British journal of educational technology

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  Año 2019, Vol. 50, Número 4

  • Affective potentials in informal technology‐enhanced learning settings.

    Ty Hollett, Christian Ehret

    • Resumen

    págs. 1529-1531

    

  • Sustaining affective resonance: Co‐constructing care in a school‐based digital design studio.

    Nathan C. Phillips, Virginia Killian Lund

    • Resumen

    págs. 1532-1543

    

  • The craftivists: Pushing for affective, materially informed pedagogy.

    Jennifer Rowsell, Mark Shillitoe

    • Resumen

    págs. 1544-1559

    

  • Collaborative filmmaking and affective traces of belonging.

    Lalitha Vasudevan, Joseph Riina‐Ferrie

    • Resumen

    págs. 1560-1572

    

  • Learning to see the familiar: Technological assemblages in a higher education (non)classroom setting.

    Adam Bell, Katie Headrick Taylor, Erin Riesland, Celia María Haas

    • Resumen

    págs. 1573-1588

    

  • The ethical sensations of im‐mediacy: Embodiment and multiple literacies in animal rights activists' learning with media technologies.

    Tanner Vea

    • Resumen

    págs. 1589-1602

    

  • Immediations and rhythms of speculative design: Implications for value in design‐based research.

    Christian Ehret, Lea Ehret, Bronwen Low, Luka Čiklovan

    • Resumen

    págs. 1603-1614

    

  • "Lifelong learning Ecologies: Linking formal and informal contexts of learning in the digital era".

    Albert Sangrá Morer, Juliana Elisa Raffaghelli, George Veletsianos

    • Resumen

    págs. 1615-1618

    

  • Learning ecologies through a lens: Ontological, methodological and applicative issues. A systematic review of the literature.

    Albert Sangrá Morer, Juliana Elisa Raffaghelli, Montse Guitert i Catasús

    • Resumen

    págs. 1619-1638

    

  • Key components of learning ecologies: A Delphi assessment.

    Mercedes González Sanmamed, Pablo César Muñoz Carril, Francisco J. Santos Caamaño

    • Resumen

    págs. 1639-1655

    

  • From tweeting to meeting: Expansive professional learning and the academic conference backchannel.

    Christine Greenhow, Jiahang Li, Minhtuyen Mai

    • Resumen

    págs. 1656-1672

    

  • Exploring educators' professional learning ecologies in a blended learning environment.

    Maria Ranieri, Mario Giampaolo, Isabella Bruni

    • Resumen

    págs. 1673-1686

    

  • Meeting players where they are: Digital games and learning ecologies.

    Donatella Persico, Marcello Passarelli, Francesca Pozzi, Jeffrey Earp, Francesca Maria Dagnino, Flavio Manganello

    • Resumen

    págs. 1687-1712

    

  • Academics' social media use over time is associated with individual, relational, cultural and political factors.

    George Veletsianos, Nicole Johnson, Olga Belikov

    • Resumen

    págs. 1713-1728

    

  • Lifelong learning ecologies in online higher education: Students' engagement in the continuum between formal and informal learning.

    Mitchell Peters, Marc Romero Carbonell

    • Resumen

    págs. 1729-1743

    

  • A comparative study of digital informal learning: The effects of digital competence and technology expectancy.

    Tao He, Shihua Li

    • Resumen

    págs. 1744-1758

    

  • Lifelong learning: Formal, non‐formal and informal learning in the context of the use of problem‐solving skills in technology‐rich environments.

    H. Nygren, K. Nissinen, Raija Hämäläinen, Bram De Wever

    • Resumen

    págs. 1759-1770

    

  • Effects of a social tutor on participation, sense of community and learning in online university courses.

    Stefano Cacciamani, Donatella Cesareni, Vittore Perrucci, Giulia Balboni, Ahmad Khanlari

    • Resumen

    págs. 1771-1784

    

  • Examining the use of e‐assessment in higher education: teachers and students' viewpoints.

    Catarina Rolim, Pedro Isaias

    • Resumen

    págs. 1785-1800

    

  • Interaction of the originality of peers' ideas and students' openness to experience in predicting creativity in online collaborative groups.

    Zhongling Pi, Jianzhong Hong, Weiping Hu

    • Resumen

    págs. 1801-1814

    

  • A discursive question: Supporting student‐authored multiple choice questions through peer‐learning software in non‐STEMM disciplines.

    Stephen Snow, Adriana Wilde, Paul Denny, M. C. Schraefel

    • Resumen

    págs. 1815-1830

    

  • Undergraduates' perception and engagement in Facebook learning groups.

    Yvonne Hong, Lesley Gardner

    • Resumen

    págs. 1831-1845

    

  • Community detection with opinion leaders' identification for promoting collaborative problem‐based learning performance.

    Chih-Ming Chen, Zong‐Lin You

    • Resumen

    págs. 1846-1864

    

  • Exploring and enhancing spatial thinking skills: Learning differences of university students within a web‐based GIS mapping environment.

    Xi Xiang, Yan Liu

    • Resumen

    págs. 1865-1881

    

  • The role of learners' epistemic beliefs in an online Community of Inquiry.

    Kun Huang, Victor Law, Sang Joon Lee

    • Resumen

    págs. 1882-1895

    

  • Scaffolding learning of language structures with visual‐syntactic text formatting.

    Youngmin Park, Ying-Hung Pu, Penelope Collins, George Farkas, Mark Warschauer

    • Resumen

    págs. 1896-1912

    

  • Group tagging: Using video tagging to facilitate reflection on small group activities.

    Haneen Qarabash, Philip Heslop, Ahmed Kharrufa, Madeline Balaam, Marie Devlin

    • Resumen

    págs. 1913-1928

    

  • The influence of extramural access to mainstream culture social media on ethnic minority students' motivation for language learning.

    Chun Lai

    • Resumen

    págs. 1929-1941

    

  • Children like it more but don't learn more: Effects of esthetic visual design in educational games.

    Ondřej Javora, Tereza Hannemann, Tereza Stárková, Kristina Volná, Cyril Brom

    • Resumen

    págs. 1942-1960

    

  • Knowledge and degree of training of primary education teachers in relation to ICT taught to students with disabilities.

    José María Fernández Batanero, Julio Cabero Almenara, Eloy López Meneses

    • Resumen

    págs. 1961-1978