International Journal of Educational Technology in Higher Education

http://link.springer.com/journal/41239

List of Papers (Total 252)

"Now you're competing": how historically-Black colleges and universities compete (and don't) on the Internet

No extant research has examined the web presence, web popularity, and paid adword tactics of historically-Black colleges and universities (HBCUs) compared to similar institutions. This study explores these measures and evaluates how HBCU web presence, web popularity, and paid search tactics compare to similar institutions to learn whether HBCUs are competing in one of the most...

Student help-seeking attitudes and behaviors in a digital era

This study examines college students’ attitudes and habits for seeking academic help. Students preferences for seeking academic help via digital and non-digital technologies are identified (N = 438). Students’ attitudes about seeking help are also analyzed. Factor analysis results indicate six attitudinal factors motivated students to seek help from peers and instructors...

Self-reported internet skills, previous knowledge and working memory in text comprehension in E-learning

We examined the contribution of Internet operational and navigation skills, previous knowledge, and working memory capacity to expository text comprehension as a lesson within an e-learning course. As different from previous studies in controlled settings; this study addressed students’ typical behavior in more ecological conditions. The first study tested self-reported Internet...

Seeking the best blend for deep learning in a flipped classroom – viewing student perceptions through the Community of Inquiry lens

We describe a case study of a third-year undergraduate class in Enterprise Education. A blended learning design in the form of a flipped classroom with a duration of one semester, was explored in two cohorts. The question was to explore how students experienced the flipped class for learning and how this approach presented the different presences in the Community of Inquiry (CoI...

Understanding the faculty perspectives influencing their innovative practices in MOOCs/SPOCs: a case study

Learning in environments such as Massive Open Online Courses (MOOCs) and its variations have become a turning point in the design and range of university courses offered, although there is some difficulty in transforming their pedagogical discourse. Additionally, flexible and skillful faculty are required to respond to the diversity and continuous social changes to ensure quality...

Three paradoxes in the approach to educational technology in the education studies of the Spanish universities

The education studies of the Spanish universities are not alien to technological innovations, but their approach to them tends to be basically instrumental. Neuroscience’s contributions about the functioning of the minds that interact with these technologies give new perspectives to the academic world; perspectives that are necessary for optimizing teaching-learning processes...

The complicity of digital technologies in the marketisation of UK higher education: exploring the implications of a critical discourse analysis of thirteen national digital teaching and learning strategies

National strategies play a crucial role in framing how digital technologies are enacted in Higher Education (HE). This paper draws on some of the findings of a Critical Discourse Analysis (CDA) of thirteen digital teaching and learning strategies issued by government departments and non-departmental public bodies in the UK between 2003 and 2013. It demonstrates that, across the...

A critical review of mobile learning integration in formal educational contexts

The use of digital technology in the learning process and teaching practices in formal teaching is highly dependent on the ability of teachers of introducing it without jeopardizing the richness of the classroom environment, namely the attention that students need to follow the flow of argumentation and to guarantee the quality of the inquiring.Although several studies value the...

The hidden architecture of higher education: building a big data infrastructure for the ‘smarter university’

Universities are increasingly organized and managed through digital data. The collection, processing and dissemination of Higher Education data is enabled by complex new data infrastructures that include both human and nonhuman actors, all framed by political, economic and social contingencies. HE data infrastructures need to be seen not just as technical programs but as...

Magnetic and multistable: reinterpreting the affordances of educational technology

The concept of affordances has become a popular analytical tool in educational technology. The present article, however, argues that the current understanding of affordances does not adequately address the use of educational technology and instead advocates a phenomenological reinterpretation. The article first introduces Gibson’s concept of affordances and describes how scholars...

Efficient, helpful, or distracting? A literature review of media multitasking in relation to academic performance

Media multitasking, using two or more medias concurrently, prevails among adolescents and emerging adults. The inherent mental habits of media multitasking—dividing attention, switching attention, and maintaining multiple trains of thought— have significant implications and consequences for students’ academic performance. The goal of this review is to synthesize research on the...

Blended learning: the new normal and emerging technologies

This study addressed several outcomes, implications, and possible future directions for blended learning (BL) in higher education in a world where information communication technologies (ICTs) increasingly communicate with each other. In considering effectiveness, the authors contend that BL coalesces around access, success, and students’ perception of their learning environments...

Integrating MOOCs in traditionally taught courses: achieving learning outcomes with blended learning

It has been several years since Massive Open Online Courses (MOOC) have entered the higher education environment and many forms have emerged from this new way of acquiring knowledge. Teachers have been incorporating MOOCs with more or less success in a traditional classroom setting to support various learning preferences, introduce this new way of learning to students, and to...

The contributions of mixed insights to advancing technology-enhanced formative assessments within higher education learning environments: an illustrative example

Technology-enhanced formative assessment (TEFA) represents strategies for improving student learning and motivation, yet researchers point to methodological issues underpinning claims of effectiveness. This mixed methods paper, using an empirical example, illustrates the novel contributions of mixed insights in informing the implementation of two TEFA classroom strategies. An...

Roles of perceived fit and perceived individual learning support in students’ weblogs continuance usage intention

Weblogs (or blogs) are increasingly being used in higher educational contexts. Not much is known about the factors that influence students’ continued usage intention of weblogs. This study uses the expectation-confirmation model (ECM) as its background theoretical framework, and explores the roles of antecedent factors of perceived fit and perceived individual learning support in...

A review of previous studies on ESL/EFL learners’ interactional feedback exchanges in face-to-face and computer-assisted peer review of writing

This paper is a review of previous studies on learners’ interactional feedback exchanges in face-to-face peer review (FFPR) and computer-assisted peer review (CAPR) of English as Second/Foreign Language (ESL/EFL) writing. The review attempted to (1) identify the patterns of interactional feedback, (2) search an empirical evidence of learners’ incorporation of peer interactional...

Investigating temporal access in a flipped classroom: procrastination persists

This paper reports on a study that examines the learning behaviors and characteristics of students in a mobile applications computer programming class that adopted a “flipped” learning style. By harvesting learning analytics data from a learning management system, we created visualizations of work intensity to explore temporal patterns of students’ behavior and then correlate...

Digital informal learning among Chinese university students: the effects of digital competence and personal factors

Although informal learning with digital technology is a near universal activity among university students, the processes that influence and regulate digital informal learning (DIL) is not given. Meanwhile, digital competence is of growing importance for our current information society, and also it plays an essential role in the process of digital informal learning. However, the...

Democratizing education at the margins: faculty and practitioner perspectives on delivering online tertiary education for refugees

Online distance learning is rapidly becoming a mainstay in higher education. Yet, there still exists unequal access to internet technology among the world’s most vulnerable populations. This article reviews the implementation of an online pilot program that provided tertiary education to refugees in Africa and the Middle East, using a unique blend of brick-and-mortar and virtual...

Computational thinking development through creative programming in higher education

Creative and problem-solving competencies are part of the so-called twenty-first century skills. The creative use of digital technologies to solve problems is also related to computational thinking as a set of cognitive and metacognitive strategies in which the learner is engaged in an active design and creation process and mobilized computational concepts and methods. At...

Correction to: “From Making to Learning”: introducing Dev Camps as an educational paradigm for Re-inventing Project-based Learning

After the publication of this work [1] an error was noticed in the title of the article. The title in the original article reads: “From Making to Learning”: introducing Dev Camps as an educational paradigm for Re-inventing Problem-based Learning. However the correct article title should read: “From Making to Learning”: introducing Dev camps as an educational paradigm for Re...

Technologically-mediated communication: student expectations and experiences in a FOMO society

While technology enables a wider section of society to access higher education, accessing, as a process, fundamentally differs from acquiring the individual and systemic skills required for online learning. This study presents primary data about perceptions of, and experiences with, online learning in an Australian university from a survey of 289 distance education (DE) students...

University students’ self-regulated learning using digital technologies

Analysing the process by which students—whether at university or not—manage and facilitate their own learning has been a recurrent educational research problem. Recently, the question arises about how the development of strategies taking place during the aforementioned process could be made easier by using technologies. In an effort to know whether university students really use...

A proficient and versatile online student-teacher collaboration platform for large classroom lectures

The popularity of online collaboration on lecture content has been growing steadily over the last few decades because of its potential to enhance the overall learning experience. We propose a didactical approach of online collaboration where the students and the teachers can collaborate seamlessly on the lecture contents. The approach, which we call Multiscript (MS), offers two...