British journal of educational technology

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  Año 2018, Vol. 49, Número 3

  • Collaborative learning in architectural education: Benefits of combining conventional studio, virtual design studio and live projects.

    Carolina Rodriguez, Roland Hudson, Chantelle Niblock

    • Resumen

    págs. 337-353

    

  • Overcoming barriers between volunteer professionals advising project‐based learning teams with regulation tools.

    Daniel G. Rees Lewis, Matthew W. Easterday, Emily Harburg, Elizabeth M. Gerber, Christopher K. Riesbeck

    págs. 354-369

    

  • Investigating various application areas of three‐dimensional virtual worlds for higher education.

    Reza Ghanbarzadeh, Amir Hossein Ghapanchi

    • Resumen

    págs. 370-384

    

  • The role of the e‐tutor in synchronous online problem‐based learning: A study in a Master Public Health Programme.

    Nynke de Jong, Daniëlle M. L. Verstegen, Karen D. Könings

    • Resumen

    págs. 385-397

    

  • A systematic review of research on the flipped learning method in engineering education.

    Aliye Karabulut‐Ilgu, Nadia Jaramillo Cherrez, Charles T. Jahren

    • Resumen

    págs. 398-411

    

  • Factors determining e‐learning service quality.

    Muhammad Amaad Uppal, Samnan Ali, Stephen R. Gulliver

    • Resumen

    págs. 412-426

    

  • Teachers' perceptions of digital badges as recognition of professional development.

    W. Monty Jones, Samantha Hope, Brianne Adams

    • Resumen

    págs. 427-438

    

  • Performance, structure and ideal identity: Reconceptualising teachers' engagement in online social spaces.

    James Robson

    • Resumen

    págs. 439-450

    

  • Pedagogical, social and technical designs of a blended synchronous learning environment.

    Qiyun Wang, Changqin Huang

    • Resumen

    págs. 451-462

    

  • From piloting e‐submission to electronic management of assessment (EMA): Mapping grading journeys.

    Anna Vergés Bausili

    • Resumen

    págs. 463-478

    

  • The effects of a flipped classroom approach on class engagement and skill performance in a Blackboard course.

    Mohamed Ali Nagy Elmaadaway

    • Resumen

    págs. 479-491

    

  • Socio‐demographic factors relating to perception and use of mobile technologies in tertiary teaching.

    Kwok-Wing Lai, Lee Smith

    • Resumen

    págs. 492-504

    

  • Boundary interaction: Towards developing a mobile technology‐enabled science curriculum to integrate learning in the informal spaces.

    Daner Sun, Chee-Kit Looi

    • Resumen

    págs. 505-515

    

  • One‐to‐one mobile technology in high school physics classrooms: Understanding its use and outcome.

    Xiaoming Zhai, Meilan Zhang, Min Li

    • Resumen

    págs. 516-532

    

  • Students' acceptance of tablet PCs in Italian high schools: Profiles and differences.

    Daniela Villani, Laura Morganti, Claudia Carissoli, Elena Gatti, Andrea Bonanomi, Stefano Cacciamani, Emanuela Confalonieri, Giuseppe Riva

    • Resumen

    págs. 533-544

    

  • The influence of children's gender and age on children's use of digital media at home.

    Natalia Kucirkova, Karen Littleton, Antonios Kyparissiadis

    • Resumen

    págs. 545-559

    

  • Incremental impact of time on students' use of E‐learning via Facebook.

    Sedigheh Moghavvemi, Hashem Salarzadeh Janatabadi

    • Resumen

    págs. 560-573

    

  • Learning styles: Considerations for technology enhanced item design.

    Deborah Adkins, Meg Guerreiro

    • Resumen

    págs. 574-583