British journal of educational technology

• 

  Año 2019, Vol. 50, Número 2

  • The "British" voice of educational technology research: 50th birthday reflection.

    Charles Crook

    • Resumen

    págs. 485-489

    

  • Creating the golden triangle of evidence‐informed education technology with EDUCATE.

    Mutlu Cukurova, Rosemary Luckin, Alison Clark‐Wilson

    • Resumen

    págs. 490-504

    

  • A systematic literature review of the use of Semantic Web technologies in formal education.

    Jesper Jensen

    • Resumen

    págs. 505-517

    

  • Grading students' programming and soft skills with open badges: A case study.

    Bojan Tomić, Jelena Jovanovic, Nikola Milikić, Vladan Devedžić, Sonja Dimitrijević, Dragan Đurić, Zoran Ševarac

    • Resumen

    págs. 518-530

    

  • Factors underlying students' decisions to use mobile devices in clinical settings.

    Amanda Harrison, Megan Phelps, Arany Nerminathan, Shirley Alexander, Karen M. Scott

    • Resumen

    págs. 531-545

    

  • Mobile learning in higher education: A comparative analysis of developed and developing country contexts.

    Rogers Kaliisa, Edward Palmer, Julia Miller

    • Resumen

    págs. 546-561

    

  • Moving mathematics out of the classroom: Using mobile technology to enhance spontaneous focusing on quantitative relations.

    Jake McMullen, Minna M. Hannula‐Sormunen, Mikko Kainulainen, Kristian Kiili, Erno Lehtinen

    • Resumen

    págs. 562-573

    

  • The modality effect in a mobile learning environment: Learning from spoken text and real objects.

    Tzu-Chien Liu, Yi-Chun Lin, Yuan Gao, Fred Paas

    • Resumen

    págs. 574-586

    

  • Factors that influence behavioral intention to use mobile‐based assessment: A STEM teachers' perspective.

    Stavros A. Nikou, Anastasios A. Economides

    • Resumen

    págs. 587-600

    

  • Teachers' beliefs and technology acceptance concerning smart mobile devices for SMART education in South Korea.

    Junghoon Leem, Eunmo Sung

    • Resumen

    págs. 601-613

    

  • Preservice teachers' conceptions of teaching using mobile devices and the quality of technology integration in lesson plans.

    Pei‐Shan Tsai, Chin‐Chung Tsai

    • Resumen

    págs. 614-625

    

  • Why do college students continue to use mobile learning? Learning involvement and self‐determination theory.

    Shuiqing Yang, Shasha Zhou, Xiaoying Cheng

    • Resumen

    págs. 626-637

    

  • Impact of mobile‐based mentoring, socio‐economic background and religion on girls' attitude and belief towards antisocial behaviour (ASB).

    Oluwadara Abimbade, Gloria Adedoja, Bukola Fakayode, Lukuman Bello

    • Resumen

    págs. 638-654

    

  • The effect of authentic m‐learning activities on student engagement and motivation.

    Yasaman Alioon, Ömer Delialioğlu

    • Resumen

    págs. 655-668

    

  • The effects of m‐learning on motivation, achievement and well‐being: A Self‐Determination Theory approach.

    Lucas M. Jeno, Paul J. C. Adachi, John‐Arvid Grytnes, Vigdis Vandvik, Edward L. Deci

    • Resumen

    págs. 669-683

    

  • Mobile learning and student cognition: A systematic review of PK‐12 research using Bloom's Taxonomy.

    Helen Crompton, Diane Burke, Yi‐Ching Lin

    • Resumen

    págs. 684-701

    

  • Appropriating WhatsApp‐mediated postgraduate supervision to negotiate "relational authenticity" in resource‐constrained environments.

    Patient Rambe, Muchazondida Mkono

    • Resumen

    págs. 702-734

    

  • Mitigating the urban–rural educational gap in developing countries through mobile technology‐supported learning.

    Sharifullah Khan, Gwo-Jen Hwang, Muhammad Azeem Abbas, Arshia Rehman

    • Resumen

    págs. 735-749

    

  • Understanding the relationship between levels of mobile technology use in high school physics classrooms and the learning outcome.

    Xiaoming Zhai, Meilan Zhang, Min Li, Xuejie Zhang

    • Resumen

    págs. 750-766

    

  • Informal digital learning of English and second language vocabulary outcomes: Can quantity conquer quality?

    Ju Seong Lee

    • Resumen

    págs. 767-778

    

  • L1 versus L2 online intercultural exchanges for the development of 21st century competences: The students' perspective.

    Ana Sevilla-Pavón

    • Resumen

    págs. 779-805

    

  • Assessment in an era of accessibility: Evaluating rules for scripting audio representation of test items.

    Christopher Johnstone, Jennifer Higgins, Gaye Fedorchak

    • Resumen

    págs. 806-818

    

  • Impact of student agency on learning performance and learning experience in a flipped classroom.

    Heng Luo, Tingting Yang, Jin Xue, Mingzhang Zuo

    • Resumen

    págs. 819-831

    

  • Using digital technology to enhance formative assessment in mathematics classrooms.

    Diane Dalby, Malcolm Swan

    • Resumen

    págs. 832-845

    

  • Connecting game design with problem posing skills in early childhood.

    George Kalmpourtzis

    • Resumen

    págs. 846-860

    

  • e‐Authentication for online assessment: A mixed‐method study.

    Alexandra Okada, Denise Whitelock, Wayne Holmes, Chris Edwards

    • Resumen

    págs. 861-875

    

  • An examination of gender and situational interest in multimedia learning environments.

    Tonia Dousay, Natasha P. Trujillo

    • Resumen

    págs. 876-887

    

  • Effects of the use of interactive E‐books by intensive care unit patients' family members: Anxiety, learning performances and perceptions.

    Shu‐Yen Lee, Tsae‐Jyy Wang, Gwo-Jen Hwang, Shao-Chen Chang

    • Resumen

    págs. 888-901

    

  • Evaluating the impact of online discussion boards on student engagement with group work.

    Deborah Delaney, Tyge‐F. Kummer, Kishore Singh

    • Resumen

    págs. 902-920

    

  • The role of temporal patterns in students' behavior for predicting course performance: A comparison of two blended learning courses.

    Anouschka van Leeuwen, Nynke Bos, Heleen van Ravenswaaij, Jurgen van Oostenrijk

    • Resumen

    págs. 921-933