British journal of educational technology

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  Año 2015, Vol. 46, Número 3

  • Editorial: Massive open online courses ( MOOCs): Disrupting teaching and learning practices in higher education.

    Dick Ng'ambi, Vivienne Bozalek

    • Resumen

    págs. 451-454

    

  • Will MOOCs transform learning and teaching in higher education? Engagement and course retention in online learning provision.

    Sara de Freitas, Jonathan Morgan, David Gibson

    • Resumen

    págs. 455-471

    

  • Massive open online courses ( MOOCs): Insights and challenges from a psychological perspective.

    Melody M. Terras, Judith Ramsay

    • Resumen

    págs. 472-487

    

  • Methodological approaches in MOOC research: Retracing the myth of Proteus.

    Juliana Elisa Raffaghelli, Stefania Cucchiara, Donatella Persico

    • Resumen

    págs. 488-509

    

  • What public media reveals about MOOCs: A systematic analysis of JOUR reports.

    Vitomir Kovanović, Srećko Joksimović, Dragan Gašević, George Siemens, Marek Hatala

    • Resumen

    págs. 510-527

    

  • Survey of learning experiences and influence of learning style preferences on user intentions regarding MOOCs.

    Ray I. Chang, Yu Hsin Hung, Chun Fu Lin

    • Resumen

    págs. 528-541

    

  • Experiential online development for educators: The example of the Carpe Diem MOOC.

    Gilly Salmon, Janet Gregory, Kulari Lokuge Dona, Bella Ross

    • Resumen

    págs. 542-556

    

  • Who are with us: MOOC learners on a Future Learn course.

    Tharindu Rekha Liyanagunawardena, Karsten Lundqvist, Shirley Ann Williams

    • Resumen

    págs. 557-569

    

  • 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

    • Resumen

    págs. 570-587

    

  • E-assessment: Institutional development strategies and the assessment life cycle.

    Carmen Tomas, Michaela Borg, Jane McNeil

    • Resumen

    págs. 588-596

    

  • 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

    • Resumen

    págs. 597-607

    

  • Bridging the research-to-practice gap in education: A software-mediated approach for improving classroom instruction.

    Mark E. Weston, Alan Bain

    • Resumen

    págs. 608-618

    

  • Pattern of accesses over time in an online asynchronous forum and academic achievements.

    Luisa Canal, Patrizia Ghislandi, Rocco Micciolo

    • Resumen

    págs. 619-628

    

  • Technological utopia, dystopia and ambivalence: Teaching with social media at a South African university.

    Patient Rambe, Liezel Nel

    • Resumen

    págs. 629-648

    

  • Assessment of children's digital courseware in light of developmentally appropriate courseware criteria.

    Fathi Mahmoud Ihmeideh

    • Resumen

    págs. 649-663

    

  • Educational games based on distributed and tangible user interfaces to stimulate cognitive abilities in children with ADHD.

    Elena de la Guía, María D. Lozano, Víctor Manuel Ruiz Penichet

    • Resumen

    págs. 664-678