British journal of educational technology

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  Año 2020, Vol. 51, Número 1

  • Student access of online feedback is modified by the availability of assessment marks, gender and academic performance

    Paul J. Mensink, Karen King

    • Resumen

    págs. 10-22

    

  • Student use of PeerWise: A multi-institutional, multidisciplinary evaluation

    Alison E. Kay, Judy Hardy, Ross K. Galloway

    • Resumen

    págs. 23-35

    

  • Impacts of a dynamic grouping strategy on students' learning effectiveness and experience value in an item bank-based collaborative practice system

    Beyin Chen, Gwo-Haur Hwang, Tze-Shiun Lin

    • Resumen

    págs. 36-52

    

  • Fruitful student interactions and perceived learning improvement in DSLab: A dynamic assessment tool for distributed programming

    Joan manuel Marquès i Puig, Thanasis Daradoumis, Laura Calvet Liñán, Marta Arguedas

    • Resumen

    págs. 53-70

    

  • Students’ interest in Scratch coding in lower secondary mathematics

    Niels Bonderup Dohn

    • Resumen

    págs. 71-83

    

  • Young children’s perceptions of ubiquitous computing and the Internet of Things

    Pekka Mertala

    • Resumen

    págs. 84-102

    

  • Cognitive regulations in ICT-supported flipped classroom interactions: An activity theory perspective

    Xiao-Li Zheng, Hoi-Soo Kim, Wen-Hua Lai, Gwo-Jen Hwang

    • Resumen

    págs. 103-130

    

  • Experience, represent, apply (ERA): A heuristic for digital engagement in the early years

    Tom Lowrie, Kevin Larkin

    • Resumen

    págs. 131-147

    

  • Effects of applying a VR-based two-tier test strategy to promote elementary students’ learning performance in a Geology class

    Shao-Chen Chang, Ting-Chia Hsu, Wei-Chen Kuo, Morris S. Y. Jong

    • Resumen

    págs. 148-165

    

  • “You need a phone and camera in your bag before you go out!”: Children’s play with imaginative technologies

    Jo Bird

    • Resumen

    págs. 166-176

    

  • Solfeggio learning and the influence of a mobile application based on visual, auditory and tactile modalities

    Matjaž Debevc, Jernej Weiss, Andrej Šorgo, Ines Kožuh

    • Resumen

    págs. 177-193

    

  • Virtual internships in blended environments to prepare preservice teachers for the professional teaching context

    H. Theelen, M. C. Willems, A. van den Beemt, R. Conijn, Perry den Brok

    • Resumen

    págs. 194-210

    

  • Does blended instruction enhance English language learning in developing countries? Evidence from Mexico

    Di Xu, Danny Glick, Fernando Rodriguez, Bianca Cung, Qiujie Li, Mark Warschauer

    • Resumen

    págs. 211-227

    

  • Look who’s talking: Exploring instructors’ contributions to Massive Open Online Courses

    Fereshte Goshtasbpour, Bronwen Swinnerton, Neil Peter Morris

    • Resumen

    págs. 228-244

    

  • Learner engagement in MOOCs: Scale development and validation

    Ruiqi Deng, Pierre Benckendorff, Deanne Gannaway

    • Resumen

    págs. 245-262

    

  • A cross-cultural approach to the adoption of open educational resources in higher education

    Insung Jung, Jihyun Lee

    • Resumen

    págs. 263-280

    

  • Difficulty and self-efficacy: An exploratory study

    Jason Power, Raymond Lynch, Oliver McGarr

    • Resumen

    págs. 281-296

    

  • Engagement in business simulation games: A self-system model of motivational development

    Isabel Buil Carrasco, Sara Catalán, Eva Martínez

    • Resumen

    págs. 297-311