British journal of educational technology

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  Año 2019, Vol. 50, Número 5

  • Future learning spaces for learning communities: Perspectives from the learning sciences.

    Julia Eberle, Yotam Hod, Frank Fischer

    págs. 2071-2074

    

  • An ecological perspective on learner‐constructed learning spaces.

    Crina Damşa, Monika Nerland, Zacharias E. Andreadakis

    • Resumen

    págs. 2075-2089

    

  • Designing for situated learning: Understanding the relations between material properties, designed form and emergent learning activity.

    Pippa Yeoman, Stephanie Wilson

    • Resumen

    págs. 2090-2108

    

  • Going immersive in a community of learners? Assessment of design processes in a multi‐setting architecture studio.

    Hadas Sopher, Dafna Fisher Gewirtzman, Yehuda E. Kalay

    • Resumen

    págs. 2109-2128

    

  • Taking responsibility to support knowledge building: A constructive entanglement of spaces and ideas.

    Yotam Hod, Chen Yaari, Julia Eberle

    • Resumen

    págs. 2129-2143

    

  • Connecting knowledge spaces: Enabling cross‐community knowledge building through boundary objects.

    Guangji Yuan, Jianwei Zhang

    • Resumen

    págs. 2144-2161

    

  • Teaching expertise reconsidered: The Technology, Pedagogy, Content and Space (TPeCS) knowledge framework.

    Yael Kali, Ornit Sagy, Maya Benichou, Osnat Atias, Rachel Levin‐Peled

    • Resumen

    págs. 2162-2177

    

  • From active‐in‐behaviour to active‐in‐thinking in learning with technology.

    Minhong (Maggie) Wang, Rupert Wegerif

    págs. 2178-2180

    

  • Scaffolding ecosystems science practice by blending immersive environments and computational modeling.

    Amanda C. Dickes, Amy Kamarainen, Shari J. Metcalf, Semiha Gün‐Yildiz, Karen Brennan, Tina Grotzer, Chris Dede

    • Resumen

    págs. 2181-2202

    

  • Making sense of models: How teachers use agent‐based modeling to advance mechanistic reasoning.

    Ling Hsiao, Irene Lee, Eric Klopfer

    • Resumen

    págs. 2203-2216

    

  • Using computer‐based cognitive mapping to improve students' divergent thinking for creativity development.

    Meng Sun, Minhong (Maggie) Wang, Rupert Wegerif

    • Resumen

    págs. 2217-2233

    

  • Pedagogical moves and student thinking in technology‐mediated medical problem‐based learning: Supporting novice‐expert shift.

    Colby M. Reilly, Stephanie Y. Kang, Tina A. Grotzer, Julie A. Joyal, Nancy E. Oriol

    • Resumen

    págs. 2234-2250

    

  • From reflective observation to active learning: A mobile experiential learning approach for environmental science education.

    Shu‐Chen Cheng, Gwo-Jen Hwang, Chih-Hung Chen

    • Resumen

    págs. 2251-2270

    

  • Scaffolding design thinking in online STEM preservice teacher training.

    Bian Wu, Yiling Hu, Minhong (Maggie) Wang

    • Resumen

    págs. 2271-2287

    

  • A reflective thinking‐promoting approach to enhancing graduate students' flipped learning engagement, participation behaviors, reflective thinking and project learning outcomes.

    Mei‐Rong Alice Chen, Gwo-Jen Hwang, Yu‐Ying Chang

    • Resumen

    págs. 2288-2307

    

  • Fostering deeper learning in a flipped classroom: Effects of knowledge graphs versus concept maps.

    Jingjing Cui, Shengquan Yu

    • Resumen

    págs. 2308-2328

    

  • Supporting collaborative learning using a diagram‐based visible thinking tool based on cognitive load theory.

    Huiying Cai, Xiaoqing Gu

    • Resumen

    págs. 2329-2345

    

  • Understanding when students are active‐in‐thinking through modeling‐in‐context.

    Zachari Swiecki, Andrew R. Ruis, Dipesh Gautam, Vasile Rus, David Williamson Shaffer

    • Resumen

    págs. 2346-2364

    

  • The potential of open learner models to promote active thinking by enhancing self‐regulated learning in online higher education learning environments.

    Danial Hooshyar, Külli Kori, Margus Pedaste, Emanuele Bardone

    • Resumen

    págs. 2365-2386

    

  • Editorial to the special section—Technology acceptance models: What we know and what we (still) do not know.

    Ronny Scherer, Timothy Teo

    págs. 2387-2393

    

  • A taxonomy of factors affecting attitudes towards educational technologies for use with technology acceptance models.

    Andrew Kemp, Edward Palmer, Peter Strelan

    • Resumen

    págs. 2394-2413

    

  • Examination of students' acceptance of and intention to use learning management systems using extended TAM.

    Muyesser Eraslan Yalcin, Birgul Kutlu

    • Resumen

    págs. 2414-2432

    

  • Exploring the unknown: The effect of resistance to change and attachment on mobile adoption among secondary pre‐service teachers.

    José Carlos Sánchez Prieto, Fang Huang, Susana Olmos Migueláñez, Francisco José García Peñalvo, Timothy Teo

    • Resumen

    págs. 2433-2449

    

  • Context and technology use: Opportunities and challenges of the situated perspective in technology acceptance research.

    David John Lemay, Tenzin Doleck, Paul Bazelais

    • Resumen

    págs. 2450-2465

    

  • Clustering university teaching staff through UTAUT: Implications for the acceptance of a new learning management system.

    Anja Garone, Bram Pynoo, Jo Tondeur, Celine Cocquyt, Silke Vanslambrouck, Bram Bruggeman, Katrien Struyven

    • Resumen

    págs. 2466-2483

    

  • TAM and stages of adoption of blended learning in higher education by application of data mining techniques.

    Antonio Víctor Martín García, Fernando Martínez Abad, David Sebastian Reyes González

    • Resumen

    págs. 2484-2500

    

  • The effect of subjective norms on preservice and in‐service teachers' behavioural intentions to use technology: A multigroup multimodel study.

    Ömer Faruk Ursavaş, Yasin Yalçın, Eda Bakır

    • Resumen

    págs. 2501-2519

    

  • Student satisfaction with learning management systems: A growth model of belief and use.

    Allan H. K. Yuen, Miaoting Cheng, Fred H. F. Chan

    • Resumen

    págs. 2520-2535

    

  • Exploring the intention‐behavior gap in the technology acceptance model: A mixed‐methods study in the context of foreign‐language teaching in China.

    Haixia Liu, Lina Wang, Matthew J. Koehler

    • Resumen

    págs. 2536-2556

    

  • "I am fine with any technology, as long as it doesn't make trouble, so that I can concentrate on my study": A case study of university students' attitude strength related to educational technology acceptance.

    Nicolae Nistor, Dorin Stanciu, Thomas Lerche, Ewald Kiel

    • Resumen

    págs. 2557-2571