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British Journal of Educational Technology

May 01, 2015 Volume 46, Number 3


Carina Girvan; Sara Hennessy; Manolis Mavrikis; Sara Price; Niall Winters

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Table of Contents

Number of articles: 15

  1. 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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  2. 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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  3. 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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  4. 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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  5. 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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  6. 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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  7. 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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  8. 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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  9. 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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  10. 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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  11. 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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  12. 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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  13. 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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  14. 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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  15. 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

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