| 1. |
- Wu, Po-Han, et al.
(author)
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An innovative concept map approach for improving students’ learning performance with an instant feedback mechanism
- 2012
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In: British Journal of Educational Technology. - : Blackwell Publishing. - 0007-1013 .- 1467-8535. ; 43:2, s. 217-232
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Journal article (peer-reviewed)abstract
- Concept maps have been widely employed for helping students organise their knowledgeas well as evaluating their knowledge structures in a wide range of subject matters.Although researchers have recognised concept maps as being an important educationaltool, past experiences have also revealed the difficulty of evaluating the correctness of aconcept map. It usually takes days or weeks for teachers to manually evaluate theconcept maps developed by students; consequently, the students cannot receive timelyfeedback from the teachers, which not only affects their learning schedules, but alsosignificantly influences the students’ learning achievements. In this paper, a computerbasedconcept map-oriented learning strategy with real-time assessment and feedback isproposed in order to cope with the problems mentioned above. Our approach providesimmediate evaluation of concept maps and gives also real-time feedback to the students.An experiment has been conducted to evaluate the effectiveness of this new strategy incomparison with the conventional computer-based concept map approach. It is foundthat our innovative approach can be significantly beneficial to promote learningachievements as well as the learning attitudes of students.
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| 2. |
- Hudson, Brian, 1951-, et al.
(author)
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Orchestrating interdependence in an international online learning community
- 2006
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In: British Journal of Educational Technology. - Oxford : Blackwell Publishing. - 0007-1013 .- 1467-8535. ; 37:5, s. 733-748
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Journal article (peer-reviewed)abstract
- This paper focuses on research into the student experience as participants in the development of an international online community. The background context for this is an international master's programme and the specific context for the research is a module on Digital Media Applications (DMA), which are outlined. The programme design emphasises peer and formative assessment practices and the pedagogical approach aims to foster group collaboration in international teams. Following an overview of the research methods adopted, a number of emergent themes from the data analysis of student diaries are discussed, including issues of language, culture and identity. In conclusion, we offer some reflections on these issues and discuss the underpinning assumptions (in relation to assessment practices in particular) that have given direction to our subsequent ongoing research and development.
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| 3. |
- Hudson, Brian, 1951-, et al.
(author)
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Working on educational research methods with Masters students in an international online learning community
- 2007
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In: British Journal of Educational Technology. - Oxford : Blackwell Publishing. - 0007-1013 .- 1467-8535. ; 37:4, s. 577-603
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Journal article (peer-reviewed)abstract
- In this paper we discuss the background to this study in the development of the international MSc e-Learning Multimedia and Consultancy. The aims of the study focus on the conditions for achieving communication, interaction and collaboration in open and flexible e-learning environments. We present our theoretical framework that has informed the design of programme as a whole which is based on a socio-constructivist perspective on learning. Our research is placed within an action research framework and we outline our position within the critical or emancipatory tradition and also our standpoint on the use of ICT in education. We discuss the design of the programme and also our pedagogical approach and describe in detail the particular context for this study. We report on the student experience of being learners on this module, their perceptions of what they have gained most from learning from and with each other and their responses to the various ways in which ‘scaffolding’ has been designed and implemented by the tutors. Finally we offer some reflections on the conditions for achieving well-orchestrated interdependence in open and flexible e-learning environments.
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| 4. |
- Andersson, Sven
(author)
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Newly qualified teachers' learning related to their use of information and communication technology : A Swedish perspective
- 2006
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In: British Journal of Educational Technology. - : Wiley. - 0007-1013 .- 1467-8535. ; 37:5, s. 665-682
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Journal article (peer-reviewed)abstract
- This qualitative study focuses on newly qualified teachers' use of information and communication technology (ICT) as a tool for meeting the challenges of their everyday work. The overarching aim is to investigate whether they can contribute to new knowledge about learning in ICT contexts. Theoretical points of departure concern the changeable nature of learning in situations where ways of communicating knowledge and skills are changed. The study draws upon interviews and observations. The findings show intersections picturing the new technique as partly changing the circumstances for teaching, learning and collaboration between colleagues. The new teachers' utterances show that ICT utilisation is extensive and exhibits great variation both among female and among male participants. Boundary-crossing changes become visible in the collaboration between more experienced teachers and those who are newly qualified, especially when they work on a common development project. However, there are relatively few teachers who bring up active ICT use in connection with pupils' learning. Changed roles because of ICT competence raise questions about the importance of systematic ICT features within teacher education. Many of the newly qualified teachers wish they had more knowledge about ICT and related techniques. Another question is whether newly qualified teachers who show interest in using the technique can take on the role as agents of change in their active and creative use of ICT. © 2006 British Educational Communications and Technology Agency.
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| 5. |
- Lytras, Miltiades D, et al.
(author)
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Semantic e-learning : synthesising fantasies
- 2006
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In: British Journal of Educational Technology. - Oxford, England : Blackwell Publishing. - 0007-1013 .- 1467-8535. ; 37:3, s. 479-491
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Journal article (peer-reviewed)abstract
- When the subject of scientific analysis is learning, the research needs to be anchored in various nonmonolithic pillars. Several disciplines require a common ground of convergence. An objective observer of the domain can easily conclude that semantic e-learning brings together the three different worlds of learners, pedagogues and technologists. In this short concluding paper of the special issue, we criticise the monolithic approaches to technology-enhanced learning. We argue that semantic e-learning presents a critical research challenge to move towards extended openness, meaning exploitation and unforeseen learning opportunities for the global community. The concluding remark is a call for a new learning generation primer. Synthesizing fantasies is in fact an invitation to semantically define our commitment to collaborate and to agree on the technology-enabled services that bring learning to the forefront. The promotion of the knowledge-and-learning-society requires an integration of the demand and supply side of knowledge and learning.
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| 6. |
- Naeve, Ambjörn, et al.
(author)
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Advances of the Semantic Web for e-learning : Expanding learning frontiers
- 2006. - 3
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In: British Journal of Educational Technology. - Oxford, England : Blackwell Publishing. - 0007-1013 .- 1467-8535. ; 37:3, s. 321-330
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Journal article (other academic/artistic)abstract
- The advent of semantic web and its relevant technologies tools and applications provide a new context for exploitation. In the World Wide Web Consortium (W3C) semantic web activity a list of priorities set the major challenges for the realization of the next generation web. The challenge of using semantic web is important for a globally sustainable future. The digital divide between the 'information haves' and the 'information-have-nots' shows no sign of shrinking.
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| 7. |
- Yli-Luoma, Petti, et al.
(author)
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Towards a semantic e-learning theory by using a modelling approach
- 2006
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In: British Journal of Educational Technology. - : Wiley. - 0007-1013 .- 1467-8535. ; 37:3, s. 445-459
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Journal article (peer-reviewed)abstract
- In the present study, a semantic perspective on e-learning theory is advanced and a modelling approach is used. This modelling approach towards the new learning theory is based on the four SECI phases of knowledge conversion: Socialisation, Externalisation, Combination and Internalisation, introduced by Nonaka in 1994, and involving two levels of knowledge-tacit and explicit. In the Socialisation phase, the teacher-student interaction activates the exploratory learning behaviour. This phase is emotionally and socially loaded. The Externalisation phase is partly emotional but a cognitive dimension is also needed, which requires creativity. This phase works optimally if it is collaborative in nature. In the Combination phase, an ability for hypothetical-deductive thinking is needed for the modelling approach. During the Internalisation phase, the learning process requires that students engage in seeking to understand and explain natural phenomena, which further demands testing of the theoretical concepts.
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| 8. |
- Cerratto Pargman, Teresa, et al.
(author)
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Taking an instrumental genesis lens : New insights into collaborative mobile learning
- 2018
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In: British Journal of Educational Technology. - : Wiley. - 0007-1013 .- 1467-8535. ; 49:2, s. 219-234
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Journal article (peer-reviewed)abstract
- In this paper, we argue that in order to gain a deeper understanding of collaborative mobile learning in schools, it is important to know not only how mobile devices affect collaborative learning but also how collaborative learning emerges and is mediated by these devices. We develop our argument by applying the instrumental genesis theory and the collective instrumented activities and situations model for the analysis of learners' collaborative learning in the tablet-mediated classroom. This analysis is grounded in data collected in four elementary Swedish schools (ie, from fourth to eighth grade). From the data, we considered the learners' conversation in English as a foreign language, inquiry-based learning in the natural sciences classroom and game-based learning in the arithmetic classroom. On the one hand, the scrutiny of these specific activities led us to distinguish the pragmatic, epistemic, and reflexive instrumental mediations that have already been theorized in the instrumental genesis theory. On the other hand, they helped us to identify two additional ones, which we call emotional and spatial. Based on these findings, we claim that collaboration in the tablet-mediated classroom is a complex activity that emerges from a variety of instrumental mediations that configure contemporary collaborative mobile learning.
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| 9. |
- Dahlström, Helene
(author)
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Students as digital multimodal text designers : A study of resources, affordances, and experiences
- 2022
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In: British Journal of Educational Technology. - : Wiley. - 0007-1013 .- 1467-8535. ; 53:2, s. 391-407
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Journal article (peer-reviewed)abstract
- This paper addresses how students design multimodal digital text when making digital stories in school. Drawing on the perspective of ‘multiliteracies’, multimodal analysis of video recordings was used to understand the data. Findings revealed that (a) multimodal digital text making requires particular digital and modal text-making skills and knowledge, such as knowledge of photography, film, film editing, image searching, and audio recording; (b) students' prior knowledge was crucial for mastering the digital and modal affordances offered when making digital stories; and (c) making multimodal digital texts in school offers increased opportunities for students to perform and succeed in text making. These findings point to the need for schools to offer education that makes it possible for all students to gain knowledge and master skills needed for contemporary text making. Such knowledge goes beyond skills and practices needed when making paper-based text, and borders on other disciplines such as art and technology. Practitioner notes What is already known about this topic Text making in the 21st century entails working in various modes, such as images, writing, and video, and is often performed with digital resources. Today's students must be competent in designing multimodal texts that are commonly associated with digital technology and multimedia. Students' modal choices when creating digital texts are influenced by prior experiences and knowledge of text-making practices obtained outside school. What this paper adds This paper provides examples of the differing prerequisites of students designing a digital multimodal story. This paper offers insights into the particular digital and modal text-making skills and knowledge necessary for students to become competent text makers. Multimodal digital texts activities in school offers increased opportunities for students to perform and succeed in text making. Implications for practice and/or policy The results of this study have implications for literacy practices as well what is included in the literacy curriculum. This study provides implications for education that intends to reduce inequalities in students' prerequisites concerning making digital multimodal texts, and examines the text-making experiences, knowledge, and skills students already possess upon entering the classroom. Classroom-based instruction and opportunities for digital creation can bridge the gap between student's informal text-making activities and formal text-making activities at school and help to close the digital divide among students.
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| 10. |
- Danby, Susan, et al.
(author)
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Situated collaboration and problem solving in young children's digital game play
- 2018
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In: British Journal of Educational Technology. - : Wiley. - 0007-1013 .- 1467-8535. ; 49:5, s. 959-972
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Journal article (peer-reviewed)abstract
- Collaboration is an important aspect of social activity associated with young children’s digital gameplay. Children organise their participation as they communicate with and support one another, through sharing knowledge and problem-solving strategies, displaying their expertise, encouraging others and creatively exploring possibilities for collaborative game moves. Drawing on a social interactional perspective, we explore the situated and embodied practices of the young players aged 3–8 years. We present three video ethnographic case studies of young children’s everyday peer interactions from three different settings and age groups: Australia (home), Norway (pre-school) and Sweden (afterschool). Across these settings, the findings identify how children collaborate with one another to progress the game by using multiple strategies, including instructing each other, monitoring each other’s actions and problem solving. In the process, collaborative peer culture was maintained and built as the players worked towards problem solutions that require taking each other’s perspectives, and sharing digital devices and skills. This focus on children’s situated language use and assemblage of multimodal resources shows their moment-by-moment collaborative action. These multimodal interactions create opportunities for peer and sibling learning without the presence of an adult. The collaborative activity was a strategic resource used by the children in their digital game playing. In capturing young children’s own strategies, we highlight their agency in learning occurring through social interaction and gameplay.
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