/#Download",
	subtitleUnknown: "(未知)",
	undefinedTiddlerToolTip: "'%0' 尚無內容",
	shadowedTiddlerToolTip: "'%0' 尚無內容, 但已定義隱藏的預設值",
	tiddlerLinkTooltip: "%0 - %1, %2",
	externalLinkTooltip: "外部連結至 %0",
	noTags: "未設定標籤的文章",
	notFileUrlError: "須先將此 TiddlyWiki 存至檔案，才可儲存變更",
	cantSaveError: "無法儲存變更。可能的原因有：\n- 你的瀏覽器不支援此儲存功能（Firefox, Internet Explorer, Safari and Opera 經適當設定後可儲存變更）\n- 也可能是你的 TiddlyWiki 檔名包含不合法的字元所致。\n- 或是 TiddlyWiki 文件被改名或搬移。",
	invalidFileError: " '%0' 非有效之 TiddlyWiki 文件",
	backupSaved: "已儲存備份",
	backupFailed: "無法儲存備份",
	rssSaved: "RSS feed 已儲存",
	rssFailed: "無法儲存 RSS feed ",
	emptySaved: "已儲存範本",
	emptyFailed: "無法儲存範本",
	mainSaved: "主要的TiddlyWiki已儲存",
	mainFailed: "無法儲存主要 TiddlyWiki，所作的改變未儲存",
	macroError: "巨集 <<\%0>> 執行錯誤",
	macroErrorDetails: "執行巨集 <<\%0>> 時，發生錯誤 :\n%1",
	missingMacro: "無此巨集",
	overwriteWarning: "'%0' 已存在，[確定]覆寫之",
	unsavedChangesWarning: "注意！ 尚未儲存變更\n\n[確定]存檔，或[取消]放棄存檔？",
	confirmExit: "--------------------------------\n\nTiddlyWiki 以更改內容尚未儲存，繼續的話將遺失這些更動\n\n--------------------------------",
	saveInstructions: "SaveChanges",
	unsupportedTWFormat: "未支援此 TiddlyWiki 格式：'%0'",
	tiddlerSaveError: "儲存文章 '%0' 時，發生錯誤。",
	tiddlerLoadError: "載入文章 '%0' 時，發生錯誤。",
	wrongSaveFormat: "無法使用格式 '%0' 儲存，請使用標准格式存放",
	invalidFieldName: "無效的欄位名稱：%0",
	fieldCannotBeChanged: "無法變更欄位：'%0'",
	loadingMissingTiddler: "正從伺服器 '%1' 的：\n\n工作區 '%3' 中的 '%2' 擷取文章 '%0'",
	upgradeDone: "已更新至 %0 版\n\n點擊 '確定' 重新載入更新後的 TiddlyWiki"});

merge(config.messages.messageClose,{
	text: "關閉",
	tooltip: "關閉此訊息"});

merge(config.messages,{
	backstage: {
		open: {text: "控制台", tooltip: "開啟控制台執行編寫工作"},
		close: {text: "關閉", tooltip: "關閉控制台"},
		prompt: "控制台：",
		decal: {
			edit: {text: "編輯", tooltip: "編輯 '%0'"}
		}}});

merge(config.messages,{
	listView: {
		tiddlerTooltip: "檢視全文",
		previewUnavailable: "(無法預覽)"}});

merge(config.messages,{
	dates: {
	months: ["一月", "二月", "三月", "四月", "五月", "六月", "七月", "八月", "九月", "十月", "十一月", "十二月"],
	days: ["星期日", "星期一","星期二", "星期三", "星期四", "星期五", "星期六"],
	shortMonths: ["一", "二", "三", "四", "五", "六", "七", "八", "九", "十", "十一", "十二"],
	shortDays: ["日", "一","二", "三", "四", "五", "六"],
	daySuffixes: ["st","nd","rd","th","th","th","th","th","th","th",
		"th","th","th","th","th","th","th","th","th","th",
		"st","nd","rd","th","th","th","th","th","th","th",
		"st"],
	am: "上午",
	pm: "下午"}});

merge(config.messages.tiddlerPopup,{ 
	});

merge(config.views.wikified.tag,{
	labelNoTags: "未設標籤",
	labelTags: "標籤: ",
	openTag: "開啟標籤 '%0'",
	tooltip: "顯示標籤為 '%0' 的文章",
	openAllText: "開啟以下所有文章",
	openAllTooltip: "開啟以下所有文章",
	popupNone: "僅此文標籤為 '%0'"});

merge(config.views.wikified,{
	defaultText: "",
	defaultModifier: "(未完成)",
	shadowModifier: "(預設)",
	dateFormat: "YYYY年0MM月0DD日",
	createdPrompt: "建立於"});

merge(config.views.editor,{
	tagPrompt: "設定標籤之間以空白區隔，[[標籤含空白時請使用雙中括弧]]，或點選現有之標籤加入",
	defaultText: ""});

merge(config.views.editor.tagChooser,{
	text: "標籤",
	tooltip: "點選現有之標籤加至本文章",
	popupNone: "未設定標籤",
	tagTooltip: "加入標籤 '%0'"});

merge(config.messages,{
	sizeTemplates:
		[
		{unit: 1024*1024*1024, template: "%0\u00a0GB"},
		{unit: 1024*1024, template: "%0\u00a0MB"},
		{unit: 1024, template: "%0\u00a0KB"},
		{unit: 1, template: "%0\u00a0B"}
		]});

merge(config.macros.search,{
	label: " 尋找",
	prompt: "搜尋本 Wiki",
	accessKey: "F",
	successMsg: " %0 篇符合條件: %1",
	failureMsg: " 無符合條件: %0"});

merge(config.macros.tagging,{
	label: "引用標籤:",
	labelNotTag: "無引用標籤",
	tooltip: "列出標籤為 '%0' 的文章"});

merge(config.macros.timeline,{
	dateFormat: "YYYY年0MM月0DD日"});

merge(config.macros.allTags,{
	tooltip: "顯示文章- 標籤為'%0'",
	noTags: "沒有標籤"});

config.macros.list.all.prompt = "依字母排序";
config.macros.list.missing.prompt = "被引用且內容空白的文章";
config.macros.list.orphans.prompt = "未被引用的文章";
config.macros.list.shadowed.prompt = "這些隱藏的文章已預設內容";
config.macros.list.touched.prompt = "自下載或新增後被修改過的文章"; 

merge(config.macros.closeAll,{
	label: "全部關閉",
	prompt: "關閉所有開啟中的 tiddler (編輯中除外)"});

merge(config.macros.permaview,{
	label: "引用連結",
	prompt: "可存取現有開啟之文章的連結位址"});

merge(config.macros.saveChanges,{
	label: "儲存變更",
	prompt: "儲存所有文章，產生新的版本",
	accessKey: "S"});

merge(config.macros.newTiddler,{
	label: "新增文章",
	prompt: "新增 tiddler",
	title: "新增文章",
	accessKey: "N"});

merge(config.macros.newJournal,{
	label: "新增日誌",
	prompt: "新增 jounal",
	accessKey: "J"});

merge(config.macros.options,{
	wizardTitle: "增訂的進階選項",
	step1Title: "增訂的選項儲存於瀏覽器的 cookies",
	step1Html: "<input type='hidden' name='markList'></input><br><input type='checkbox' checked='false' name='chkUnknown'>顯示未知選項</input>",
	unknownDescription: "//(未知)//",
	listViewTemplate: {
		columns: [
			{name: 'Option', field: 'option', title: "選項", type: 'String'},
			{name: 'Description', field: 'description', title: "說明", type: 'WikiText'},
			{name: 'Name', field: 'name', title: "名稱", type: 'String'}
			],
		rowClasses: [
			{className: 'lowlight', field: 'lowlight'}
			]}
	});

merge(config.macros.plugins,{
	wizardTitle: "擴充套件管理",
	step1Title: "- 已載入之套件",
	step1Html: "<input type='hidden' name='markList'></input>", // DO NOT TRANSLATE
	skippedText: "(此套件因剛加入，故尚未執行)",
	noPluginText: "未安裝套件",
	confirmDeleteText: "確認是否刪除所選套件:\n\n%0",
	removeLabel: "移除 systemConfig 標籤",
	removePrompt: "移除 systemConfig 標籤",
	deleteLabel: "刪除",
	deletePrompt: "永遠刪除所選套件",

	listViewTemplate : {
		columns: [
			{name: 'Selected', field: 'Selected', rowName: 'title', type: 'Selector'},
			{name: 'Tiddler', field: 'tiddler', title: "套件", type: 'Tiddler'},
			{name: 'Description', field: 'desc', title: "說明", type: 'String'},
			{name: 'Version', field: 'Version', title: "版本", type: 'String'},
			{name: 'Size', field: 'size', tiddlerLink: 'size', title: "大小", type: 'Size'},
			{name: 'Forced', field: 'forced', title: "強制執行", tag: 'systemConfigForce', type: 'TagCheckbox'},
			{name: 'Disabled', field: 'disabled', title: "停用", tag: 'systemConfigDisable', type: 'TagCheckbox'},
			{name: 'Executed', field: 'executed', title: "已載入", type: "Boolean", trueText: "是", falseText: "否"},
			{name: 'Startup Time', field: 'startupTime', title: "載入時間", type: 'String'},
			{name: 'Error', field: 'error', title: "載入狀態", type: 'Boolean', trueText: "錯誤", falseText: "正常"},
			{name: 'Log', field: 'log', title: "紀錄", type: 'StringList'}
			],
		rowClasses: [
			{className: 'error', field: 'error'},
			{className: 'warning', field: 'warning'}
			]}
	});

merge(config.macros.toolbar,{
	moreLabel: "+",
	morePrompt: "顯示更多工具列命令",
	lessLabel: "-",
	lessPrompt: "隱藏部份工具列命令",
	separator: "|"
	});
	
merge(config.macros.refreshDisplay,{
	label: "刷新",
	prompt: "刷新此 TiddlyWiki 顯示"
	});
	
merge(config.macros.importTiddlers,{
	readOnlyWarning: "TiddlyWiki 於唯讀模式下，不支援導入文章。請由本機（file://）開啟 TiddlyWiki 文件",
	wizardTitle: "自其他檔案或伺服器導入文章",
	step1Title: "步驟一：指定伺服器或來源文件",
	step1Html: "指定伺服器類型：<select name='selTypes'><option value=''>選取...</option></select><br>請輸入網址或路徑：<input type='text' size=50 name='txtPath'><br>...或選擇來源文件：<input type='file' size=50 name='txtBrowse'><br><hr>...或選擇指定的饋入來源：<select name='selFeeds'><option value=''>選取...</option></select>",
	openLabel: "開啟",
	openPrompt: "開啟檔案或",
	openError: "讀取來源文件時發生錯誤",
	statusOpenHost: "正與伺服器建立連線",
	statusGetWorkspaceList: "正在取得可用之文章清單",
	errorGettingTiddlerList: "取得文章清單時發生錯誤，請點選「取消」後重試。",
	step2Title: "步驟二：選擇工作區",
	step2Html: "輸入工作區名稱：<input type='text' size=50 name='txtWorkspace'><br>...或選擇工作區：<select name='selWorkspace'><option value=''>選取...</option></select>",
	cancelLabel: "取消",
	cancelPrompt: "取消本次導入動作",
	statusOpenWorkspace: "正在開啟工作區",
	statusGetTiddlerList: "正在取得可用之文章清單",
	step3Title: "步驟三：選擇欲導入之文章",
	step3Html: "<input type='hidden' name='markList'></input><br><input type='checkbox' checked='true' name='chkSync'>保持這些文章與伺服器的連結，便於同步後續的變更。</input><br><input type='checkbox' name='chkSave'>儲存此伺服器的詳細資訊於標籤為 'systemServer' 的文章名為：</input> <input type='text' size=25 name='txtSaveTiddler'>", 
	importLabel: "導入",
	importPrompt: "導入所選文章",
	confirmOverwriteText: "確定要覆寫這些文章：\n\n%0",
	step4Title: "步驟四：正在導入%0 篇文章",
	step4Html: "<input type='hidden' name='markReport'></input>", // DO NOT TRANSLATE
	doneLabel: "完成",
	donePrompt: "關閉",
	statusDoingImport: "正在導入文章 ...",
	statusDoneImport: "所選文章已導入",
	systemServerNamePattern: "%2 位於 %1",
	systemServerNamePatternNoWorkspace: "%1",
	confirmOverwriteSaveTiddler: "此 tiddler '%0' 已經存在。點擊「確定」以伺服器上料覆寫之，或「取消」不變更後離開",
	serverSaveTemplate: "|''Type:''|%0|\n|''網址：''|%1|\n|''工作區：''|%2|\n\n此文為自動產生紀錄伺服器之相關資訊。",
	serverSaveModifier: "（系統）",

	listViewTemplate: {
		columns: [
			{name: 'Selected', field: 'Selected', rowName: 'title', type: 'Selector'},
			{name: 'Tiddler', field: 'tiddler', title: "文章", type: 'Tiddler'},
			{name: 'Size', field: 'size', tiddlerLink: 'size', title: "大小", type: 'Size'},
			{name: 'Tags', field: 'tags', title: "標籤", type: 'Tags'}
			],
		rowClasses: [
			]}
	});

merge(config.macros.upgrade,{
	wizardTitle: "更新 TiddlyWiki 核心程式",
	step1Title: "更新或修補此 TiddlyWiki 至最新版本",
	step1Html: "您將更新至最新版本的 TiddlyWiki 核心程式 (自 <a href='%0' class='externalLink' target='_blank'>%1</a>)。 在更新過程中，您的資料將被保留。<br><br>請注意：更新核心可能不相容於其他套件。若對更新的檔案有問題，詳見 <a href='http://www.tiddlywiki.org/wiki/CoreUpgrades' class='externalLink' target='_blank'>http://www.tiddlywiki.org/wiki/CoreUpgrades</a>",
	errorCantUpgrade: "j無法更新此 TiddlyWiki. 您只能自本機端的 TiddlyWiki 檔案執行更新程序",
	errorNotSaved: "執行更新之前，請先儲存變更",
	step2Title: "確認更新步驟",
	step2Html_downgrade: "您的 TiddlyWiki 將自 %1 版降級至 %0版。<br><br>不建議降級至較舊的版本。",
	step2Html_restore: "此 TiddlyWiki 核心已是最新版 (%0)。<br><br>您可以繼續更新作業以確認核心程式未曾毀損。",
	step2Html_upgrade: "您的 TiddlyWiki 将自 %1 版更新至 %0 版",
	upgradeLabel: "更新",
	upgradePrompt: "準備更新作業",
	statusPreparingBackup: "準備備份中",
	statusSavingBackup: "備份檔案",
	errorSavingBackup: "備份檔案時發生問題",
	statusLoadingCore: "核心程式載入中",
	errorLoadingCore: "載入核心程式時，發生錯誤",
	errorCoreFormat: "新版核心程式發生錯誤",
	statusSavingCore: "正在儲存新版核心程式",
	statusReloadingCore: "新版核心程式載入中",
	startLabel: "開始",
	startPrompt: "開始更新作業",
	cancelLabel: "取消",
	cancelPrompt: "取消更新作業",
	step3Title: "已取消更新作業",
	step3Html: "您已取消更新作業"
	});

merge(config.macros.sync,{
	listViewTemplate: {
		columns: [
			{name: 'Selected', field: 'selected', rowName: 'title', type: 'Selector'},
			{name: 'Tiddler', field: 'tiddler', title: "文章", type: 'Tiddler'},
			{name: 'Server Type', field: 'serverType', title: "伺服器類型", type: 'String'},
			{name: 'Server Host', field: 'serverHost', title: "伺服器主機", type: 'String'},
			{name: 'Server Workspace', field: 'serverWorkspace', title: "伺服器工作區", type: 'String'},
			{name: 'Status', field: 'status', title: "同步情形", type: 'String'},
			{name: 'Server URL', field: 'serverUrl', title: "伺服器網址", text: "檢視", type: 'Link'}
			],
		rowClasses: [
			],
		buttons: [
			{caption: "同步更新這些文章", name: 'sync'}
			]},
	wizardTitle: "將你的資料內容與外部伺服器與檔案同步",
	step1Title: "選擇欲同步的文章",
	step1Html: '<input type="hidden" name="markList"></input>', // DO NOT TRANSLATE
	syncLabel: "同步",
	syncPrompt: "同步更新這些文章",
	hasChanged: "已更動",
	hasNotChanged: "未更動",
	syncStatusList: {
		none: {text: "...", display:null, className:'notChanged'},
		changedServer: {text: "伺服器資料已更動", display:null, className:'changedServer'},
		changedLocally: {text: "本機資料已更動", display:null, className:'changedLocally'},
		changedBoth: {text: "已同時更新本機與伺服器上的資料", display:null, className:'changedBoth'},
		notFound: {text: "伺服器無此資料", display:null, className:'notFound'},
		putToServer: {text: "已儲存更新資料至伺服器", display:null, className:'putToServer'},
		gotFromServer: {text: "已從伺服器擷取更新資料", display:null, className:'gotFromServer'}
		}
	});

merge(config.macros.annotations,{
	});

merge(config.commands.closeTiddler,{
	text: "關閉",
	tooltip: "關閉本文"});

merge(config.commands.closeOthers,{
	text: "關閉其他",
	tooltip: "關閉其他文章"});

merge(config.commands.editTiddler,{
	text: "編輯",
	tooltip: "編輯本文",
	readOnlyText: "檢視",
	readOnlyTooltip: "檢視本文之原始內容"});

merge(config.commands.saveTiddler,{
	text: "完成",
	tooltip: "確定修改"});

merge(config.commands.cancelTiddler,{
	text: "取消",
	tooltip: "取消修改",
	warning: "確定取消對 '%0' 的修改嗎?",
	readOnlyText: "完成",
	readOnlyTooltip: "返回正常顯示模式"});

merge(config.commands.deleteTiddler,{
	text: "刪除",
	tooltip: "刪除文章",
	warning: "確定刪除 '%0'?"});

merge(config.commands.permalink,{
	text: "引用連結",
	tooltip: "本文引用連結"});

merge(config.commands.references,{
	text: "引用",
	tooltip: "引用本文的文章",
	popupNone: "本文未被引用"});

merge(config.commands.jump,{
	text: "捲頁",
	tooltip: "捲頁至其他已開啟的文章"});

merge(config.commands.syncing,{
	text: "同步",
	tooltip: "本文章與伺服器或其他外部檔案的同步資訊",
	currentlySyncing: "<div>同步類型：<span class='popupHighlight'>'%0'</span></"+"div><div>與伺服器：<span class='popupHighlight'>%1 同步</span></"+"div><div>工作區：<span class='popupHighlight'>%2</span></"+"div>", // Note escaping of closing <div> tag
	notCurrentlySyncing: "無進行中的同步動作",
	captionUnSync: "停止同步此文章",
	chooseServer: "與其他伺服器同步此文章:",
	currServerMarker: "\u25cf ",
	notCurrServerMarker: "  "});

merge(config.commands.fields,{
	text: "欄位",
	tooltip: "顯示此文章的擴充資訊",
	emptyText: "此文章沒有擴充欄位",
	listViewTemplate: {
		columns: [
			{name: 'Field', field: 'field', title: "擴充欄位", type: 'String'},
			{name: 'Value', field: 'value', title: "內容", type: 'String'}
			],
		rowClasses: [
			],
		buttons: [
			]}});

merge(config.shadowTiddlers,{
	DefaultTiddlers: "[[GettingStarted]]",
	GettingStarted: "使用此 TiddlyWiki 的空白範本之前，請先修改以下預設文章：\n* SiteTitle 及 SiteSubtitle：網站的標題和副標題，顯示於頁面上方<br />（在儲存變更後，將顯示於瀏覽器視窗的標題列）。\n* MainMenu：主選單（通常在頁面左側）。\n* DefaultTiddlers：內含一些文章的標題，可於載入TiddlyWiki 後的預設開啟。\n請輸入您的大名，作為所建立/ 編輯的文章署名：<<option txtUserName>>",
	MainMenu: "[[使用說明|GettingStarted]]\n\n\n版本：<<version>>",
	OptionsPanel: "這些設定將暫存於瀏覽器\n請簽名<<option txtUserName>>\n (範例：WikiWord)\n\n <<option chkSaveBackups>> 儲存備份\n <<option chkAutoSave>> 自動儲存\n <<option chkRegExpSearch>> 正規式搜尋\n <<option chkCaseSensitiveSearch>> 區分大小寫搜尋\n <<option chkAnimate>> 使用動畫顯示\n----\n [[進階選項|AdvancedOptions]]",
	SiteTitle: "我的 TiddlyWiki",
	SiteSubtitle: "一個可重複使用的個人網頁式筆記本",
	SiteUrl: '',
	SideBarOptions: '<<search>><<closeAll>><<permaview>><<newTiddler>><<newJournal " YYYY年0MM月0DD日" "日誌">><<saveChanges>><<slider chkSliderOptionsPanel OptionsPanel "偏好設定 \u00bb" "變更 TiddlyWiki 選項">>',
	SideBarTabs: '<<tabs txtMainTab "最近更新" "依更新日期排序" TabTimeline "全部" "所有文章" TabAll "分類" "所有標籤" TabTags "更多" "其他" TabMore>>',
	StyleSheet: '[[StyleSheetLocale]]',
	TabMore: '<<tabs txtMoreTab "未完成" "內容空白的文章" TabMoreMissing "未引用" "未被引用的文章" TabMoreOrphans "預設文章" "已預設內容的隱藏文章" TabMoreShadowed>>'
});

merge(config.annotations,{
	AdvancedOptions: "此預設文章可以存取一些進階選項。",
	ColorPalette: "此預設文章裡的設定值，將決定 ~TiddlyWiki 使用者介面的配色。",
	DefaultTiddlers: "當 ~TiddlyWiki 在瀏覽器中開啟時，此預設文章裡列出的文章，將被自動顯示。",
	EditTemplate: "此預設文章裡的 HTML template 將決定文章進入編輯模式時的顯示版面。",
	GettingStarted: "此預設文章提供基本的使用說明。",
	ImportTiddlers: "此預設文章提供存取導入中的文章。",
	MainMenu: "此預設文章的內容，為於螢幕左側主選單的內容",
	MarkupPreHead: "此文章的內容將加至 TiddlyWiki 文件的 <head> 段落的起始",
	MarkupPostHead: "此文章的內容將加至 TiddlyWiki 文件的 <head> 段落的最後",
	MarkupPreBody: "此文章的內容將加至 TiddlyWiki 文件的 <body> 段落的起始",
	MarkupPostBody: "此文章的內容將加至 TiddlyWiki 文件的 <body> 段落的最後，於 script 區塊之後",
	OptionsPanel: "此預設文章的內容，為於螢幕右側副選單中的選項面板裡的內容",
	PageTemplate: "此預設文章裡的 HTML template 決定的 ~TiddlyWiki 主要的版面配置",
	PluginManager: "此預設文章提供存取套件管理員",
	SideBarOptions: "此預設文章的內容，為於螢幕右側副選單中選項面板裡的內容",
	SideBarTabs: "此預設文章的內容，為於螢幕右側副選單中的頁籤面板裡的內容",
	SiteSubtitle: "此預設文章的內容為頁面的副標題",
	SiteTitle: "此預設文章的內容為頁面的主標題",
	SiteUrl: "此預設文章的內容須設定為文件發佈時的完整網址",
	StyleSheetColors: "此預設文章內含的 CSS 規則，為相關的頁面元素的配色。''勿修改此文''，請於 StyleSheet 中作增修",
	StyleSheet: "此預設文章內容可包含 CSS 規則",
	StyleSheetLayout: "此預設文章內含的 CSS 規則，為相關的頁面元素的版面配置。''勿修改此文''，請於 StyleSheet 中作增修",
	StyleSheetLocale: "此預設文章內含的 CSS 規則，可依翻譯語系做適當調整",
	StyleSheetPrint: "此預設文章內含的 CSS 規則，用於列印時的樣式",
	TabAll: "此預設文章的內容，為於螢幕右側副選單中的「全部」頁籤的內容",
	TabMore: "此預設文章的內容，為於螢幕右側副選單中的「更多」頁籤的內容",
	TabMoreMissing: "此預設文章的內容，為於螢幕右側副選單中的「未完成」頁籤的內容",
	TabMoreOrphans: "此預設文章的內容，為於螢幕右側副選單中的「未引用」頁籤的內容",
	TabMoreShadowed: "此預設文章的內容，為於螢幕右側副選單中的「預設文章」頁籤的內容",
	TabTags: "此預設文章的內容，為於螢幕右側副選單中的「分類」頁籤的內容",
	TabTimeline: "此預設文章的內容，為於螢幕右側副選單中的「最近更新」頁籤的內容",
	ToolbarCommands: "此預設文章的內容，為顯示於文章工具列之命令",
	ViewTemplate: "此預設文章裡的 HTML template 決定文章顯示的樣子"
	});
//}}}

Abstract

There is an increase use of wireless technologies in education all over the world. In fact, wireless technologies such as laptop computers, palmtop computers and mobile phones are revolutionising education and transforming the traditional classroom-based learning and teaching into anytime and anywhere education. This paper investigates the use of wireless technologies in education with particular reference to the potential of learning new technical English language words using Short Message Service (SMS) text messaging. The system, developed by the authors, called mobile learning tool (MOLT), has been tested with 45 1st-year undergraduate students. The knowledge of students before and after the experiment has been measured. Our results show that students enjoyed and learned new words with the help of their mobile phones. We believe that using the MOLT system as an educational tool will contribute to the success of students.

Cavus, N. and Ibrahim, D. (2009), m-Learning: An experiment in using SMS to support learning new English language words. British Journal of Educational Technology, 40: 78–91. doi: 10.1111/j.1467-8535.2007.00801.x

Abstract

This paper draws on qualitative data from a study of student use of blended learning as part of a conventionally taught undergraduate Sociology course. Findings from an early evaluation questionnaire highlighted an overwhelming pattern of non-use of the materials and subsequent research with a group of 16 students evidenced limited and inconsistent engagement with the resources. In an analysis of the category ‘non-use’, the students’ rejection of the materials is seen to be closely related to a trust in traditional texts as authentic academic knowledge and an instrumental and strategic approach to study. Blended learning resources are shown to challenge existing learning patterns and practices, reconfigure existing understandings and expectations of academic scholarship and reconstruct academic boundaries in new spaces.

Orton-Johnson, K. (2009), ‘I've stuck to the path I'm afraid’: exploring student non-use of blended learning. British Journal of Educational Technology, 40: 837–847. doi: 10.1111/j.1467-8535.2008.00860.x

Abstract

This study verified the efficacy of the intentional repetition technique in improving interaction in asynchronous online discussions by taking into account the learning styles of the participants. A conceptual framework served for the development of the technique, which conceptualises efficient and cohesive interaction on a continuum of process that move from social presence to production of an artefact. Sixty-one university students participated in the study. A quasi-experimental research design was used. The subjects, who were assigned randomly into two groups, were tested using Kolb's learning style inventory. The results showed that the experimental group exposed to the intentional repetition technique produced significantly better interaction than the control group, regardless of their learning styles, which had no significant effect on the interaction. Moreover, there was no interaction effect between the learning styles and the treatment. The implications arising from these results identify various suggestions for increasing the coherence and depth of the interaction amongst students in asynchronous online discussions.

Topçu, A. (2008), ‘Intentional repetition’ and learning style: Increasing efficient and cohesive interaction in asynchronous online discussions. British Journal of Educational Technology, 39: 901–919. doi: 10.1111/j.1467-8535.2007.00783.x

Abstract

While numerous previous studies have focused on the use of some corporate e-learning programmes (CELP), little is known about the difference between users’ pre-installation reactions to CELP and user's post-installation reactions to CELP. This study narrows the above gap with two investigations into a financial company's CELP. In the pre-installation phase, we surveyed users' need for cognition, attitudes towards corporate e-learning and intentions for the use of corporate e-learning (INT) in relation to the CELP. Ten months after the installation, we conducted a second investigation to examine learning outcomes on the basis of users' perceptions of CELP utility, CELP satisfaction, affective reaction to CELP and the actual CELP usage (UGE). We examined the proposed model with multiple regression analyses and found a gap between INT and UGE. The second investigation identified potential factors that contributed to the differences in UGE between two groups of high-INT learners. Results indicated that time management and technical problems were the two critical factors that led to UGE differences. Findings of this study can illuminate relationships among learners' attitudes, usage and reaction towards the CELP.

Luor, T., Hu, C. and Lu, H.-P. (2009), ‘Mind the gap’: An empirical study of the gap between intention and actual usage of corporate e-learning programmes in the financial industry. British Journal of Educational Technology, 40: 713–732. doi: 10.1111/j.1467-8535.2008.00853.x

Abstract

The trend to adopt more online technologies continues unabated in the higher education sector. This paper elaborates the means by which such technologies can be employed for pedagogical purposes beyond simply providing virtual spaces for bringing learners together. It shows how data about student ‘movement’ within and across a learning community can be captured and analysed for the purposes of making strategic interventions in the learning of ‘at risk’ students in particular, through the application of social network analysis to the engagement data. The study that is set out in the paper indicates that online technologies bring with them an unprecedented opportunity for educators to visualise changes in student behaviour and their learning network composition, including the interventions teachers make in those networks over time. To date, these evaluative opportunities have been beyond the reach of the everyday practitioner—they can now be integrated into every teaching and learning plan.

Dawson, S. (2010), ‘Seeing’ the learning community: An exploration of the development of a resource for monitoring online student networking. British Journal of Educational Technology, 41: 736–752. doi: 10.1111/j.1467-8535.2009.00970.x