British Journal of Educational Technology
May 01, 2015 Volume 46, Number 3
Editors
Carina Girvan; Sara Hennessy; Manolis Mavrikis; Sara Price; Niall Winters
Table of Contents
Number of articles: 15
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Will MOOCs transform learning and teaching in higher education? Engagement and course retention in online learning provision
Sara Isabella Freitas de, John Morgan & David Gibson
Massive open online courses (MOOCs) have been the subject of much polarised debate around their potential to transform higher education in terms of opening access. Although MOOCs have been... More
pp. 455-471
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Massive open online courses (MOOCs): Insights and challenges from a psychological perspective
Melody M Terras & Judith Ramsay
Massive open online courses (MOOCs) offer an exciting range of opportunities to widen access and participation in education. The massive and open nature of MOOCs places the control of learning at... More
pp. 472-487
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Methodological approaches in MOOC research: Retracing the myth of Proteus
Juliana Elisa Raffaghelli, Stefania Cucchiara & Donatella Persico
This paper explores the methodological approaches most commonly adopted in the scholarly literature on Massive Open Online Courses (MOOCs), published during the period January 2008–May 2014. In... More
pp. 488-509
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What public media reveals about MOOCs: A systematic analysis of news reports
Vitomir Kovanović, Srećko Joksimović, Dragan Gašević, George Siemens & Marek Hatala
One of the striking differences between massive open online courses (MOOCs) and previous innovations in the education technology field is the unprecedented interest and involvement of the general... More
pp. 510-527
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Survey of learning experiences and influence of learning style preferences on user intentions regarding MOOCs
Ray I Chang, Yu Hsin Hung & Chun Fu Lin
With the rapid development of web techniques, information and communication technology is being increasingly used in curricula, and learning portfolios can be automatically retrieved and maintained... More
pp. 528-541
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Experiential online development for educators: The example of the Carpe Diem MOOC
Gilly Salmon, Janet Gregory, Kulari Lokuge Dona & Bella Ross
We report on educators' experiences of a massive open online course (MOOC) focused on the Carpe Diem learning design process. The MOOC was developed in-house using Blackboard CourseSites by a... More
pp. 542-556
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Who are with us: MOOC learners on a FutureLearn course
Tharindu Rekha Liyanagunawardena, Karsten Øster Lundqvist & Shirley Ann Williams
Massive open online courses (MOOCs) attract learners with a variety of backgrounds. Engaging them using game development was trialled in a beginner's programming course, “Begin programming: build... More
pp. 557-569
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Digging deeper into learners' experiences in MOOCs: Participation in social networks outside of MOOCs, notetaking and contexts surrounding content consumption
George Veletsianos, Amy Collier & Emily Schneider
Researchers describe with increasing confidence what they observe participants doing in massive open online courses (MOOCs). However, our understanding of learner activities in open courses is... More
pp. 570-587
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E-assessment: Institutional development strategies and the assessment life cycle
Carmen Tomas, Michaela Borg & Jane McNeil
E-assessment is an umbrella term that comprises a complex array of tools of varying capacities. This paper focuses on the topic of e-assessment from the perspective of its strategic institutional... More
pp. 588-596
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A tool for learning or a tool for cheating? The many-sided effects of a participatory student website in mass higher education
Tereza Stöckelová & Tereza Virtová
This paper is a case study of the genesis, operation and, in particular, the educational effects of a participatory website established and run by students of one of the largest universities in the... More
pp. 597-607
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Bridging the research-to-practice gap in education: A software-mediated approach for improving classroom instruction
Mark E. Weston & Alan Bain
This study reports findings from a matched-comparison, repeated-measure for intact groups design of the mediating effect of a suite of software on the quality of classroom instruction provided to... More
pp. 608-618
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Pattern of accesses over time in an online asynchronous forum and academic achievements
Luisa Canal, Patrizia Ghislandi & Rocco Micciolo
In this study, the participation of 119 students in an online asynchronous forum as part of an academic course on statistical methods was evaluated. The pattern of accesses during the course was... More
pp. 619-628
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Technological utopia, dystopia and ambivalence: Teaching with social media at a South African university
Patient Rambe & Liezel Nel
The discourse of social media adoption in higher education has often been funnelled through utopian and dystopian perspectives, which are polarised but determinist theorisations of human engagement... More
pp. 629-648
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Assessment of children's digital courseware in light of developmentally appropriate courseware criteria
Fathi Mahmoud Ihmeideh
Developmentally appropriate courseware can play a crucial role in enhancing children's learning and development. Research studies have demonstrated that early childhood educators face major... More
pp. 649-663
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Educational games based on distributed and tangible user interfaces to stimulate cognitive abilities in children with ADHD
Elena Guía de la, María D. Lozano & Víctor M. R. Penichet
Children with attention deficit hyperactivity disorder (ADHD) experience behavioural and learning problems at home and at school, as well as a lack of self-control in their lives. We can take... More
pp. 664-678
