International Journal of Educational Technology in Higher Education

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

List of Papers (Total 269)

When do information seekers trust scientific information? Insights from recipients’ evaluations of online video lectures

Since most of the Internet is not governed by editors, the validity of online information cannot be guaranteed. Therefore, information seekers have to decide whether they should accept knowledge claims they encounter online. This study analyses how information seekers’ judgements of a source’s credibility, trustworthiness, and instructional quality are affected by the source’s...

Enhancing students’ written production in English through flipped lessons and simulations

Today, learning is perceived as a challenge that must be faced simultaneously on numerous fronts. Indeed, learning is no longer confined to the classroom. Students have the opportunity to learn inside and outside the classroom walls. Technology plays its part, as does the abundance of information available on social networks and in the mass media. Educators must stay abreast of...

Digital transformation in German higher education: student and teacher perceptions and usage of digital media

Digitalization in Higher Education (HE) institutions is an issue that concerns many educational stakeholders. ICT skills are becoming increasingly relevant in every context, especially in the workplace, therefore one of the prime objectives for universities has become preparing future professionals to be able to deal with problems and search for solutions, including digital...

Unfitting, uncomfortable, unacademic: a sociological reading of an interactive mobile phone app in university lectures

Scholarly literature on education technology uptake has been dominated by technological determinist readings of students’ technology use. However, in recent years there has been a move by sociologists of education to highlight how the contexts in which educational technologies are introduced are not tabula rasa but socially and culturally complex. This study approaches technology...

An architectural design and evaluation of an affective tutoring system for novice programmers

Affect is prevalent in learning and it influences students’ learning achievement. This paper details the design and evaluation of an Affective Tutoring System (ATS) that tutors student in computer programming. Although most ATSs are purpose built for a specific domain, making adaptation to another domain difficult, this ATS is architected for adaptability and extensibility. This...

Profiling the digital readiness of higher education students for transformative online learning in the post-soviet nations of Georgia and Ukraine

This study profiles the digital readiness of university students in Georgia and Ukraine for fully online collaborative learning, theorized as an educational pathway to democratic transformation. The Digital Competency Profiler was used to gather data from 150 students in Georgia and 129 in Ukraine about their digital competences. The analysis grouped students into high-, medium...

Scalable authentic assessment of collaborative work assignments in wikis

Wikis are appropriate tools for deploying authentic assessment experiences for learning and work scenarios in which a group of users are asked to develop a shared task. However, when the number of wiki users increases, the number of contributions can grow at a pace whereby accurately assessing them becomes a complex and non-scalable task. While different quantitative approaches...

Digital technologies in resource constrained higher institutions of learning: a study on students’ acceptance and usability

Digital technologies offer opportunities that facilitate blended, on-line and mobile learning. However, little is known regarding their usability and acceptance in resource constrained higher institutions of learning. The purpose of this study therefore is to contribute to the growing evidence on the use and acceptance of digital technologies in a blended learning context. The...

The utilisation of e-learning facilities in the educational delivery system of Nigeria: a study of M-University

In spite of the constant innovative approaches adopted by teachers in western world, traditional approaches to teaching and assessments in Nigeria tertiary institutions have constantly been practiced. Most institutions are not able to fully utilize e-learning or get full advantages of it. This failure has hindered most teachers in using innovative teaching methodologies in...

Turning a traditional teaching setting into a feedback-rich environment

There is a constant need to look for new ways of motivating students, of providing them prompt feedback and of helping them to retain the material at lectures. This need is met here by introducing a game (a cyclist race inspired by ‘Le Tour de France’) built around a Student Response System where students are addressed with questions aligned to learning outcomes, which they...

Adaptive quizzes to increase motivation, engagement and learning outcomes in a first year accounting unit

Adaptive learning presents educators with a possibility of providing learning opportunities tailored to each student’s individual needs. As such, adaptive learning may contribute to both improving student learning outcomes and increasing student motivation and engagement. In this paper, we present the findings from a pilot of adaptive quizzes in a fully online unit at an...

"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...

The 2017 national survey of online learning in Canadian post-secondary education: methodology and results

Canada has a long history of online and distance education, but until 2017 there had been no comprehensive national data on online enrolments in both the university and college sectors. However, in 2017 a team of independent Canadian researchers, working in collaboration with the Babson Survey Research Group and WCET in the USA, raised the funding and conducted a national survey...

Adding authenticity to controlled conditions assessment: introduction of an online, open book, essay based exam

In the practice of designing examinations, where the emphasis is normally on the assessment of knowledge and understanding of content covered, the authenticity of that assessment model related to skills required for employability, as well as our growing access to instant information, is often missed. Some traditional methods of this form of assessment, particularly the paper...

Error correction and repair moves in synchronous learning activities

Language teaching is a field in constant evolution, and the use of technology has boosted its development. However, there is a need to investigate the effects of technology on the development of pedagogical practices and their effects on learning outcomes. This study explores the deployment of correction strategies and repair moves in synchronous learning activities in an online...

Dawn or dusk of the 5th age of research in educational technology? A literature review on (e-)leadership for technology-enhanced learning in higher education (2013-2017)

The aim of this article is to establish the extent to which the concept of e-leadership has taken off as a lens through which to study leadership for technology-enhanced learning (TEL) in higher education. Building on a previous study conducted in 2013, this article thus covers an exploratory review of the literature for the period 2103-2017. It analyses 49 articles which explore...

Higher education dominance and siloed knowledge: a systematic review of flipped classroom research

This structured review examined (academic) publications on flipped or inverted classrooms based on all Scopus database (n = 530) references available until mid-June 2016. The flipped or inverted classroom approach has gained widespread attention during the latest decade and is based on the idea of improving student learning by prepared self-studies via technology-based resources...

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...

Personalisation in educational technology: the absence of underlying pedagogies

Personalization is one of the recurring themes in education and has occupied a large amount of specialised literature, since its appearance in the 1960s. A systematic exploration of the literature of the last 55 years (1960–2015) is presented and is intended to analyse which educational perspective underlies the customized environments or experiences proposed in the educational...

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...