British journal of educational technology

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  Año 2017, Vol. 48, Número 6

  • Approaches to teaching online: Exploring factors influencing teachers in a fully online university.

    Antoni Badia Garganté, Consuelo García Tamarit, Julio Meneses

    • Resumen

    págs. 1193-1207

    

  • Online learning: Cheap degrees or educational pluralization?

    Angela T. Ragusa, Andrea Crampton

    • Resumen

    págs. 1208-1216

    

  • Does sequence matter? Productive failure and designing online authentic learning for process engineering.

    Polly K. Lai, Alisha Portolese, Michael J. Jacobson

    • Resumen

    págs. 1217-1227

    

  • Analysis of critical success factors of online international learning exchange of Korean school pupils with English-speaking counterparts.

    Jong-Yeon Lee, Sanghoon Park

    • Resumen

    págs. 1228-1238

    

  • Using online discussion forums to support learning of paraphrasing.

    Kok Eng Tan

    • Resumen

    págs. 1239-1249

    

  • The effects of instructor participation and class size on student participation in an online class discussion forum.

    Elizabeth J. Parks-Stamm, Maria Zafonte, Stephanie M. Palenque

    • Resumen

    págs. 1250-1259

    

  • Teaching an old game new tricks: Long-term feedback on a re-designed online role play.

    Mat Hardy, Sally Totman

    • Resumen

    págs. 1260-1272

    

  • The influence of achievement goals on online help seeking of computer science students.

    Qiang Hao, Brad Barnes, Ewan Wright, Robert Maribe Branch

    • Resumen

    págs. 1273-1283

    

  • Designing Massive Open Online Courses to take account of participant motivations and expectations.

    Gilly Salmon, Ekaterina Pechenkina, Anne-Marie Chase, Bella Ross

    • Resumen

    págs. 1284-1294

    

  • Participation patterns in a massive open online course (MOOC) about statistics.

    Lloyd P. Rieber

    • Resumen

    págs. 1295-1304

    

  • Online professional development embedded with mobile learning: An examination of teachers' attitudes, engagement and dispositions.

    Glenda Gunter, Jennifer L. Reeves

    • Resumen

    págs. 1305-1317

    

  • How do students and lecturers experience the interactive use of handheld technology in large enrolment courses?

    Tom Van Daele, Carolien Frijns, Jeroen Lievens

    • Resumen

    págs. 1318-1329

    

  • Mobile devices, learning and clinical workplaces: Medical student use of smartphones in Parisian hospitals.

    Megan Phelps, Karen M. Scott, Martine Chauffeté-Manillier, Frédéric Lenne, Claire Le Jeunne

    • Resumen

    págs. 1330-1344

    

  • Methods and frequency of sharing of learning resources by medical students.

    Terry Judd, Kristine Elliott

    • Resumen

    págs. 1345-1356

    

  • Delayed instructional feedback may be more effective, but is this contrary to learners' preferences?

    David Lefevre, Benita Cox

    • Resumen

    págs. 1357-1367

    

  • Retrospective cognitive feedback for progress monitoring in serious games.

    Rob J. Nadolski, Hans G. K. Hummel

    • Resumen

    págs. 1368-1379

    

  • Moderating the seductive details effect in multimedia learning with note-taking.

    Zhe Wang, Narayankripa Sundararajan, Olusola O. Adesope, Yuliya Ardasheva

    • Resumen

    págs. 1380-1389

    

  • Spatial contiguity and incidental learning in multimedia environments.

    Seungoh Paek, Daniel L. Hoffman, Antonios Saravanos

    • Resumen

    págs. 1390-1401

    

  • Towards a differentiated and domain-specific view of educational technology: An exploratory study of history teachers' technology use.

    Michiel Voet, Bram De Wever

    • Resumen

    págs. 1402-1413

    

  • Teachers' knowledge in content, pedagogy and technology integration: A comparative analysis between teachers in Saudi Arabia and United States.

    Emtinan Alqurashi, Elif N. Gokbel, David Carbonara

    • Resumen

    págs. 1414-1426

    

  • The role of transformative leadership, ICT-infrastructure and learning climate in teachers' use of digital learning materials during their classes.

    Marjan Vermeulen, Karel Kreijns, Hans van Buuren, Frederik Van Acker

    • Resumen

    págs. 1427-1440

    

  • E-portfolio evaluation and vocabulary learning: Moving from pedagogy to andragogy.

    Maryam Sharifi, Hassan Soleimani, Manoochehr Jafarigohar

    • Resumen

    págs. 1441-1450

    

  • Listening to learners: An investigation into college students' attitudes towards the adoption of e-portfolios in English assessment and learning.

    Ping Wang, Ricky Jeffrey

    • Resumen

    págs. 1451-1463

    

  • Relation between Alice software and programming learning: A systematic review of the literature and meta-analysis.

    Joana M. Costa, Guilhermina L. Miranda

    • Resumen

    págs. 1464-1474

    

  • The role of knowledge visualisation in supporting postgraduate dissertation assessment.

    Karen Renaud, Judy van Biljon

    • Resumen

    págs. 1475-1490

    

  • A pedagogy for outreach activities in ICT: Promoting peer to peer learning, creativity and experimentation.

    Catherine Lang, Annemieke Craig, Gail Casey

    • Resumen

    págs. 1491-1501

    

  • Fashion students choose how to learn by constructing videos of pattern making.

    Michaella Cavanagh, Mari Peté

    • Resumen

    págs. 1502-1511