BJET Editorial for the 50th Anniversary Volume in 2019: Looking back, reaching forward.
Sara Hennessy, Manolis Mavrikis, Carina Girvan, Sara Price, Niall Winters
págs. 5-11
Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology.
págs. 12-63
págs. 64-79
University students' emotions in virtual learning: a review of empirical research in the 21st century.
págs. 80-100
págs. 101-113
págs. 114-127
Using learning analytics to scale the provision of personalised feedback.
Abelardo Pardo, Jelena Jovanovic, Shane Dawson, Dragan Gašević, Negin Mirriahi
págs. 128-138
Analytics for learning design: A layered framework and tools.
Davinia Hernández-Leo, Roberto Martinez-Maldonado, Abelardo Pardo, Juan A. Muñoz‐Cristóbal, María Jesús Rodríguez Triana
págs. 139-152
What motivates enrolment in programming MOOCs?
Piret Luik, Reelika Suviste, Marina Lepp, Tauno Palts, Eno Tõnisson, Merilin Säde, Kaspar Papli
págs. 153-165
Videos as learning objects in MOOCs: A study of specialist and non‐specialist participants' video activity in MOOCs.
Christian Stöhr, Natalia Stathakarou, Franziska Mueller, Sokratis Nifakos, Cormac McGrath
págs. 166-176
págs. 177-198
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Tablet‐based AR technology: Impacts on students' conceptions and approaches to learning mathematics according to their self‐efficacy.
págs. 248-263
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págs. 280-293
Learning as Making: Using 3D computer‐aided design to enhance the learning of shape and space in STEM‐integrated ways.
págs. 294-308
Addressing bullying through critical making.
Janette Hughes, Laura Morrison, Ami Mamolo, Jennifer Laffier, Suzanne de Castell
págs. 309-325
Working the system: Development of a system model of technology integration to inform learning task design.
págs. 326-341
Learning collocations: Effects of online tools on teaching English adjective‐noun collocations.
págs. 342-356
Investigating the impact of teacher education strategies on preservice teachers' TPACK.
Evrim Baran, Sedef Canbazoglu Bilici, Aylin Albayrak Sari, Jo Tondeur
págs. 357-370
The anatomy of information cascades in the classroom: An observational study.
págs. 371-384
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págs. 399-414
Using the PCaRD digital game‐based learning model of instruction in the middle school mathematics classroom: A case study.
págs. 415-427
The influence of flow on learning outcomes: An empirical study on the use of clickers.
págs. 428-439
To click or not to click: Effectiveness of rating classroom behaviors on academic achievement with tablets.
págs. 440-455
págs. 456-468
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