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Australasian Journal of Educational Technology

Aug 27, 2015 Volume 31, Number 3


Eva Heinrich; Michael Henderson; Petrea Redmond

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Table of Contents

Number of articles: 8

  1. Technology acceptance among pre-service teachers: Does gender matter?

    Timothy Teo, Xitao Fan & Jianxia Du, University of Macau

    This study examined possible gender differences in pre-service teachers’ perceived acceptance of technology in their professional work under the framework of the technology acceptance model (TAM). ... More

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  2. Student perception of topic difficulty: Lecture capture in higher education

    Genevieve Newton & Patrick McCunn, University of Guelph

    Perception of topic difficulty is a likely predictor of lecture capture video use, as student perception of difficulty has been shown to affect a variety of outcomes in academic settings. This... More

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  3. Males are not as active as females in online discussion: Gender differences in face-to-face and online discussion strategies

    Meng-Jung Tsai, Jyh-Chong Liang, Huei-Tse Hou & Chin-Chung Tsai, National Taiwan University of Science and Technology

    This study examined the gender difference in students’ perceived discussion strategies in face-to-face and online asynchronous contexts. A survey of 363 university students and follow-up interviews... More

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  4. Exploring the factors that affect the intention to use collaborative technologies: The differing perspectives of sequential/global learners

    Yong-Ming Huang, Chia Nan University of Pharmacy and Science

    The use of collaborative technologies in learning has received considerable attention in recent years, but few studies to date have examined the factors that affect sequential and global learners’ ... More

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  5. An investigation of scaffolded reading on EFL hypertext comprehension

    Hui-Fang Shang, I-Shou University

    With the rapid growth of computer technology, some printed texts are designed as hypertexts to help EFL (English as a foreign language) learners search for and process multiple resources in a... More

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  6. Exploring university students’ use of technologies beyond the formal learning context: A tale of two online platforms

    Liping Deng, Hong Kong Baptist University; Nicole Tavares, The University of Hong Kong

    Situated within an informal learning context, this study examines how a group of pre-service teachers in Hong Kong use Facebook and Google Sites on their own initiative to fulfil their academic and... More

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  7. Foregrounding knowledge in e-learning design: An illustration in a museum setting

    Lucila Carvalho, Faculty of Education and Social Work The University of Sydney; Andy Dong, Faculty of Engineering and Information Technologies The University of Sydney; Karl Maton, Faculty of Arts and Social Sciences The University of Sydney

    The nature of knowledge, and the various forms knowledge may take, is a neglected aspect of the development of e-learning environments. This paper uses Legitimation Code Theory (LCT) to... More

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  8. Cognitive presence through social and teaching presence in communities of inquiry: A correlational–predictive study

    Elba Gutirrez-Santiuste, University of Crdoba; Clemente Rodrguez-Sabiote & Mara-Jess Gallego-Arrufat, University of Granada

    This study focuses on the relationships established between the elements that compose the community of inquiry (CoI): cognitive, social, and teaching presence. Using three questionnaires, we... More

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