# bib

id: rlt-1102
author: Conole, Gráinne; Oliver, Martin; Seale, Jane
title: Time to experiment...
date: 2002-03-01
pages: 3
extension: .pdf
mime: application/pdf
words: 1015
sentence: 49
flesch: 54
cache: cache/rlt-1102.pdf
txt: txt/rlt-1102.txt
summary:
  The distinction between different Basic Assumption groups and Work groups was not clear and needs to be made more explicit. The paper describes 'two main theoretical sources' (group dynamics and situated learning).


id: rlt-1121
author: Gunn, Cathy; French, Sheila; McLeod, Hamish; McSporran, Mae; Conole, Gráinne
title: A response to the critique of gender issues in computer-supported learning
date: 2002-06-01
pages: 3
extension: .pdf
mime: application/pdf
words: 1228
sentence: 51
flesch: 51
cache: cache/rlt-1121.pdf
txt: txt/rlt-1121.txt
summary:
  We propose that bringing the various discourses of gender, identity and computer-supported learning to the attention of academics in all 81 Cathy Gunn et al A response t o the critique of gender issues in computer-supported learning disciplines will support a move towards the breadth of understanding required to address imbalances wherever these exist. A response to the critique of gender issues in computer-supported learning Cathy Gunn,* Sheila French,** Hamish MacLeod,*** Mae McSporran**** and Grainne Conole***** *University of Auckland **Manchester Metropolitan University ***University of Edinburgh ****Unitec *****University of Southampton email: ca.gunn@auckland.ac.nz We find the critique of our paper both interesting and informative.


id: rlt-1040
author: Gunn, Cathy
date: 2004-03-01
pages: 3
extension: .pdf
mime: application/pdf
words: 1334
sentence: 57
flesch: 50
cache: cache/rlt-1040.pdf
txt: txt/rlt-1040.txt
title:
  Creating virtual communities of practice for learning technology in higher education: issues and experiences

summary:
  Presumably not, though, of the entire potential target user group, because only those with some experience of using learning technology may have been included in the research process. This may point to a key element missing from the scenario described, i.e. a compelling reason for users to access the resources and participate in the communities provided for them by learning technologists.


id: rlt-1099
author: Nicol, David; Coen, Michael
title: The importance of cost-benefit analysis: a response
date: 2003-09-01
pages: 3
extension: .pdf
mime: application/pdf
words: 1444
sentence: 58
flesch: 45
cache: cache/rlt-1099.pdf
txt: txt/rlt-1099.txt
summary:
  A percentage of the total cost (made up of staff costs, revenue costs, capital costs, etc.) of 'learning' support can be allocated to the activities associated with each ICT investment option; that percentage would be determined using a suitable metric (for example, number of students). As he points out, taking a purely quantitative approach to the evaluation of ICT investments in teaching and learning is wholly inappropriate.


id: rlt-1000
author: Cresswell, James E.
date: 2011-12-30
pages: 6
extension: .pdf
mime: application/pdf
words: 2481
sentence: 113
flesch: 52
cache: cache/rlt-1000.pdf
txt: txt/rlt-1000.txt
title:
  Back to the future: team-centred, resourcebased learning as the antecedent of computer-based learning

summary:
  Below, I will describe my experience in replacing a traditional lecture format with one where independent student teams undertake resource-based learning (RBL), which means that the course content was delivered through media other than the lecturer. Under the new format, students are deployed in independent teams to tackle a series of tasks supported by various resources, including documentation, email access to a tutor and, of course, the team itself.


id: rlt-1051
author: Staley, Alan; Eastcott, Diana
title: Computer-supported experiential learning (Phase One - staff development)
date: 2011-12-30
pages: 7
extension: .pdf
mime: application/pdf
words: 2798
sentence: 142
flesch: 50
cache: cache/rlt-1051.pdf
txt: txt/rlt-1051.txt
summary:
  Phase 1 has concentrated upon raising awareness and actively involving academic staff in experiencing these technologies. The participation of academic staff is reported; which staff registered as having visited the site, which staff actively used the information to experiment with their teaching, and which staff took part in public online discussions.


id: rlt-1073
author: Conole, Gráinne; Dyke, Martin
title: Understanding and using technological affordances: a response to Boyle and Cook
date: 2004-09-01
pages: 8
extension: .pdf
mime: application/pdf
words: 2956
sentence: 113
flesch: 42
cache: cache/rlt-1073.pdf
txt: txt/rlt-1073.txt
summary:
  An initial aspect of this programme has been a series of commissioned reports and reviews, including a review of e-learning models (Beetham, 2004), a review of e-learning models and frameworks (de Freitas & Mayes, 2004), and a research study on the effectiveness of resources, tools and support services used by practitio- ners in designing and delivering e-learning activities (Conole, 2004; Franklin, 2004; Littlejohn & McGill, 2004; Oliver, 2004; Sharpe, 2004). ● What are the current approaches to the design of e-learning activities and how can these be developed in the future to ensure that we are using sound pedagogical models.


id: rlt-1054
author: Seale, Jane
title: Learning technologies and the lifelong learner: armament or disarmament?
date: 2011-12-30
pages: 7
extension: .pdf
mime: application/pdf
words: 3143
sentence: 114
flesch: 47
cache: cache/rlt-1054.pdf
txt: txt/rlt-1054.txt
summary:
  Learning technologies can offer armament by widening access and participation and offering flexible delivery. It is generally accepted that learning technologies can increase access to education through flexible delivery and innovative uses of open and distance learning (Porritt, 1997; Lovie, McLean and Newlands, 1998).


id: rlt-1108
author: Foster-Jones, Juanita; Beazleigh, Hazel
title: Metadata in the changing learning environment: developing skills to achieve the blue skies
date: 2002-03-01
pages: 8
extension: .pdf
mime: application/pdf
words: 3156
sentence: 136
flesch: 51
cache: cache/rlt-1108.pdf
txt: txt/rlt-1108.txt
summary:
  To achieve this, we have adopted a phased metadata implementation strategy, selecting in the first instance a skeleton set of IMS metadata elements (see Figure 1) in order to test their impact on locating and evaluating records. 4 A full list of RESL metadata elements, and associated rationale can be found in RESL- OU-4 and RESL-OU-5 on the SoURCE Web site http://www.source.acuk/. 5 DC-dot: http://www.ukoln.ac.uk/metadataldcdot/ (last accessed 17 December 2001).


id: rlt-1033
author: Vijay Kumar, M. S.
title: From open resources to educational opportunity
date: 2005-10-01
pages: 7
extension: .pdf
mime: application/pdf
words: 3053
sentence: 119
flesch: 34
cache: cache/rlt-1033.pdf
txt: txt/rlt-1033.txt
summary:
  The OCW idea, that the best way to advance MIT’s fundamental mission and exploit the Internet would be to put all MIT’s course materials on the Web, open to everyone, and free, was, in retrospect, a logical conclusion to this strategic exercise. Both iLabs, which builds on the values of hands-on experience in MIT education, and Technology Enabled Active Learning, which addresses the problem of large lectures through studio-based learning in small collaborative groups, also reflect how the educational technology strategy was in alignment with the educational value proposition. MIT OCW will advance technology-enhanced education at MIT, and will serve as a model for university dissemination of knowledge in the Internet age.


id: rlt-1066
author: Sclater, Niall; MacDonald, Mary
title: Putting interoperability to the test: building a large reusable assessment item bank
date: 2004-09-01
pages: 9
extension: .pdf
mime: application/pdf
words: 4191
sentence: 178
flesch: 51
cache: cache/rlt-1066.pdf
txt: txt/rlt-1066.txt
summary:
  ALT-J, Research in Learning Technology Vol. 12, No. 3, September 2004 ISSN 0968–7769 (print)/ISSN 1741–1629 (online)/04/030205–09 © 2004 Association for Learning Technology DOI: 10.1080/0968776042000259537 Putting interoperability to the test: building a large reusable assessment item bank Niall Sclatera* & Mary MacDonaldb aUniversity of Strathclyde, UK; bColleges Open Learning Exchange Group (COLEG) Taylor and Francis LtdCALT120302.sgm10.1080/0968776042000259537ALT-J, Research in Learning Technology0968-7769 (print)/1741-1629 (online)Original Article2004Association for Learning Technology123000000September 2004NiallSclaterniall.sclater@strath.ac.uk The COLA project has been developing a large bank of assessment items for units across the Scottish further education curriculum since May 2003. While item banks have been around for many years and in a range of contexts, various factors are now coming together which suggest that their use is set to increase considerably.


id: rlt-1221
author: Barker, Philip; Jordan, Gillian; Hanson, Janet; Hartley, Roger
title: Reviews
date: 2011-12-30
pages: 6
extension: .pdf
mime: application/pdf
words: 4357
sentence: 189
flesch: 54
cache: cache/rlt-1221.pdf
txt: txt/rlt-1221.txt
summary:
  Chapter 4 builds on the material that was presented in Chapters 2 and 3; it deals with using the Internet and the Web for course development and delivery. Chapter 6 is devoted to how group learning might be assessed.


id: rlt-1123
author: Conole, Gráinne
title: Editorial
date: 2002-09-01
pages: 2
extension: .pdf
mime: application/pdf
words: 529
sentence: 22
flesch: 44
cache: cache/rlt-1123.pdf
txt: txt/rlt-1123.txt
summary:
  Editorial This issue of ALT-J is dedicated to Professor David Squires, the previous editor of ALT-J, who died tragically in August 2001. Riley reports on a pioneering initiative - the Computers in the Curriculum 2 ALT-J Volume 10 Number 3 Project - for which David Squires was Director of Science in the 1980s, as well as more recent developments in systems modelling within geographic and business education.


id: rlt-1126
author: Kemp, Michael; Davis, H. C.; Roche, William; Hall, Wendy
title: From classroom tutor to hypertext adviser: an evaluation
date: 2002-09-01
pages: 13
extension: .pdf
mime: application/pdf
words: 4821
sentence: 177
flesch: 48
cache: cache/rlt-1126.pdf
txt: txt/rlt-1126.txt
summary:
  60 i 50 - 5 40 - | S 30 20 10 i \ • 1 / \ : '/ V Pathology Histology Aims and Objectives MCQ Engine SCALPEL FireBonality Figure 2: Methods used by students to solve problems in the absence of demonstrators Students were also asked to suggest how SCALPEL might be improved by ranking the following and by making further suggestions: • glossary of terms; • online text books; • ability to ask questions online and get answers; • on line Notepad; • more links to background material; • optional extra practicals; • more animations; • sound clips to introduce sections, such as patient histories. We continue by describing the nature of the courseware that was designed to replace the practicals and by detailing the results of the first evaluation of this courseware, which demonstrated that student learning did not suffer from the use of the software while demonstrators were still present.


id: rlt-1213
author: Garrett, Bernard M.; Callear, David
title: Designing intelligent computer-based simulations: a pragmatic approach
date: 2011-12-30
pages: 12
extension: .pdf
mime: application/pdf
words: 5071
sentence: 220
flesch: 41
cache: cache/rlt-1213.pdf
txt: txt/rlt-1213.txt
summary:
  The problems developing intelligent tutoring systems are examined and an argument is made for a practical approach to developing intelligent multimedia simulation systems. Designing intelligent computer-based simulations: a pragmatic approach Bernard M. Garrett* and David Callear** *The School of Health Care, Oxford Brookes University **Department of Information Systems, University of Portsmouth email: bmgarrett@brookes.ac.uk This paper examines the design of intelligent multimedia simulations.


id: rlt-1115
author: Pearson, Elaine J.; Koppi, Tony
title: Inclusion and online learning opportunities: designing for accessibility
date: 2002-06-01
pages: 12
extension: .pdf
mime: application/pdf
words: 5223
sentence: 201
flesch: 42
cache: cache/rlt-1115.pdf
txt: txt/rlt-1115.txt
summary:
  Pearson, E. J. and Koppi, A. J. (2001), 'Guidelines for accessible online courses', internal publication, University of New South Wales, http://www.edtec.unsw.edu.au. We intend to carry out a detailed evaluation of the guidelines and their effectiveness in 26 ALT-J Volume 10 Number 2 assisting the academic in inclusive course design and development.


id: rlt-1218
author: Halfpenny, Peter; Wellings, Sonja
title: Can virtual seminars be used cost-effectively to enhance student learning?
date: 2011-12-30
pages: 10
extension: .pdf
mime: application/pdf
words: 5168
sentence: 178
flesch: 42
cache: cache/rlt-1218.pdf
txt: txt/rlt-1218.txt
summary:
  Staff diary records reveal that the time they spent organizing and running seminars, and communicating with seminar students, was considerably less for the virtual seminars than for the control face-to-face seminars (see Table 1). Can virtual seminars be used cost-effectively to enhance student learning? Peter Halfpenny and Sonja Wellings University of Manchester email: p.halfpenny@man.ac.uk This paper describes a virtual seminar initiative designed to investigate the extent to which computer-mediated communication (CMC) can cost-effectively strengthen staff- student interaction and enhance student group discussion, and thereby improve collaborative learning.


id: rlt-1043
author: Darby, Jonathan; Squires, David
title: Editorial
date: 2011-12-30
pages: 2
extension: .pdf
mime: application/pdf
words: 753
sentence: 34
flesch: 49
cache: cache/rlt-1043.pdf
txt: txt/rlt-1043.txt
summary:
  Many new online courses are conventional courses that have been 'ported' to the new medium. There have been many significant advances in computing since 1975: the advent of the eight-bit microcomputer, hypertext, graphical user interfaces, object technology, CD- ROMs, the Internet and the World Wide Web. Prophets of what the latest technological developments will achieve for education have been many, and by and large false.


id: rlt-1061
author: Dron, Jon; Seidel, Catharine; Litten, Gabrielle
title: Transactional distance in a blended learning environment
date: 2004-06-01
pages: 12
extension: .pdf
mime: application/pdf
words: 5333
sentence: 232
flesch: 50
cache: cache/rlt-1061.pdf
txt: txt/rlt-1061.txt
summary:
  Relationship between dialogue and structure Transactional distance in a blended learning environment 165 responsibility for course development, with quality control provided by the Univer- sity. However, though playing a significant part in strategic planning, other commitments prevented the appointee (the first author of this paper) from playing more than a strategic role in course development.


id: rlt-1106
author: Gunn, Cathy; French, Sheila; McLeod, Hamish; McSporran, Mae; Conole, Gráinne
title: Gender issues in computer-supported learning
date: 2002-03-01
pages: 13
extension: .pdf
mime: application/pdf
words: 5356
sentence: 203
flesch: 43
cache: cache/rlt-1106.pdf
txt: txt/rlt-1106.txt
summary:
  In all areas of the questionnaire, gender differences were present and highly significant. While gender differences have not disappeared entirely, a definite shift is discernible.


id: rlt-1210
author: David, Mike; Denning, Kate
title: Almost as helpful as good theory: some conceptual possibilities for the online classroom
date: 2011-12-30
pages: 12
extension: .pdf
mime: application/pdf
words: 5383
sentence: 245
flesch: 52
cache: cache/rlt-1210.pdf
txt: txt/rlt-1210.txt
summary:
  Socially, group members are isolated and their basic assumption is flight - from the task and any discussion about the task. If a group is high on group dynamics but low on learning dynamics then group members may be having a lot of fun whilst achieving little learning.


id: rlt-1058
author: Conole, Grainne; Dyke, Martin
title: What are the affordances of information and communication technologies?
date: 2004-06-01
pages: 12
extension: .pdf
mime: application/pdf
words: 5265
sentence: 247
flesch: 45
cache: cache/rlt-1058.pdf
txt: txt/rlt-1058.txt
summary:
  Borgman, C. L. (2001) Digital libraries and virtual universities, in: T. D. Senta & T. Tschang (Eds) Access to knowledge: new information technologies and the emergence of the virtual university (Paris, International Association of Universities Press), 207–240. Issues of surveillance and disciplinary power, in: ‘Online Learning Environments’, 9th Improving student learning symposium, improving student learning using learning technologies, 9–11 September, Heriot Watt University.


id: rlt-1112
title: Reviews
date: 2002-03-01
pages: 8
extension: .pdf
mime: application/pdf
words: 5537
sentence: 231
flesch: 53
cache: cache/rlt-1112.pdf
txt: txt/rlt-1112.txt
author:
  Barker, Philip; Fowell, Sue; Funnell, Peter; Ingraham, Bruce; Mogey, Nora; Goodison, Terry; O'Donoghue, John

summary:
  Written from what is largely a social science, rather than pedagogical, perspec- tive, he draws together a range of social, political and economic perspectives on the issue of lifelong learning in the emergent 'knowledge economy'. Although he doesn't especially engage with issues surrounding the application of learning technologies to lifelong learning, the 93 Reviews book will nevertheless provide ALT-J readers with a valuable perspective from which to view those technological and pedagogical issues that are perhaps their more immediate concern.


id: rlt-1118
author: Holt, Ruth; Oliver, Martin; McAvinia, Claire
date: 2002-06-01
pages: 12
extension: .pdf
mime: application/pdf
words: 6019
sentence: 243
flesch: 55
cache: cache/rlt-1118.pdf
txt: txt/rlt-1118.txt
title:
  Using Web-based support for campus-based open learning: lessons from a study in dental public health

summary:
  Given that students organized their time around dead- lines, the number and pacing of assignments will create the structure of the course, at least in terms of student work. Whilst some of the benefits that apply to distance learning will also accrue for students based at traditional institutions, it would be naive to assume that all will apply, or that they will all result in the same patterns of student engagement.


id: rlt-1248
author: Bennett, Sue; Oliver, Martin
title: Talking back to theory: the missed opportunities in learning technology research
date: 2011-11-01
pages: 11
extension: .pdf
mime: application/pdf
words: 5802
sentence: 309
flesch: 53
cache: cache/rlt-1248.pdf
txt: txt/rlt-1248.txt
summary:
  Formative research: A methodology for creating and improving design theories. While design research works well for investigating the effectiveness of a particular design in practice, and so helps to inform instructional design theory, it has little relevance to non-design problems.


id: rlt-1069
author: Clarke, Sophie; Lindsay, Katharine; McKenna, Chris; New, Steve
title: INQUIRE: a case study in evaluating the potential of online MCQ tests in a discursive subject
date: 2004-09-01
pages: 12
extension: .pdf
mime: application/pdf
words: 5857
sentence: 231
flesch: 53
cache: cache/rlt-1069.pdf
txt: txt/rlt-1069.txt
summary:
  Techniques that attempted to quantify student knowledge in some way (confidence logs and 1-minute papers) were discarded on the grounds of difficulty of application within the resources available, and also because of the prob- lems inherent in using these methods to judge improvement against the stated aims. The INQUIRE (Interactive Questions Reinforcing Education) Evaluation Project was jointly conducted by two groups at the University of Oxford—the Saïd Business School and the Academic Computing Development Team to evaluate the use of online MCQs as a mechanism to reinforce and extend student learning.


id: rlt-1232
author: Lennox Terrion, Jenepher; Aceti, Victoria
date: 2012-03-16
pages: 11
extension: .pdf
mime: application/pdf
words: 5972
sentence: 221
flesch: 43
cache: cache/rlt-1232.pdf
txt: txt/rlt-1232.txt
title:
  Perceptions of the effects of clicker technology on student learning and engagement: a study of freshmen Chemistry students

summary:
  ‘Clickers in the large classroom: Current research and best-practice tips’, CBE Life Sciences Education, vol. 6, pp. 9�20. Carini, R. M., Kuh, G. D. & Klein, S. P. (2006) ‘Student engagement and student learning: testing the linkages’, Research in Higher Education, vol. Marie, Canada (Received 17 August 2010; final version received 02 September 2011) While technology � in the form of laptops and cellphones � may be the cause of much of the distraction in university and college classrooms, some, including the personal or classroom response system (PRS/CRS) or clicker, also present pedagogical opportunities to enhance student engagement.


id: rlt-1056
author: Squires, David; Conole, Gráìnne
title: Editorial
date: 2011-12-30
pages: 2
extension: .pdf
mime: application/pdf
words: 575
sentence: 28
flesch: 49
cache: cache/rlt-1056.pdf
txt: txt/rlt-1056.txt
summary:
  We can all learn from each other in this context, and we see ALT-J as providing opportunities for strategic initiatives to be reported, leading to a discussion of issues such as staff training, resourcing and management. To launch this new format, Issue 7.3 will develop the fourth aspect outlined above by focusing on work from the commercial sector and in particular will describe the educational work associated with the BT Laboratories at Martlesham Heath.


id: rlt-1081
author: Seale, Jane
title: Editorial: the role and influence of key stakeholders in the learning technology community
date: 2003-06-01
pages: 3
extension: .pdf
mime: application/pdf
words: 1053
sentence: 35
flesch: 43
cache: cache/rlt-1081.pdf
txt: txt/rlt-1081.txt
summary:
  In their article, Loewenberger and Bull report two examples in which key stakeholders influenced their survey. But the use of video analysis to record detailed student behaviours introduces another stakeholder into the team - the student.


id: rlt-1229
author: On Tam, Cheung
title: The effectiveness of educational podcasts for teaching music and visual arts in higher education
date: 2012-02-03
pages: 13
extension: .pdf
mime: application/pdf
words: 6515
sentence: 337
flesch: 50
cache: cache/rlt-1229.pdf
txt: txt/rlt-1229.txt
summary:
  Effectiveness of podcast learning There are two major approaches to investigating the effectiveness of podcast learning. Evaluative statements on the effectiveness of podcast learning.


id: rlt-1096
author: Littlejohn, Allison
title: Supporting sustainable e-learning
date: 2003-09-01
pages: 15
extension: .pdf
mime: application/pdf
words: 7084
sentence: 312
flesch: 41
cache: cache/rlt-1096.pdf
txt: txt/rlt-1096.txt
summary:
  It is interesting to note that both lecturers and students advocate the use of e-learning systems primarily to supplement the face-to-face interactions of lectures and tutorials for the distribution of lecture notes, handouts and course information. It reports the responses of a range of e-learning support staff to new developments in the reuse and sharing of Learning Objects.


id: rlt-1668
author: Shaw, Jerie; Kominko, Sofiya; Terrion, Jenepher Lennox
date: 2015-11-11
pages: 14
extension: .pdf
mime: application/pdf
words: 7016
sentence: 301
flesch: 43
cache: cache/rlt-1668.pdf
txt: txt/rlt-1668.txt
title:
  Using LectureTools to enhance student–instructor relations and student engagement in the large class

summary:
  Ultimately, the functionality of LectureTools was found to facilitate the development of student�instructor relationships in the large class while also enhancing student engagement. The purpose of this article is to confirm existing results about the potential of LectureTools to produce positive effects in the post-secondary class, while also extending these results to consider the impact this tool may have on student�instructor relationships.


id: rlt-1737
author: Mello, Luciane V.
date: 2016-03-17
pages: 16
extension: .pdf
mime: application/pdf
words: 7417
sentence: 339
flesch: 49
cache: cache/rlt-1737.pdf
txt: txt/rlt-1737.txt
title:
  Fostering postgraduate student engagement: online resources supporting self-directed learning in a diverse cohort

summary:
  Indeed, this suggestion is in agreement with the higher appreciation of SDL by PhD students (generally first class UG degrees) than by Masters students (a mix including students achieving a 2.2 � according to the UK degree classification). Despite the different learning experiences of the diverse cohort, the study found that the blended nature of the course and its resources in support of SDL created a learning environment which positively affected student learning.


id: rlt-1225
author: Kearney, Matthew; Schuck, Sandra; Burden, Kevin; Aubusson, Peter
title: Viewing mobile learning from a pedagogical perspective
date: 2012-02-03
pages: 17
extension: .pdf
mime: application/pdf
words: 7465
sentence: 322
flesch: 38
cache: cache/rlt-1225.pdf
txt: txt/rlt-1225.txt
summary:
  The paper presents a pedagogical perspective of mobile learning which highlights three central features of mobile learning: authenticity, collaboration and personalisation, embedded in the unique time- space contexts of mobile learning. A pedagogical framework was developed and tested through activities in two mobile learning projects located in teacher education communities: Mobagogy, a project in which faculty staff in an Australian university developed understanding of mobile learning; and The Bird in the Hand Project, which explored the use of smartphones by student teachers and their mentors in the United Kingdom.


id: rlt-1235
title: Worth it? Findings from a study of how academics assess students’ Web 2.0 activities
date: 2012-02-03
pages: 15
extension: .pdf
mime: application/pdf
words: 7960
sentence: 335
flesch: 47
cache: cache/rlt-1235.pdf
txt: txt/rlt-1235.txt
author:
  Gray, Kathleen; Waycott, Jenny; Clerehan, Rosemary; Hamilton, Margaret; Richardson, Joan; Sheard, Judithe; Thompson, Celia

summary:
  Questions arise as to the value of these activities compared to more conventional assignments, and whether implementing such changes to student assessment is worth the effort. So far, although reform of student assessment in higher education is called for � ‘The revolution will encompass ‘feedback from assessment’ and the development of visible learning and visible teaching’ (Hattie 2009) � and despite the potential of Web 2.0 technologies to facilitate such change, Web 2.0 cannot be seen to be transforming university assessment.


id: rlt-1244
author: Nie, Ming; Armellini, Alejandro; Witthaus, Gabi; Barklamb, Kelly
title: How do e‐book readers enhance learning opportunities for distance work‐based learners?
date: 2010-03-01
pages: 20
extension: .pdf
mime: application/pdf
words: 8636
sentence: 487
flesch: 62
cache: cache/rlt-1244.pdf
txt: txt/rlt-1244.txt
summary:
  Research in Learning Technology Vol. 19, No. 1, March 2011, 19–38 ISSN 0968-7769 print/ISSN 1741-1629 online © 2011 Association for Learning Technology DOI: 10.1080/09687769.2010.548506 http://www.informaworld.com How do e-book readers enhance learning opportunities for distance work-based learners? Ming Niea*, Alejandro Armellinia, Gabi Witthausa and Kelly Barklambb aBeyond Distance Research Alliance, University of Leicester, Leicester, UK; bZeal Solutions Ltd, London, UK Taylor and FrancisCALT_A_548506.sgm (Received 17 September 2010; final version received 9 December 2010) 10.1080/09687769.2010.548506Research in Learning Technology0968-7769 (print)/1741-1629 (online)Original Article2011Taylor & Francis191000000March 2011Dr MingNiemn79@le.ac.uk We report on the incorporation of e-book readers into the delivery of two distance- taught master’s programmes in Occupational Psychology (OP) and one in Education at the University of Leicester, UK.


id: rlt-1113
author: Oliver, Martin
title: Editorial
date: 2002-06-01
pages: 2
extension: .pdf
mime: application/pdf
words: 490
sentence: 21
flesch: 55
cache: cache/rlt-1113.pdf
txt: txt/rlt-1113.txt
summary:
  ALT-N already provides a forum for articles where timeliness is the greatest priority; ALT-J, therefore, must concentrate on articles where the emphasis is on identifying the wider context, providing considered debate or giving longer-term analyses. At the same time, we have articles which address longstanding areas of concern, such as Singh and Dron's study of cross-cultural interaction, or Holt et al.'s questioning of assumptions about the benefits of online learning.


id: rlt-1052
author: Hart, Gail; Ryan, Yoni; Bagdon, Kerry
title: Supporting organizational change: fostering a more flexible approach to course delivery
date: 2011-12-30
pages: 8
extension: .pdf
mime: application/pdf
words: 3180
sentence: 145
flesch: 40
cache: cache/rlt-1052.pdf
txt: txt/rlt-1052.txt
summary:
  The implementation was guided by a model of flexible education and a set of principles underpinning a 'whole of organization approach to flexible delivery. The term 'flexible delivery' is now widely used in Australia to describe an educational approach that takes advantage of technology and new procedures (such as automated telephone or online enrolment) to allow students more choice in relation to the time and 47 Gail Hart et al Supporting organizational change: fostering a more flexible approach t o course delivery place of their study experiences, and to bring greater efficiencies to an organization's administrative practices.


id: rlt-1100
author: Barker, Philip; Lewis, Roger; Ingraham, Bruce; Pearson, Elaine; Sweet, John; Frank, Andrea I.
title: Reviews
date: 2003-09-01
pages: 7
extension: .pdf
mime: application/pdf
words: 4384
sentence: 177
flesch: 50
cache: cache/rlt-1100.pdf
txt: txt/rlt-1100.txt
summary:
  The use of online learning is becoming pervasive in education whether through student- or teacher-led demand, or via management insistence or peer pressure. Those cases dealing with teaching and assessment consider the issues that arise in online learning both by early adopters and by 127 Reviews those who felt compelled to move toward online learning and found it more rewarding than they expected it to be.


id: rlt-1104
author: McAvinia, Claire
title: Key skills by design: adapting a central Web resource to departmental contexts
date: 2002-03-01
pages: 13
extension: .pdf
mime: application/pdf
words: 5604
sentence: 203
flesch: 49
cache: cache/rlt-1104.pdf
txt: txt/rlt-1104.txt
summary:
  This paper presents a model for Web-based delivery of support for key skills which incorporates two separate approaches to the design of these resources. Key skills by design: adapting a central Web resource to departmental contexts all levels of education and training (DfES, 2001), and indeed by the renaming of the Department for Education and Employment as the Department for Education and Skills.


id: rlt-1109
author: Fiddes, D. J.; Korabinski, A. A.; McGuire, G. R.; Youngson, M. A.; McMillan, D.
title: Does the mode of delivery affect mathematics examination results?
date: 2002-03-01
pages: 10
extension: .pdf
mime: application/pdf
words: 3874
sentence: 160
flesch: 59
cache: cache/rlt-1109.pdf
txt: txt/rlt-1109.txt
summary:
  The questions in the P format tests were then converted into computer test questions as required by the CUE assessment package (Beevers, 2000). We use the abbreviation 'ICT format' for this type of computer test.


id: rlt-1049
author: Buckner, Kathy; Morss, Kate
title: The importance of task appropriateness in computer-supported collaborative learning
date: 2011-12-30
pages: 6
extension: .pdf
mime: application/pdf
words: 2674
sentence: 95
flesch: 41
cache: cache/rlt-1049.pdf
txt: txt/rlt-1049.txt
summary:
  • Students have time to reflect on contributions to the debate, undertake further research and make further contributions, leading to improved quality in student learning. If it does, and the assessment mechanism is appropriate, the benefits include improved motivation to participate in discussion, improved student learning, and the ability to assess individual performance in group activities.


id: rlt-1105
author: Lockyer, Lori; Patterson, John; Rowland, Gregg; Hearne, Doug
date: 2002-03-01
pages: 8
extension: .pdf
mime: application/pdf
words: 3561
sentence: 132
flesch: 35
cache: cache/rlt-1105.pdf
txt: txt/rlt-1105.txt
title:
  Online mentoring and peer support: using learning technologies to facilitate entry into a community of practice

summary:
  Teaching practice has been an example of how teacher educators and practising teachers work together to mentor newcomers into the community of practice. Similar attempts to support professional practice experience through online interaction have suggested use of an explicit structure to develop interaction (Brehm, 1999).


id: rlt-1215
author: Barnett, Liz; Galbraith, Jane; Gee, Paul; Jennings, Fran; Riley, Ron
title: On-line student feedback: a pilot study
date: 2011-12-30
pages: 9
extension: .pdf
mime: application/pdf
words: 4535
sentence: 177
flesch: 53
cache: cache/rlt-1215.pdf
txt: txt/rlt-1215.txt
summary:
  There are a number of critiques questioning the validity of student response as a measure of educational quality. This paper reports on a trial, at LSE, comparing student response to on-line and paper-based surveys, to assess variations in response rate and possible explanations for them.


id: rlt-1116
author: Singh, Sanjeev; Dron, Jon
title: Networking: a study in planning and developing cross-cultural collaboration
date: 2002-06-01
pages: 9
extension: .pdf
mime: application/pdf
words: 4471
sentence: 180
flesch: 45
cache: cache/rlt-1116.pdf
txt: txt/rlt-1116.txt
summary:
  However, it has mainly been used by Brighton students, which is felt to be the result of the enthusiastic selling of the system by its author. Our latest solution is to provide students with assignments and projects requiring the development of tutorials which will be of use to other students in each country.


id: rlt-1035
author: Currier, Sarah; Barton, Jane; O’Beirne, Rónán; Ryan, Ben
date: 2004-03-01
pages: 16
extension: .pdf
mime: application/pdf
words: 7117
sentence: 318
flesch: 45
cache: cache/rlt-1035.pdf
txt: txt/rlt-1035.txt
title:
  Quality assurance for digital learning object repositories: issues for the metadata creation process

summary:
  However, repositories are reporting difficulties in obtaining good quality metadata from their contributors, and it is becoming apparent that the issue of metadata creation warrants attention. It touches on motivation and support for metadata creation by untrained resource authors, and on the necessity for checking of metadata, whoever it is created by: Even when there’s a positive benefit to creating good metadata, people steadfastly refuse to exercise care and diligence in their metadata creation.


id: rlt-1103
author: Davis, Mike; Denning, Kate
title: Time to experiment: a response
date: 2002-03-01
pages: 3
extension: .pdf
mime: application/pdf
words: 936
sentence: 36
flesch: 46
cache: cache/rlt-1103.pdf
txt: txt/rlt-1103.txt
summary:
  Bion's view was that groups had the capacity to function in any of the three basic assumption groups or to be a work, or sophisticated group, but that the two types are mutually exclusive. The paper does little justice to the complexities of Bion's thinking about basic assumption groups and work groups, but Table 1 may help.


id: rlt-1222
author: Rolfe, Vivien
title: Open educational resources: staff attitudes and awareness
date: 2012-02-03
pages: 13
extension: .pdf
mime: application/pdf
words: 5982
sentence: 239
flesch: 44
cache: cache/rlt-1222.pdf
txt: txt/rlt-1222.txt
summary:
  Keywords: open educational resources; staff attitudes; sustainability Introduction The Massachusetts Institute of Technology (MIT) first talked about placing learning materials for free on the Internet in 2001 (Goldberg 2001), and soon after the term ‘‘Open Educational Resources’’ (OER) emerged and was defined as: ‘‘educational resources, enabled by information and communication technologies, for consultation, use and adaptation by a community of users for non-commercial purposes’’ (UNESCO 2002). doi:10.3402/rlt.v20i0/14395 Open educational resources: staff attitudes and awareness Vivien Rolfe* Faculty of Health and Life Sciences, De Montfort University, Leicester, UK (Received 25 October 2010; final version received 27 April 2011) Attitudes are changing in education globally to promote the open sharing of educational courses and resources.


id: rlt-1101
author: Seale, Jane; Haywood, Jeff; Mogey, Nora
title: Editorial
date: 2002-03-01
pages: 3
extension: .pdf
mime: application/pdf
words: 1274
sentence: 44
flesch: 41
cache: cache/rlt-1101.pdf
txt: txt/rlt-1101.txt
summary:
  It requires a meaningful dialogue with members of the department in order to produce a product that has contextual relevance for students. The study found that while students seemed comfortable using the online peer support, they were not as 'reflective' as the authors had hoped they would be.


id: rlt-1242
author: Sharpe, Rhona
title: Evidence and evaluation in learning technology research
date: 2011-03-01
pages: 4
extension: .pdf
mime: application/pdf
words: 1925
sentence: 81
flesch: 51
cache: cache/rlt-1242.pdf
txt: txt/rlt-1242.txt
summary:
  The journal plays a key role in the Association for Learning Technology’s aim to raise the profile of research in learning technology. The first paper in this issue, Zhen Li’s study of e-learning community, demon- strates how we might respond to some of the challenges above.


id: rlt-1036
author: Koper, Rob; Pannekeet, Kees; Hendriks, Maaike; Hummel, Hans
title: Building communities for the exchange of learning objects: theoretical foundations and requirements
date: 2004-03-01
pages: 15
extension: .pdf
mime: application/pdf
words: 6996
sentence: 388
flesch: 47
cache: cache/rlt-1036.pdf
txt: txt/rlt-1036.txt
summary:
  These steps can be considered as the sociability requirements to build successful learning object exchange communities: 1. clearly define the purpose of the group; 2. create a distinctive gathering place for the group; 3. Wilson and Ryder (1998) characterize learning communities as follows: 1.


id: rlt-1219
author: Sehlaoui, Abdelilah Salim
date: 2011-12-30
pages: 12
extension: .pdf
mime: application/pdf
words: 6002
sentence: 250
flesch: 50
cache: cache/rlt-1219.pdf
txt: txt/rlt-1219.txt
title:
  Developing cross-cultural communicative competence via computer-assisted language learning: the case of pre-service ESL/EFL teachers

summary:
  In their responses to the following statement, 'Computer technology can be used to develop CCCC because it is neutral', almost all participants (80 per cent) agreed that computer technology is neutral in the sense that has been discussed before in this article. Developing cross-cultural communicative competence via computer-assisted language learning: the case of pre-service ESL/EFL teachers Abdelilah Salim Sehlaoui Department of Foreign Languages, Emporia State University email: sehlaoua@emporia.edu Based on a qualitative research project, this article presents a view on the use of computer technology to develop a critical cross-cultural communicative competence in English as a Second Language (ESL) / English as a Foreign Language (EFL) for pre- service teachers.


id: rlt-1057
author: Kitts, Sally Ann; Hancock, John T.
title: Putting theory into practice: the creation of REALs in the context of today's universities
date: 2011-12-30
pages: 11
extension: .pdf
mime: application/pdf
words: 4776
sentence: 168
flesch: 41
cache: cache/rlt-1057.pdf
txt: txt/rlt-1057.txt
summary:
  Student responsibility and intentional learning Integration through assessment and the involvement of students in the continued growth and development of the HLTs motivates students, thereby promoting and encouraging study and an increase in student responsibility, initiative and decision-making. Using HLTs students focus on and explore the resources and support they need as individuals.


id: rlt-1211
title: Reviews
date: 2011-12-30
pages: 8
extension: .pdf
mime: application/pdf
words: 6154
sentence: 357
flesch: 59
cache: cache/rlt-1211.pdf
txt: txt/rlt-1211.txt
author:
  Barker, Philip; Frank, Andrea; Jones, Chris; Pearson, Elaine; Jordan, Gillian; Traxler, John; Clark, Linda

summary:
  The statement that 'policies reveal values' is illuminative in the context of how we value student learning and the degree to which we endeavour to put our students before institu- tional convenience. The first concentrates on the theoretical foundations of distance learning.


id: rlt-1062
author: Lisewski, Bernard
title: Implementing a learning technology strategy: top–down strategy meets bottom–up culture
date: 2004-06-01
pages: 14
extension: .pdf
mime: application/pdf
words: 6559
sentence: 198
flesch: 33
cache: cache/rlt-1062.pdf
txt: txt/rlt-1062.txt
summary:
  188 B. Lisewski University of Salford (2002b) Learning technologies strategy, Internal policy document. (print)/ISSN 1741–1629 (online)/04/020175–14 © 2004 Association for Learning Technology DOI: 10.1080/0968776042000216228 176 B. Lisewski The main challenge arising from these findings is for HE institutions to develop more strategic policies on how learning technology can be used for different target groups especially given that as Timmis (2003, p. 1) argues: Learning technology is set to change the prevailing teaching paradigm as well as helping address other national drivers such as widening participation, increased student numbers and accessibility.


id: rlt-1119
author: Alsop, Graham; Tompsett, Chris
title: Grounded Theory as an approach to studying students' uses of learning management systems
date: 2002-06-01
pages: 14
extension: .pdf
mime: application/pdf
words: 6423
sentence: 241
flesch: 45
cache: cache/rlt-1119.pdf
txt: txt/rlt-1119.txt
summary:
  This open structure to the collection of qualitative data was designed to elicit responses that would be framed within language understood by other students. For manage- ment an LMS can provide operational benefits, such as integration with other management systems (student records and finance, etc.) as well as strategic opportunities, for example to increase student numbers by decreasing the time spent by each student within the university.


id: rlt-1127
author: Riley, David
title: Simulation modelling: educational development roles for learning technologists
date: 2002-09-01
pages: 16
extension: .pdf
mime: application/pdf
words: 6370
sentence: 233
flesch: 34
cache: cache/rlt-1127.pdf
txt: txt/rlt-1127.txt
summary:
  Coyle, R. G. (1996), System Dynamics Modelling: A Practical Approach, London: Chapman and Hall. Simulation modelling: educational development roles for learning technologists David Riley Imperial College London email: d.riley@imperial.ac.uk Simulation modelling was in the mainstream of CAL development in the 1980s when the late David Squires introduced this author to the Dynamic Modelling System.


id: rlt-1067
author: Sim, Gavin; Holifield, Phil; Brown, Martin
title: Implementation of computer assisted assessment: lessons from the literature
date: 2004-09-01
pages: 15
extension: .pdf
mime: application/pdf
words: 7049
sentence: 307
flesch: 41
cache: cache/rlt-1067.pdf
txt: txt/rlt-1067.txt
summary:
  Other terminology used in the search included ‘computer based testing, computer-based assessment, computer aided assessment and e-assessment’. There’s no confidence in multiple-choice testing, Proceedings of the 6th International Computer Assisted Assessment Conference (Loughborough, Loughborough University), 119–132. Dowsing, R. D. (1998) Flexibility and the technology of computer aided assessment, Proceedings of the ASCILITE 1998 (Wollongong, University of Wollongong), 163–171. Dyson, M. C. & Kipping, G. J. (1997)


id: rlt-1053
author: Ionesco, Vlad
title: Staff edutainment on a corporate intranetlessons learned
date: 2011-12-30
pages: 7
extension: .pdf
mime: application/pdf
words: 3227
sentence: 149
flesch: 48
cache: cache/rlt-1053.pdf
txt: txt/rlt-1053.txt
summary:
  However, a number of pedagogical, organizational and technical requirements must be met in order to succeed Context, pedagogical aims and standards, content, information structure, user characteristics, management commitment, technical platform, media types, the production team, user interface and user tests are just a few of the important factors that must be considered This paper attempts to identify some of the factors essential to successful staff education on the corporate intranet, discussing observations and lessons learned from the case study. Instead, new users had the option to go through an introductory module.


id: rlt-1124
author: Conole, Gráinne
title: The evolving landscape of learning technology
date: 2002-09-01
pages: 15
extension: .pdf
mime: application/pdf
words: 6780
sentence: 260
flesch: 37
cache: cache/rlt-1124.pdf
txt: txt/rlt-1124.txt
summary:
  It then focuses upon learning technology developments which have occurred in the last five years in the UK and offers a number of alternative taxonomies to describe this. It updates the vision of technology outlined by Squires' (1999) concept of peripatetic electronic teachers (PETs) where Information and Communica- tion Technologies (ICT) provide an enabling medium to allow teachers to act as free- lance agents in a virtual world and reflects to what extent this vision has been realized The paper begins with a survey of some of the key areas of ICT development and pro- vides a contextualizing framework for the area in terms of external agendas and policy drivers.


id: rlt-1425
author: Hicks, Alison; Sinkinson, Caroline
title: Critical connections: personal learning environments and information literacy
date: 2015-01-14
pages: 12
extension: .pdf
mime: application/pdf
words: 6619
sentence: 296
flesch: 37
cache: cache/rlt-1425.pdf
txt: txt/rlt-1425.txt
summary:
  Self-regulated learner Within new information landscapes, learners are continually challenged to manage their own learning. Critical information literacy CIL is a complex set of behaviours, attitudes and interactions that a learner adopts to engage critically in information landscapes.


id: rlt-1246
author: Borovik, Alexandre
date: 2011-03-01
pages: 13
extension: .pdf
mime: application/pdf
words: 5063
sentence: 269
flesch: 53
cache: cache/rlt-1246.pdf
txt: txt/rlt-1246.txt
title:
  Information technology in university‐level mathematics teaching and learning: a mathematician’s point of view

summary:
  The paper is addressed to our non-mathematician colleagues and is not intended to be a survey of the existing software and courseware for mathematics teaching – the corpus of existing solutions is enormous and its discussion inevitably involves hardcore mathematics. I sincerely hope that IT solutions that do not work in mathematics teaching can be happily used, say, in the humanities or in the social sciences – but please do not force on us solutions unsuit- able for, and unworkable in, mathematics learning and teaching.


id: rlt-1059
author: Ellaway, Rachel; Dewhurst, David; McLeod, Hamish
title: Evaluating a virtual learning environment in the context of its community of practice
date: 2004-06-01
pages: 21
extension: .pdf
mime: application/pdf
words: 8681
sentence: 324
flesch: 43
cache: cache/rlt-1059.pdf
txt: txt/rlt-1059.txt
summary:
  It is descrip- tive rather than prescriptive; the themes used and the insights gained are recom- mended as tools to inform the reflective practices of those responsible for the design and delivery of VLE systems within coherent community of practice contexts. Preliminary heuristics for the design and evaluation of online communities of practice systems, eLearn Magazine.


id: rlt-1233
author: Waycott, Jenny; Dalgarno, Barney; Kennedy, Gregor; Bishop, Andrea
title: Making science real: photo-sharing in biology and chemistry
date: 2012-03-15
pages: 14
extension: .pdf
mime: application/pdf
words: 7270
sentence: 279
flesch: 46
cache: cache/rlt-1233.pdf
txt: txt/rlt-1233.txt
summary:
  There were slightly more favourable responses from Chemistry students to the statements ‘‘the activity improved my ability to share my knowledge and/or opinions with other students’’ (10 students, or 26% of respondents, agreed/strongly agreed) and it ‘‘helped me develop my thinking skills by writing or producing study related material’’ (10 students, or 26%, agreed/strongly agreed). Citation: Research in Learning Technology 2012; 20: 16151 - DOI: 10.3402/rlt.v20i0.16151 http://www.researchinlearningtechnology.net/index.php/rlt/article/view/16151 enjoyable) and Chemistry students were significantly stronger in their agreement on the two negative items (boring and irrelevant).


id: rlt-1095
author: de Freitas, Sara; Roberts, Gerald P.
date: 2003-09-01
pages: 19
extension: .pdf
mime: application/pdf
words: 6716
sentence: 324
flesch: 60
cache: cache/rlt-1095.pdf
txt: txt/rlt-1095.txt
title:
  Does distance e-learning work? A comparison between distance and face-to-face learners using e-learning materials

summary:
  To ensure that students received weekly feedback, a feature that was thought to be particularly relevant for distance learning students, the final examination requirements for the year 2001-2 were changed from previous years. Results Comparison of students intake for the years 1993-2001 To assess whether the introduction of e-learning materials influences student numbers, the number of students entering single honours B.Sc.


id: rlt-1070
author: Davies, Phil
date: 2004-09-01
pages: 17
extension: .pdf
mime: application/pdf
words: 7780
sentence: 270
flesch: 61
cache: cache/rlt-1070.pdf
txt: txt/rlt-1070.txt
title:
  Don’t write, just mark: the validity of assessing student ability via their computerized peer-marking of an essay rather than their creation of an essay

summary:
  Peer feedback marking: developing peer assessment, Innovations in Education and Training International, 32(2), 175–187. Falchikov, N. & Goldfinch, J. (2000) Student peer assessment in higher education: a meta-analysis comparing peer and teacher marks, Review of Educational Research, 70(3), 287–322. Lewis, S. F. & Davies, P. (2004) However, from student feedback and the tutor’s analysis of the feedback, there is an indication that the inclusion of free-text responses as well as the menu-driven system encourages students to include emphasis and further subjectivity within their comments.


id: rlt-1230
author: Gunn, Cathy; Steel, Caroline
title: Linking theory to practice in learning technology research
date: 2012-03-15
pages: 14
extension: .pdf
mime: application/pdf
words: 6505
sentence: 275
flesch: 43
cache: cache/rlt-1230.pdf
txt: txt/rlt-1230.txt
summary:
  We conclude by supporting other researchers who recommend educational design research as a theory focused methodology to move the field forward in productive and consistent ways. Keywords: research methodology; educational design research; educational theory; evaluation Despite a reasonably large body of knowledge built up over recent decades, an Association for Learning Technology (ALT) sponsored report on Technology in Learning notes that research typically does not address the problem of building an ecology of learning or take important factors related to integration of learning innovations into account (ALT 2010, 5).


id: rlt-1097
author: Dempster, Jacqueline A.; Beetham, Helen; Jackson, Peter; Richardson, Steven
date: 2003-09-01
pages: 15
extension: .pdf
mime: application/pdf
words: 6437
sentence: 252
flesch: 38
cache: cache/rlt-1097.pdf
txt: txt/rlt-1097.txt
title:
  Creating virtual communities of practice for learning technology in higher education: issues, challenges and experiences

summary:
  The RESULTs environment supports learning technology communities of practice by offering an organic means for development of a taxonomy supporting the diverse sub- communities of learning technology practice to become transparent with consensus reached over a period of time. Supporting a learning technology community of practice A wide range of strategies is being used to support learning technology practice, including national support agencies, institutional initiatives and via professional development programmes (see review by Lally and McConnell, undated).


id: rlt-1114
author: Plewes, Louise; Issroff, Kim
title: Understanding the development of teaching and learning resources: a review
date: 2002-06-01
pages: 13
extension: .pdf
mime: application/pdf
words: 5510
sentence: 214
flesch: 41
cache: cache/rlt-1114.pdf
txt: txt/rlt-1114.txt
summary:
  This type of mass, industrialized production with a highly specialized division of labour (Lewis, 1971a, 1971b; Rumble, 1992; Fames, 1993) is specific to the OU and is not common in campus-based HEIs where learning resources production is more of an ad hoc 'cottage industry' (Fames, 1993; Bates, 1997; Peters, 1998). Input teaching activities / media, allocate student time between media, look at staff time costs and resources needed.


id: rlt-1107
author: Riley, David
title: Educational innovation, learning technologies and Virtual culture potential'
date: 2002-03-01
pages: 7
extension: .pdf
mime: application/pdf
words: 2906
sentence: 115
flesch: 30
cache: cache/rlt-1107.pdf
txt: txt/rlt-1107.txt
summary:
  Hence, four general characteristics of virtual culture are proposed, against which applications of learning technologies can be evaluated for their innovative potential. Thus, an education system that developed to support the internal symbol-processing needs of theoretic culture should adapt and grow to support the external symbol-processing needs of virtual culture.


id: rlt-1065
author: Conole, Gráinne; Danson, Myles
title: Editorial
date: 2004-09-01
pages: 2
extension: .pdf
mime: application/pdf
words: 713
sentence: 24
flesch: 37
cache: cache/rlt-1065.pdf
txt: txt/rlt-1065.txt
summary:
  It includes selected papers from the CAA Conference, along with other CAA papers from across further and higher education. She directed the highly successful TLTP-funded National CAA Centre, and through this co-authored the Blueprint for CAA which is still widely cited and used.


id: rlt-1707
author: Mirriahi, Negin; Alonzo, Dennis; Fox, Bob
title: A blended learning framework for curriculum design and professional development
date: 2015-10-26
pages: 14
extension: .pdf
mime: application/pdf
words: 6791
sentence: 303
flesch: 42
cache: cache/rlt-1707.pdf
txt: txt/rlt-1707.txt
summary:
  Formative assessment activities have significant impact on improving student learning (Hattie 2008) providing opportunities for students to practice, determine their level of performance, and set their own learning goals. Student access to their progress and achievement Technology (e.g. online assessment marks, quizzes) is used to inform students about their learning achievement.


id: rlt-1018
author: McAleese, Ray
title: Comment: the coming tornado?
date: 2011-12-30
pages: 6
extension: .pdf
mime: application/pdf
words: 2958
sentence: 149
flesch: 56
cache: cache/rlt-1018.pdf
txt: txt/rlt-1018.txt
summary:
  In a chapter entitled Making Technology Attractive (Chapter 6), Daniel uses Moore's (1995) 'technology life-cycle' to argue the case for capitalizing on technology to 'dominate the niche' (p. 90). Universities have a window of opportunity to take advantage of developments in information and communications technology.


id: rlt-1110
author: Duffy, Tim; Gilbert, Iain; Kennedy, David; Kwong, Poon Wai
date: 2002-03-01
pages: 13
extension: .pdf
mime: application/pdf
words: 5831
sentence: 258
flesch: 51
cache: cache/rlt-1110.pdf
txt: txt/rlt-1110.txt
title:
  Comparing distance education and conventional education: observations from a comparative study of post-registration nurses

summary:
  Ng (2001) similarly found Hong Kong students to lack social cohesion as a group, to demonstrate limited communication with each other and to show anxiety about computer-mediated communication. We have already noted that Hong Kong students were reluctant to raise questions and to engage in discussion in the public domain of the online forum.


id: rlt-1212
author: Conole, Grainne
title: Editorial
date: 2011-12-30
pages: 3
extension: .pdf
mime: application/pdf
words: 1255
sentence: 54
flesch: 47
cache: cache/rlt-1212.pdf
txt: txt/rlt-1212.txt
summary:
  This project focused on educational multimedia development, the analysis of satellite images using state-of-the-art software applications, and the development of internationally accredited masters degree programmes in ICT and Environmental Studies. Within it are five commonly observed foci for teacher professional development [... ].


id: rlt-1120
author: Hughes, Gwyneth
date: 2002-06-01
pages: 3
extension: .pdf
mime: application/pdf
words: 1199
sentence: 44
flesch: 41
cache: cache/rlt-1120.pdf
txt: txt/rlt-1120.txt
title:
  Gender issues in computer-supported learning: what we can learn from the gender; science and technology literature

summary:
  Essentialist approaches to gender have focused on learner deficiencies and tend to underplay the importance of educational and social factors on reproducing gender effects. However, other links between gender identities and context are not made.


id: rlt-1738
author: Laurillard, Diana
date: 2016-04-13
pages: 17
extension: .pdf
mime: application/pdf
words: 8043
sentence: 322
flesch: 44
cache: cache/rlt-1738.pdf
txt: txt/rlt-1738.txt
title:
  The educational problem that MOOCs could solve: professional development for teachers of disadvantaged students

summary:
  Recent reviews make the point that MOOCs for professional teacher development have been poorly researched (Jobe, Östlund, and Svensson 2014), and that the pedagogy of MOOCs has not received sufficient focus and needs greater attention (Bayne and Ross 2014). The aim of our project was to design an MOOC that would promote a form of co- learning to provide the type of teacher professional development that researchers argue is now needed.


id: rlt-1227
author: Crampton, Andrea; Ragusa, Angela T.; Cavanagh, Heather
date: 2012-02-03
pages: 14
extension: .pdf
mime: application/pdf
words: 7001
sentence: 276
flesch: 41
cache: cache/rlt-1227.pdf
txt: txt/rlt-1227.txt
title:
  Cross-discipline investigation of the relationship between academic performance and online resource access by distance education students

summary:
  Student resource use and grades were entered into cohort-specific SPSS data files and analysed separately by subject to produce descriptive statistics and correlations. According to McFarlin (2008), for educational technology to be effective, student learning and outcomes must be the focus of its implementation and use.


id: rlt-1117
author: Waycott, Jenny
date: 2002-06-01
pages: 13
extension: .pdf
mime: application/pdf
words: 6052
sentence: 239
flesch: 52
cache: cache/rlt-1117.pdf
txt: txt/rlt-1117.txt
title:
  Reading with new tools: an evaluation of Personal Digital Assistants as tools for reading course materials

summary:
  The possibility of accessing course materials anytime anywhere, then, had the potential to change the way students undertook the reading activity, particularly with regards to how reading course materials was structured around other activities. This paper reports a study that evaluated the use of PDAs for reading course materials by students on an Open University master's course.


id: rlt-1098
author: Draper, Steve
title: The importance of cost-benefit analysis (CBA) - a response
date: 2003-09-01
pages: 4
extension: .pdf
mime: application/pdf
words: 1550
sentence: 71
flesch: 51
cache: cache/rlt-1098.pdf
txt: txt/rlt-1098.txt
summary:
  Learning costs are crucial to analyse because they have a major effect on when a given project may become worthwhile; which disciplines it will and will not work for; and economies of scale: it may work only for large-scale change where a single learning cost gives benefits on repeated occasions. Their method should be modified to stress an open-ended enquiry phase of active search for the important factors in each case and learning costs should be included in the classification.


id: rlt-1220
author: Asensio, Mireia; Whatley, Janice; Jones, Chris
title: Taking over someone else's design: implications for the tutor's role in networked learning
date: 2011-12-30
pages: 10
extension: .pdf
mime: application/pdf
words: 5123
sentence: 189
flesch: 50
cache: cache/rlt-1220.pdf
txt: txt/rlt-1220.txt
summary:
  Interestingly the tutor had also taken over a conventional lecturing course on Systems Design, a comparison with which shed light on the differences in tutor role in this medium. Discussion and conclusion If we think of the implications for the tutor's role in this situation, it is important to be aware of time pressure and lack of course design documentation and specification, and how this may affect the order of the priorities that we need to pay attention to.


id: rlt-1072
author: Boyle, Tom; Cook, John
title: Understanding and using technological affordances: a commentary on Conole and Dyke
date: 2004-09-01
pages: 5
extension: .pdf
mime: application/pdf
words: 2275
sentence: 111
flesch: 45
cache: cache/rlt-1072.pdf
txt: txt/rlt-1072.txt
summary:
  They propose that there can be degrees of affordance (Warren, 1995), and that affordances can be related in sequential or nested structures. Kreijns et al. (2002), for example, have proposed a theoretical framework for ‘social affordances’ by suggesting the incorporation of certain properties in Computer Supported Collaborative Leaning (CSCL) environments.


id: rlt-1247
author: Jones, Chris; Czerniewicz, Laura
title: Theory in learning technology
date: 2011-11-01
pages: 5
extension: .pdf
mime: application/pdf
words: 2423
sentence: 115
flesch: 46
cache: cache/rlt-1247.pdf
txt: txt/rlt-1247.txt
summary:
  It is interesting that the call for papers for this special issue on theory in learning technology drew few papers with an emphasis on learning theory and that there is little evidence of a strong psychological, computer science or educational research influence. These include: � the place of theory in an applied practice-based field; � the legitimacy of specific theories; � the related contestation between theoretical positions and claims; and � the tensions and disjunctures between the empirical and the theoretical in research. Research in Learning Technology Vol. 19, No. 3, November 2011, 173–177 ISSN 2156-7069 print/ISSN 2156-7077 online � 2011 Association for Learning Technology http://dx.doi.org/10.1080/21567069.2011.632491 http://www.tandfonline.com The need for theory development in learning technology echoes arguments made in educational research more broadly, where for example Ashwin (2009) has argued that research in higher education has been about exemplification rather than about theory development.


id: rlt-1243
author: Li, Zhen
title: Learners’ reflexivity and the development of an e-learning community among students in China
date: 2010-03-01
pages: 13
extension: .pdf
mime: application/pdf
words: 6095
sentence: 280
flesch: 49
cache: cache/rlt-1243.pdf
txt: txt/rlt-1243.txt
summary:
  Despite the fact that the term “community of practice” (Wenger 1998) has been widely used and discussed in e-learning design and practice, the nature and develop- *Email: zl@soton.ac.uk 6 Z. Any change in the balance of power in relationships between teacher and learner does not come automatically as a result of adopting a new pedagogical approach in e-learning design but depends on trusting human relationships being established.


id: rlt-1789
author: Lowe, Tim; Mestel, Ben; Williams, Gareth
title: Perceptions of online tutorials for distance learning in mathematics and computing
date: 2016-07-22
pages: 14
extension: .pdf
mime: application/pdf
words: 6591
sentence: 290
flesch: 47
cache: cache/rlt-1789.pdf
txt: txt/rlt-1789.txt
summary:
  Lack of/quality of interaction with other students (there is some but not a huge amount). Some thought eSessions compared favourably with other modes of communica- tion: ‘Better way to meet/chat to other students and tutor than in [asynchronous] forums’, and liked ‘interaction and asking questions without having to take time to try and annotate it in an email to our tutor’.


id: rlt-1755
author: Bell, Frances; Mackness, Jenny; Funes, Mariana
title: Participant association and emergent curriculum in a MOOC: can the community be the curriculum?
date: 2016-07-06
pages: 19
extension: .pdf
mime: application/pdf
words: 8318
sentence: 339
flesch: 44
cache: cache/rlt-1755.pdf
txt: txt/rlt-1755.txt
summary:
  http://www.researchinlearningtechnology.net/index.php/rlt/article/view/29927 http://dx.doi.org/10.3402/rlt.v24.29927 Yuan (2012) describes a networked approach to online community as an inadequate conceptualization of culture; Wenger (1998) writes of dysfunctional communities and the problems of idealizing communities of practice; and Brint (2001) writes that communities are rife with power and division and that ‘It is perhaps unnecessary to add that not all communal social relations are amicable’. Recent years have seen a growing interest in how MOOCs promote the development of online communities.


id: rlt-1039
author: Jones, Chris
title: Networks and learning: communities, practices and the metaphor of networks
date: 2004-03-01
pages: 13
extension: .pdf
mime: application/pdf
words: 6327
sentence: 276
flesch: 50
cache: cache/rlt-1039.pdf
txt: txt/rlt-1039.txt
summary:
  A second connection with the wider debate about network society is through the idea of virtual community. The idea of policy networks has developed in relation to a broad change in the relationship of government to soci- ety.


id: rlt-1826
author: Alvarez-Alvarez, Carmen; Inés-García, José
title: The management of schools’ websites in Cantabria, Spain
date: 2017-11-10
pages: 13
extension: .pdf
mime: application/pdf
words: 6374
sentence: 303
flesch: 55
cache: cache/rlt-1826.pdf
txt: txt/rlt-1826.txt
summary:
  This paper deals with a qualitative research project in which information and communication technology coordinators of infant and primary publicly funded private schools (concertados) and state schools in urban, rural and semi-urban/rural areas within the Region of Cantabria (Spain) were interviewed in order to understand how school websites are managed. International studies have shown that school websites are gaining more and more interest, although further research into the subject is required (Hartshorne et al., 2008; Hu & Soong, 2007; Tubin & Klein, 2007).


id: rlt-1068
author: McAlpine, Mhairi
title: Easing the transition from paper to screen: an evaluatory framework for CAA migration
date: 2004-09-01
pages: 18
extension: .pdf
mime: application/pdf
words: 6111
sentence: 245
flesch: 49
cache: cache/rlt-1068.pdf
txt: txt/rlt-1068.txt
summary:
  Response type From the papers selected, six types of response type were identified: numeric responses; algebraic responses; lexical responses; diagrammatic responses; closed responses and selected responses. Count of response type by code Response type 1 2a 2b 3a 3b 3d 3e 3f 4 5 6 Total Counta 8 3 36 11 45 25 38 71 13 3 48 300 % of items 2.7 1.0 12.0 3.7 15.0 8.3 12.7 23.7 4.3 1.0 16.0 100 a Note that one question was classified as both 1and 4, one as both 3 and 5 and one as both 5 and 9. 244 M. McAlpine 1.


id: rlt-1224
author: Tucker, Richard; Morris, Gayle
title: By design: negotiating flexible learning in the built environment discipline
date: 2012-02-03
pages: 16
extension: .pdf
mime: application/pdf
words: 7436
sentence: 294
flesch: 41
cache: cache/rlt-1224.pdf
txt: txt/rlt-1224.txt
summary:
  It is our hope that research of this nature will add to our understandings of student learning and enable a more authentic basis from which to negotiate flexible learning in an increasingly digital world. R. Tucker and G. Morris 14 (page number not for citation purpose) By design: negotiating flexible learning in the built environment discipline Richard Tucker a, * and Gayle Morris b a School of Architecture and Building, Waterfront Campus, Deakin University, Geelong, Australia; b Centre for the Enhancement of Teaching and Learning, The University of Hong Kong, Hong Kong (Received 19 December 2010; final version received 9 May 2011) The term ‘flexible education’ is now firmly entrenched within Australian higher education discourse, yet the term is a contested one imbued with a multiplicity of meanings.


id: rlt-1216
author: Joint, Nick; Kemp, Bob; Ashworth, Susan
date: 2011-12-30
pages: 17
extension: .pdf
mime: application/pdf
words: 7696
sentence: 263
flesch: 35
cache: cache/rlt-1216.pdf
txt: txt/rlt-1216.txt
title:
  Courseware in academic library user education: a literature review from the GAELS Joint Electronic Library Project

summary:
  However, library skills courseware implementations at Glasgow University such as the TILT project (Creanor, Duradell and Primrose, 1996) had had little real impact on user education practice despite being acknowledged as successful examples of educational technology. But also, bearing in mind critics of the concept of information literacy, it would be valuable for us to find library skills courseware case studies which managed to create enriching learning experiences without falling prey to charges of irrelevant educational pretension.


id: rlt-1771
author: Meadows, Chris; Soper, Kate; Cullen, Rod; Wasiuk, Catherine; McAllister-Gibson, Colin; Danby, Phil
title: Shaping the future of learning using the student voice: we’re listening but are we hearing clearly?
date: 2016-11-21
pages: 19
extension: .pdf
mime: application/pdf
words: 8224
sentence: 347
flesch: 43
cache: cache/rlt-1771.pdf
txt: txt/rlt-1771.txt
summary:
  doi:10.3402/rlt.v24.30146 ORIGINAL RESEARCH ARTICLE Shaping the future of learning using the student voice: we’re listening but are we hearing clearly? Chris Meadows*, Kate Soper, Rod Cullen, Catherine Wasiuk, Colin McAllister-Gibson and Phil Danby Learning Innovation, Manchester Metropolitan University, Manchester, England (Received 23 October 2015; final version received 20 September 2016) Student voice data is a key factor as Manchester Metropolitan University strives to continually improve institutional technology enhanced learning (TEL) infra- structure. Summary Extracting and thematically analysing student voice data in the form of free text com- ments from the Internal Student Survey has proved to be a valuable tool in iden- tifying key aspects of students’ engagement and experience of TEL.


id: rlt-1869
author: Latif, Farzana
title: TELFest: an approach to encouraging the adoption of educational technologies
date: 2017-11-10
pages: 14
extension: .pdf
mime: application/pdf
words: 7299
sentence: 268
flesch: 43
cache: cache/rlt-1869.pdf
txt: txt/rlt-1869.txt
summary:
  The event was primarily aimed at staff involved in teaching students has also attracted academic support staff (e.g. librarians and TEL support staff such as learn- ing technologists). Some institutions have put in place a strategy of offering staff cash incentives, yet it has been argued that such initiatives offer no correlation with motivating teaching staff to adopt TEL (Johnson et al. 2012).


id: rlt-1849
author: Amiel, Tel; Kubota, Luis Claudio; Wives, Willian Washington
title: A systemic model for differentiating school technology integration
date: 2016-07-19
pages: 15
extension: .pdf
mime: application/pdf
words: 7563
sentence: 377
flesch: 46
cache: cache/rlt-1849.pdf
txt: txt/rlt-1849.txt
summary:
  There is always hope that these designs and interventions will flourish and positively influence school activities and practices. doi:10.3402/rlt.v24.31856 ORIGINAL RESEARCH ARTICLE A systemic model for differentiating school technology integration Tel Amiel a *, Luis Claudio Kubota b and Willian Washington Wives b a University of Campinas (UNICAMP), Nucleus of Informatics Applied to Education, Campinas, SP - Brazil; b Institute for Applied Economic Research (IPEA), Social Policies and Studies, Brası́lia, DF - Brazil (Received 6 April 2016; final version received 14 June 2016) School technology integration rarely begins with school or educator choice.


id: rlt-1060
author: McAlpine, Iain; Koppi, Tony; Pearson, Elaine; McLean, Jan
title: Course developers as students: a designer perspective of the experience of learning online
date: 2004-06-01
pages: 16
extension: .pdf
mime: application/pdf
words: 6945
sentence: 306
flesch: 53
cache: cache/rlt-1060.pdf
txt: txt/rlt-1060.txt
summary:
  Research questions The following questions were used as a focus for this study: ● What elements of the design of online learning courses contribute to effective outcomes? (Survey) Discussion The project reported here, set out to answer the following questions: ● What elements of the design of online learning courses contribute to effective outcomes?


id: rlt-1647
author: Cronin, Catherine; Cochrane, Thomas; Gordon, Averill
title: Nurturing global collaboration and networked learning in higher education
date: 2016-03-01
pages: 14
extension: .pdf
mime: application/pdf
words: 6408
sentence: 261
flesch: 33
cache: cache/rlt-1647.pdf
txt: txt/rlt-1647.txt
summary:
  iCollab challenges the typical format of modules, courses and programmes, which run for a set period of time with a focus on discrete units of assessment; iCollab students work across cohorts, levels, institutions, countries, academic terms and time zones, using social media and other mobile, web-based tools for multimedia production, collaboration, cooperation and reflective practice � as well as exploring the creation and negotiation of digital identities and personal learning networks. While many iCollab students enjoyed international communication and peer feedback, building trust across networks is a complex process.


id: rlt-1234
author: Heinrich, Eva; Milne, John
title: Applying a framework to evaluate assignment marking software: a case study on Lightwork
date: 2012-03-27
pages: 14
extension: .pdf
mime: application/pdf
words: 6116
sentence: 320
flesch: 50
cache: cache/rlt-1234.pdf
txt: txt/rlt-1234.txt
summary:
  The 2006 interviews have shown that teachers who keep historic records of marked assignments see benefits for marking and moderation for subsequent classes. doi:10.3402/rlt.v20i0.16152 Applying a framework to evaluate assignment marking software: a case study on Lightwork Eva Heinrich* and John Milne Massey University, Palmerston North, New Zealand (Received 27 October 2010; final version received 18 August 2011)


id: rlt-2251
author: Espada, María; Navia, José Antonio; Rocu, Patricia; Gómez-López, Maite
date: 2020-01-31
pages: 11
extension: .pdf
mime: application/pdf
words: 5219
sentence: 239
flesch: 49
cache: cache/rlt-2251.pdf
txt: txt/rlt-2251.txt
title:
  Development of the learning to learn competence in the university context: flipped classroom or traditional method?

summary:
  The design involved two groups that followed different types of teaching (traditional vs. flipped classroom) × two moments in time (before and after). Keywords: flipped classroom; ‘learning to learn’ competence; self-management of learning; self-evaluation of learning; self-knowledge as an apprenticeship Introduction Education based on competences Over the last three decades, the development of competence systems, accompanied by the escalation in information and communication technologies, and the globalisation process, has had multiple repercussions in the world of education (Climént 2010).


id: rlt-2155
author: Surian, Alessio; Sciandra, Andrea
title: Digital divide: addressing Internet skills. Educational implications in the validation of a scale
date: 2019-08-23
pages: 12
extension: .pdf
mime: application/pdf
words: 5748
sentence: 262
flesch: 43
cache: cache/rlt-2155.pdf
txt: txt/rlt-2155.txt
summary:
  Citation: Research in Learning Technology 2019, 27: 2155 - http://dx.doi.org/10.25304/rlt.v27.2155 Research in Learning Technology Vol. 27, 2019 ORIGINAL RESEARCH ARTICLE Digital divide: addressing Internet skills. Recent studies indicate that Internet skills have a positive impact on academic achievement.


id: rlt-1176
title: Reviews
date: 2011-12-30
pages: 13
extension: .pdf
mime: application/pdf
words: 9069
sentence: 417
flesch: 52
cache: cache/rlt-1176.pdf
txt: txt/rlt-1176.txt
author:
  Barker, Philip; Brown, Anne M.; Funnell, Peter; Garland, Kate; Haslam, Paul; Ingraham, Bruce; McAleese, Ray; McKenna, Peter; Offer, Lindsay

summary:
  Chapter 5 ('Agents and Ferrets') discusses meta-searching and various tools to support this activity (such as DogPile, MetaCrawler and Ask Jeeves) while Chapter 6 ('Information from People') homes in to the use of electronic mail, newsgroups, conferences and online chatting for gleaning information from other people. The final 'skills chapter' (Chapter 11 - 'Getting Launched') acts as a sort of 'super recap' which pulls together the various key aspects of the material that was presented in previous parts of the book.


id: rlt-2215
author: Krull, Greig; Duart, Josep M.
date: 2019-08-13
pages: 13
extension: .pdf
mime: application/pdf
words: 6559
sentence: 333
flesch: 56
cache: cache/rlt-2215.pdf
txt: txt/rlt-2215.txt
title:
  Supporting seamless learners: exploring patterns of multiple device use in an open and distance learning context

summary:
  Investigating student device preferences for mobile learning’, in Mobile Learning Futures: Sustaining Quality Research and Practice in Mobile Learning, 15th World Conference on http://dx.doi.org/10.25304/rlt.v27.2215� http://doi.org/10.1080/14703297.2017.1322996 http://doi.org/10.1080/14703297.2017.1322996 http://doi.org/10.1142/S1793206806000032� https://doi.org/10.19173/irrodl.v20i2.4040 https://doi.org/10.19173/irrodl.v20i2.4040 https://doi.org/10.25304/rlt.v26.2038 http://doi.org/10.5334/jime.ar� https://library.educause.edu/resources/2018/10/2018-students-and-technology-research-study� https://library.educause.edu/resources/2018/10/2018-students-and-technology-research-study� http://www.thinkwithgoogle.com/research-studies/the-new-multi-screen-world-study.html� http://doi.org/10.14742/ajet.2195� http://doi.org/10.14742/ajet.2195� http://doi.org/10.1080/1360080X.2015.1034424� http://dx.doi.org/10.19173/irrodl.v18i7.2893 http://doi.org/10.1016/j.compedu.2010.09.004� http://repository.jisc.ac.uk/6662/1/Jiscdigitalstudenttracker2017.pdf� http://repository.jisc.ac.uk/6662/1/Jiscdigitalstudenttracker2017.pdf� https://digitalinsights.jisc.ac.uk/news/digital-experience-insights-survey-2018-findings-students-uk-further-and-higher-education/� https://digitalinsights.jisc.ac.uk/news/digital-experience-insights-survey-2018-findings-students-uk-further-and-higher-education/� https://digitalinsights.jisc.ac.uk/news/digital-experience-insights-survey-2018-findings-students-uk-further-and-higher-education/� http://doi.org/10.1177/0098628316677913� http://doi.org/10.1177/0098628316677913� G. Krull and J.M. Duart 12 Citation: Research in Learning Technology 2019, 27: 2215 - http://dx.doi.org/10.25304/rlt.v27.2215 (page number not for citation purpose) Using a classification proposed by Google (2012) for consumer usage of devices, being either simultaneous or sequential, this research aims to explore these two patterns of device use for learning.


id: rlt-1830
author: Ab Rashid, Radzuwan
title: Responding to ‘nurturing global collaboration and networked learning in higher education’
date: 2016-05-23
pages: 3
extension: .pdf
mime: application/pdf
words: 1144
sentence: 41
flesch: 38
cache: cache/rlt-1830.pdf
txt: txt/rlt-1830.txt
summary:
  doi:10.3402/rlt.v24.31485 LETTER TO EDITOR Responding to ‘nurturing global collaboration and networked learning in higher education’ The authors created the iCollab for the purpose of networked learning and they claimed that iCollab is based on the principles of Community of Practice (CoP) proposed by Lave and Wenger (1991), Wenger (1998) and Wenger, McDermott and Snyder (2002).


id: rlt-1231
author: Benson, Robyn; Brack, Charlotte; Samarwickrema, Gayani
title: Teaching with wikis: improving staff development through action research
date: 2012-03-21
pages: 16
extension: .pdf
mime: application/pdf
words: 7157
sentence: 302
flesch: 41
cache: cache/rlt-1231.pdf
txt: txt/rlt-1231.txt
summary:
  Workshop participants were immersed in the experience of collaborat- ing in a wiki as learners and then reflected on this experience as teachers. Hence, the participatory nature of action research offered a way of conceptualising the investigative aspects of this project, informing ongoing staff development and, potentially, establishing a basis for future collaboration with workshop participants to generate new understandings about teaching with wikis.


id: rlt-2196
author: Vlachopoulos, Panos; K. Jan, Shazia; Lockyer, Lori
date: 2019-03-07
pages: 13
extension: .pdf
mime: application/pdf
words: 6682
sentence: 303
flesch: 43
cache: cache/rlt-2196.pdf
txt: txt/rlt-2196.txt
title:
  A comparative study on the traditional and intensive delivery of an online course: design and facilitation recommendations

summary:
  Firstly, intensive online courses can be as effective as traditional courses in terms of achievement of learning outcomes with variations in learning design, in this case, the facilitation approach used. Considering the need for and dearth of literature on the effectiveness and design of intensive online courses, we conducted a comparative study on an intensive and traditional offering of a purely online graduate level course at a large metropolitan university in Australia.


id: rlt-2240
author: Nolan-Grant, Candace R.
date: 2019-07-18
pages: 15
extension: .pdf
mime: application/pdf
words: 6751
sentence: 289
flesch: 51
cache: cache/rlt-2240.pdf
txt: txt/rlt-2240.txt
title:
  The Community of Inquiry framework as learning design model: a case study in postgraduate online education

summary:
  Cohort 2 participants were not available for interviews or focus groups which could have provided a more qualitative, nuanced perspective on their approach to online video and discussion. Guo, Kim and Rubin (2014) concluded that online educational videos should be no longer than 6 min, as drop-off tends to increase after the 3-min mark.


id: rlt-1711
author: Salmon, Gilly; Ross, Bella; Pechenkina, Ekaterina; Chase, Anne-Marie
title: The space for social media in structured online learning
date: 2015-12-15
pages: 14
extension: .pdf
mime: application/pdf
words: 7751
sentence: 343
flesch: 46
cache: cache/rlt-1711.pdf
txt: txt/rlt-1711.txt
summary:
  The main objections to using social media can be divided into three categories: a belief that social media might be a waste of time; the perception of social media platforms as confusing or intimidating; and concerns about blurring social and professional identities. The space for social media in structured online learning Gilly Salmon a , Bella Ross b *, Ekaterina Pechenkina c and Anne-Marie Chase d a Office of the Pro Vice-Chancellor (Education Innovation), The University of Western Australia, Crawley, WA, Australia; b Student Academic Support Unit, Monash University, Monash, Caulfield, VIC, Australia; c Learning Transformations Unit, Swinburne University of Technology, Hawthorn, VIC, Australia; d Australian Council for Educational Research, Camberwell, VIC, Australia (Received 12 May 2015; final version received 23 November 2015)


id: rlt-1754
author: Delimont, Nicole; Turtle, Elizabeth C.; Bennett, Andrew; Adhikari, Koushik; Lindshield, Brian L.
date: 2016-06-08
pages: 13
extension: .pdf
mime: application/pdf
words: 7002
sentence: 274
flesch: 44
cache: cache/rlt-1754.pdf
txt: txt/rlt-1754.txt
title:
  University students and faculty have positive perceptions of open/ alternative resources and their utilization in a textbook replacement initiative

summary:
  This consistency may mean that similar results may be expected to these questions on future surveys of initiative students. The final 3 Likert scale survey questions from student surveys were analyzed by student’s t-tests using SAS 9.3 (SAS Institute Inc., Cary, NC) with p B0.05 considered significant.


id: rlt-2094
author: Drumm, Louise
title: Folk pedagogies and pseudo-theories: how lecturers rationalise their digital teaching
date: 2019-02-13
pages: 17
extension: .pdf
mime: application/pdf
words: 8429
sentence: 368
flesch: 52
cache: cache/rlt-2094.pdf
txt: txt/rlt-2094.txt
summary:
  Through iden- tifying connections between learning theories, folk pedagogies and teaching practices, this article provides a contribution to knowledge which can be taken forward, not only by other researchers, but also by academic staff who teach, those who support them and senior staff in higher education. The gap in knowledge about how learning theories relate to everyday digital teach- ing practices in universities inhibits scholarly and practical developments in this area.


id: rlt-2279
author: Allan, Stuart
date: 2020-01-27
pages: 14
extension: .pdf
mime: application/pdf
words: 6764
sentence: 284
flesch: 36
cache: cache/rlt-2279.pdf
txt: txt/rlt-2279.txt
title:
  Migration and transformation: a sociomaterial analysis of practitioners’ experiences with online exams

summary:
  These findings provide evidence that the material realities of online exam technologies are intertwined with the human and the social; as such, they problematise the instru- mentalist and essentialist assumptions that underpin the migration and transforma- tion discourses. Citation: Research in Learning Technology 2020, 28: 2279 - http://dx.doi.org/10.25304/rlt.v28.2279 Research in Learning Technology Vol. 28, 2020 ORIGINAL RESEARCH ARTICLE Migration and transformation: a sociomaterial analysis of practitioners’ experiences with online exams Stuart Allan* Director of Online Learning, Edinburgh Business School, Heriot-Watt University, Edinburgh, Scotland (Received: 6 June 2019; Revised: 19 October 2019; Accepted: 30 November 2019; Published: 27 January 2020)


id: rlt-2900
author: Richardson, Lindsay D.
title: The effects of interactive mini-lessons on students’ educational experience
date: 2023-04-06
pages: 12
extension: .pdf
mime: application/pdf
words: 5253
sentence: 266
flesch: 49
cache: cache/rlt-2900.pdf
txt: txt/rlt-2900.txt
summary:
  While media production practices, such as lighting techniques and sound checks, can vastly increase students’ attention, there are other factors that influence cogni- tive engagement and learner retention in online lecture videos. While it has not yet been applied to online lecture videos, it is plausible to expect that the addition of interactive components to an educational video might increase retention and cognitive engagement as well.


id: rlt-1228
author: Wilson, Gail; Randall, Marcus
title: The implementation and evaluation of a new learning space: a pilot study
date: 2012-03-06
pages: 17
extension: .pdf
mime: application/pdf
words: 8709
sentence: 352
flesch: 44
cache: cache/rlt-1228.pdf
txt: txt/rlt-1228.txt
summary:
  1 Citation: Research in Learning Technology 2012, 20: 14431 - DOI: 10.3402/rlt.v20i0.14431 http://researchinlearningtechnology.net/index.php/rlt/article/view/14431 In this paper, learning spaces are defined as ‘‘those spaces which encompass the full range of places in which learning occurs, from real to virtual, from classroom to chat room’’ (Brown 2005). Literature review The literature relating to learning spaces is diverse and ranges on a continuum from general to more detailed in conceptualisation and analysis with various perspectives explored � architecture, space design, pedagogy, staff and student needs, and stakeholder involvement in the design process.


id: rlt-2296
author: Fabian, Khristin; Clayes, Emma; Kelly, Laura
date: 2019-12-18
pages: 13
extension: .pdf
mime: application/pdf
words: 6959
sentence: 329
flesch: 51
cache: cache/rlt-2296.pdf
txt: txt/rlt-2296.txt
title:
  Putting design into practice: An investigation of TPACK scores of lecturers in a networked institution

summary:
  Jang and Tsai’s (2012) study of more than 800 teachers found that TPACK subscale scores except for TK varied by years of teaching expe- rience, with these scores positively correlated to years of teaching service. Putting design into practice: An investigation of TPACK scores of lecturers in a networked institution Khristin Fabian*, Emma Clayes and Laura Kelly Perth College, University of Highlands and Islands, Perth, United Kingdom (Received: 13 July 2019; Revised: 24 October 2019;


id: rlt-733
author: Hawkridge, David; Ng, Kia; Verjans, Steven
title: Editorial for proceedings papers
date: 2012-01-19
pages: 4
extension: .pdf
mime: application/pdf
words: 1663
sentence: 93
flesch: 52
cache: cache/rlt-733.pdf
txt: txt/rlt-733.txt
summary:
  Paper presented at the 18th association for learning technology conference (ALT-C 2011), September 6�8, at the University of Leeds, UK. Paper presented at the 18th association for learning technology conference (ALT-C 2011), September 6�8, at the University of Leeds, UK.


id: rlt-2881
author: Bahçekapılı, Ekrem
title: Predicting the secondary school students’ intention to use e-learning technologies
date: 2023-01-04
pages: 13
extension: .pdf
mime: application/pdf
words: 6276
sentence: 363
flesch: 54
cache: cache/rlt-2881.pdf
txt: txt/rlt-2881.txt
summary:
  The most critical variable affecting secondary school students’ intention to use e-learning technologies is enjoyment. The results show that there may be differences in the intention to use e-learning technologies for secondary school students in different cultures and contexts.


id: rlt-718
author: Kohl, Kerstin Eleonora
date: 2012-01-19
pages: 10
extension: .pdf
mime: application/pdf
words: 4911
sentence: 296
flesch: 52
cache: cache/rlt-718.pdf
txt: txt/rlt-718.txt
title:
  Fostering academic competence or putting students under general suspicion? Voluntary plagiarism check of academic papers by means of a web-based plagiarism detection system

summary:
  In view of the increasing number of cases of plagiarism and the ease of use of on- line published texts, universities are faced with a considerable challenge to prevent and take action against plagiarism in academic student papers. Voluntary Plagiarism Check of students academic papers], ed.


id: rlt-1760
author: Walker, Richard; Handley, Zoe
title: Designing for learner engagement with computer-based testing
date: 2016-12-14
pages: 14
extension: .pdf
mime: application/pdf
words: 6983
sentence: 264
flesch: 40
cache: cache/rlt-1760.pdf
txt: txt/rlt-1760.txt
summary:
  Feedback suggests that invigilators should Research in Learning Technology Citation: Research in Learning Technology 2016, 24: 30083 - http://dx.doi.org/10.3402/rlt.v24.30083 11 (page number not for citation purpose) http://www.researchinlearningtechnology.net/index.php/rlt/article/view/30083 http://dx.doi.org/10.3402/rlt.v24.30083 ensure all technical issues have been resolved before students enter assessment centres: It is better not to let the students enter into the IT room until confirmed all the computers work as well.(2014�2015 Post-Test Questionnaire) Students also highlighted the importance of ensuring equity in conditions across assessment centres. Digital skills Zakrzewski and Steven (2003) have highlighted the enhancement of students’ information technology (IT) skills as a prerequisite for student preparation, but it is far from clear what this actually entails.


id: rlt-2259
author: Laato, Samuli; Laine, Teemu; Sutinen, Erkki
title: Affordances of music composing software for learning mathematics at primary schools
date: 2019-09-06
pages: 23
extension: .pdf
mime: application/pdf
words: 10267
sentence: 497
flesch: 44
cache: cache/rlt-2259.pdf
txt: txt/rlt-2259.txt
summary:
  https://doi. org/10.4324/9780240522173 Peters, G. D. (1992) ‘Music software and emerging technology: G. David Peters outlines the history of music software and hardware and explores the new developments and benefits of the emerg- ing software for use in the classroom’, Music Educators Journal, vol. 79, no. 3, pp. Citation: Research in Learning Technology 2019, 27: 2259 - http://dx.doi.org/10.25304/rlt.v27.2259 Research in Learning Technology Vol. 27, 2019 ORIGINAL RESEARCH ARTICLE Affordances of music composing software for learning mathematics at primary schools Samuli Laatoa*, Teemu Laineb and Erkki Sutinena aDepartment of Future Technologies, University of Turku, Turku, Finland; bDepartment of Computer Science, Electrical and Space Engineering, Luleå University of Technology, Skellefteå, Sweden (Received: 16 April 2019; Revised: 19 June 2019; Accepted: 5 August 2019; Published: 5 September 2019) Music composing is associated with various positive learning outcomes, but in sev- eral countries, such as Finland, it is not part of the primary school music curricu- lum.


id: rlt-2286
author: Bruguera, Carles; Guitert, Montse; Romeu, Teresa
title: Social media and professional development: a systematic review
date: 2019-11-12
pages: 18
extension: .pdf
mime: application/pdf
words: 7918
sentence: 430
flesch: 42
cache: cache/rlt-2286.pdf
txt: txt/rlt-2286.txt
summary:
  In this respect, a number of emergent methods related with social media research were identified alongside ‘traditional’ scientific research methods such as surveys http://dx.doi.org/10.25304/rlt.v27.2286 Research in Learning Technology Citation: Research in Learning Technology 2019, 27: 2286 - http://dx.doi.org/10.25304/rlt.v27.2286 7 (page number not for citation purpose) Figure 4. Distribution of research methods by publication. Available at: http://shura.shu.ac.uk/9615/ Ngai, E., Tao, S. & Moon, K. (2015) ‘Social media research: theories, constructs, and con- ceptual frameworks’, International Journal of Information Management, vol.


id: rlt-721
author: Bacon, Liz; Windall, Gill; MacKinnon, Lachlan
date: 2012-01-19
pages: 12
extension: .pdf
mime: application/pdf
words: 5502
sentence: 237
flesch: 42
cache: cache/rlt-721.pdf
txt: txt/rlt-721.txt
title:
  The development of a rich multimedia training environment for crisis management: using emotional affect to enhance learning

summary:
  Tracking and influencing trainee emotions in a crisis-planning scenario, W3C. http://www.w3.org/2010/10/emotionml/papers/mackin- non.pdf. The purpose of these types of training events is to: .


id: rlt-2829
author: Van Allen, Jennifer; Stacy Katz
date: 2023-03-29
pages: 16
extension: .pdf
mime: application/pdf
words: 7375
sentence: 299
flesch: 31
cache: cache/rlt-2829.pdf
txt: txt/rlt-2829.txt
title:
  Viewing open education within the Technological, Pedagogical, Content Framework: illustrating educator knowledge, skills and dispositions

summary:
  Open education In discussions of open education, many tout the benefits for students of such initia- tives. References Allen, N. (2018) ‘$1 billion in savings through open education resources’, Scholarly Publishing and Academic Resources Coalition (SPARC), [online] Available at: https://sparcopen.org/ news/2018/estimating-oer-student-savings/ Bakermans, M., et al., (2022) ‘Who writes and who responds?


id: rlt-2814
author: Turnbull, Darren; Chugh, Ritesh; Luck, Jo
date: 2023-05-30
pages: 16
extension: .pdf
mime: application/pdf
words: 8281
sentence: 415
flesch: 44
cache: cache/rlt-2814.pdf
txt: txt/rlt-2814.txt
title:
  Learning management systems and social media: a case for their integration in higher education institutions

summary:
  doi: 10.1111/hequ.12228 *Raspopovic, M., et al., (2017) ‘The effects of integrating social learning environment with online learning’, International Review of Research in Open and Distributed Learning, vol. Citation: Research in Learning Technology 2023, 31: 2814 - http://dx.doi.org/10.25304/rlt.v31.2814 Research in Learning Technology Vol. 31, 2023 ORIGINAL RESEARCH ARTICLE Learning management systems and social media: a case for their integration in higher education institutions Darren Turnbull* , Ritesh Chugh and Jo Luck School of Engineering and Technology, Central Queensland University, Rockhampton, Queensland, Australia (Received: 3 May 2022; Revised: 24 March 2023; Accepted: 11 April 2023; Published: 30 May 2023) Higher education institutions across the globe rely on learning management sys- tems (LMSs) to deliver course content, assess student learning, and maintain effective communication.


id: rlt-730
author: Abadi, Maryam Kheir; Alsop, Graham
title: Studying the learning of programming using grounded theory to support activity theory
date: 2012-01-19
pages: 10
extension: .pdf
mime: application/pdf
words: 3714
sentence: 252
flesch: 59
cache: cache/rlt-730.pdf
txt: txt/rlt-730.txt
summary:
  ALT-C 2011 Conference Proceedings 65 include: student�student, student�lecturer, student�helpers and student� technicians. This paper uses activity theory (AT) to analyse the use of tools to support learning.


id: rlt-724
author: Garnett, Fred; Ecclesfield, Nigel
title: Towards a framework for co-creating Open Scholarship
date: 2012-01-19
pages: 13
extension: .pdf
mime: application/pdf
words: 5556
sentence: 231
flesch: 39
cache: cache/rlt-724.pdf
txt: txt/rlt-724.txt
summary:
  Teaching Promote Teaching as a reflective and dialogic practice promoting learning Advancing learning theory through contextual research and practice Collaborating in the design and delivery of courses & learning programmes Brokering new learning processes Developing Open Students Designing and implementing responsive assessment systems Figure 4. Preparing comprehensive literature reviews return Undertaking data mining analysis Producing Open Education Resources (OER) & Content Creation Tools Enabling generative network effects to occur Application Aid society and professions in addressing problems through serving community and public needs and purposes Mentoring colleagues collaboratively Serving industry or government as an external consultant Assuming leadership roles in professional organisations Empowering learners through co-creation to become future scholars Working with community groups and on public engagement strategies Using network effects to transform practice Teaching Promote Teaching as a reflective and dialogic practice promoting learning Advancing learning theory through contextual research and practice Collaborating in the design and delivery of courses & learning programmes Brokering new learning processes Developing Open Students Designing and implementing responsive assessment systems Co-creating Participating in the perpetual Beta of knowledge creation through the co-creation of learning Engaging and collaborating in peer networks Engaging in activity to develop, disrupt or join up established fields Enabling Epistemic Cognition to be a part of evolving subject frameworks Creating infrastructure for future learning and research ALT-C 2011 Conference Proceedings 15 http://www.slideshare.net/terrya/terry-anderson-alt-c-final http://www.slideshare.net/terrya/terry-anderson-alt-c-final Workshop on AIED Applications for Ill-Defined Domains at the 13th International Conference on Artificial Intelligence in Education, in Los Angeles, CA. Boyer, E.L. 1997.


id: rlt-1797
author: Sim, Kwong Nui; Stein, Sarah
title: Reaching the unreached: de-mystifying the role of ICT in the process of doctoral research
date: 2016-09-20
pages: 15
extension: .pdf
mime: application/pdf
words: 8415
sentence: 368
flesch: 41
cache: cache/rlt-1797.pdf
txt: txt/rlt-1797.txt
summary:
  Williamson, K., et al., (2007) ‘Research students in the electronic age’, Communications in Information Literacy, vol. 1, no. 2. One reason is that such findings, while relevant to explorations of postgraduate students’ perceptions of ICT use, also offer a convincing picture of student practice as experienced in their day-to-day practice.


id: rlt-1937
author: Grigoryan, Tsoghik
title: Investigating digital native female learners’ attitudes towards paperless language learning
date: 2018-02-09
pages: 27
extension: .pdf
mime: application/pdf
words: 12990
sentence: 639
flesch: 57
cache: cache/rlt-1937.pdf
txt: txt/rlt-1937.txt
summary:
  This research tries to understand learners’ attitudes toward iPads as language learning tools. Perceived self-efficacy has positive predictive value for perceived usefulness toward iPads as language learning tools. H3:


id: rlt-2934
author: Muljana, Pauline Salim; Luo, Tian
date: 2023-06-19
pages: 15
extension: .pdf
mime: application/pdf
words: 6412
sentence: 429
flesch: 44
cache: cache/rlt-2934.pdf
txt: txt/rlt-2934.txt
title:
  Pursuing professional learning by using social media: how do instructional designers apply self-regulated learning?

summary:
  Citation: Research in Learning Technology 2023, 31: 2934 - http://dx.doi.org/10.25304/rlt.v31.2934 Research in Learning Technology Vol. 31, 2023 ORIGINAL RESEARCH ARTICLE Pursuing professional learning by using social media: how do instructional designers apply self-regulated learning? Social media offers characteristics to collapse the time, geographical, and financial limitations of informal professional learning, but challenges exist.


id: rlt-1881
author: Latif, A.; Windle, R.; Wharrad, H.
date: 2016-09-27
pages: 14
extension: .pdf
mime: application/pdf
words: 6037
sentence: 302
flesch: 48
cache: cache/rlt-1881.pdf
txt: txt/rlt-1881.txt
title:
  ‘I can use things, but I can’t make anything’: a qualitative exploration of team networks in the development and implementation of a new undergraduate e-compendium

summary:
  doi:10.3402/rlt.v24.32630 ORIGINAL RESEARCH ARTICLE ‘I can use things, but I can’t make anything’: a qualitative exploration of team networks in the development and implementation of a new undergraduate e-compendium A. Latif*, R. Windle and H. Wharrad School of Health Sciences, Queen’s Medical Centre, University of Nottingham, Nottingham, United Kingdom (Received 17 June 2016; final version received 3 September 2016) Developer 7 11 EL Design team: European link (business administrator involved in funding e-learning projects) 0 0 PD Design team: Pedagogical designer 17 12 M1 Management team:


id: rlt-727
author: Jones, Chris; Kennedy, Gregor
title: Stepping beyond the paradigm wars: pluralist methods for research in learning technology
date: 2012-01-19
pages: 11
extension: .pdf
mime: application/pdf
words: 5633
sentence: 288
flesch: 45
cache: cache/rlt-727.pdf
txt: txt/rlt-727.txt
summary:
  We conclude by highlighting that the current consensus about research methods in learning technology research may very well be under threat from the development of methods enabled by new technologies that do not fit within ‘normal science’ as practiced in learning technology research. In essence what Ross and Morrison (1989) and Ross, Morrison, and Lowther (2010) are arguing for is that different types of inquiry, with a range of approaches and foci, should be possible under the banner of ‘learning technology research’.


id: rlt-2968
author: Cziboly, Ádám; Bethlenfalvy, Ádám; Németh, Szilvia; Rajnai, Richárd
date: 2023-06-05
pages: 13
extension: .pdf
mime: application/pdf
words: 7039
sentence: 370
flesch: 56
cache: cache/rlt-2968.pdf
txt: txt/rlt-2968.txt
title:
  Learning patterns and risks in distance learning during the COVID-19 lockdown – the pupils’ perspective in drama pedagogy-based focus groups

summary:
  The data are not publicly available due to their containing information that could compromise the privacy of research participants. At such a unique social- and media historical moment, a Budapest-based research group headlined a project (Németh et al. 2021; Németh & Rajnai, 2021) based on the freely accessible research methodology of the international organization Global Kids Online (Livingstone 2014; EU Kids Online 2014).


id: rlt-735
author: Jacobs, Gabriel
title: Standards
date: 2011-12-30
pages: 2
extension: .pdf
mime: application/pdf
words: 1306
sentence: 40
flesch: 52
cache: cache/rlt-735.pdf
txt: txt/rlt-735.txt
summary:
  Yet despite all this - indeed, because of it - those of us who believe in the future of computer-based learning technology (and not merely because pressure of student numbers might make it inevitable) need not simply wait for a real standard to emerge out of commerce or entertainment in the way such standards have emerged in the past. So it is with good practice in educational technology, which can be achieved only if circumstances are propitious.


id: rlt-1781
author: Gillies, Christopher Graham Mckercher
date: 2016-10-21
pages: 16
extension: .pdf
mime: application/pdf
words: 7668
sentence: 346
flesch: 43
cache: cache/rlt-1781.pdf
txt: txt/rlt-1781.txt
title:
  To BYOD or not to BYOD: factors affecting academic acceptance of student mobile devices in the classroom

summary:
  doi:10.3402/rlt.v24.30357 ORIGINAL RESEARCH ARTICLE To BYOD or not to BYOD: factors affecting academic acceptance of student mobile devices in the classroom Christopher Graham Mckercher Gillies* Faculty of Education, Health and Community, Liverpool John Moores University Liverpool, UK (Received 27 November 2015; final version received 13 September 2016) Within the mobile device literature, whilst there is a paucity of peer-reviewed studies that explore BYOD in action (Stavert 2013), those studies that exist tend to draw upon ubiquitous student mobile devices.


id: rlt-737
author: Barker, Philip
title: Virtual Reality: theoretical basis, practical applications
date: 2011-12-30
pages: 11
extension: .pdf
mime: application/pdf
words: 5163
sentence: 185
flesch: 45
cache: cache/rlt-737.pdf
txt: txt/rlt-737.txt
summary:
  Examples of available techniques include role-playing, models and simulations, surrogations, synthetic actors, microworlds, artificial-reality kits, and VR systems. However, because VR systems are so new, little work has yet been done in this area.


id: rlt-740
author: Clarke, John A.
title: Cognitive style and Computer-Assisted Learning: problems and a possible solution
date: 2011-12-30
pages: 13
extension: .pdf
mime: application/pdf
words: 4724
sentence: 177
flesch: 55
cache: cache/rlt-740.pdf
txt: txt/rlt-740.txt
summary:
  There are a number of practical difficulties associated with catering for different cognitive styles of CAL users. Data on the reliability of this measure is reported, along with preliminary work on its use to cater for CAL users with different cognitive styles.


id: rlt-2160
author: Leonard, Simon N.; Fitzgerald, Robert N.
title: Holographic learning: A mixed reality trial of Microsoft HoloLens in an Australian secondary school
date: 2018-11-27
pages: 12
extension: .pdf
mime: application/pdf
words: 6921
sentence: 310
flesch: 51
cache: cache/rlt-2160.pdf
txt: txt/rlt-2160.txt
summary:
  These factors highlight that creative pedagogical design is extremely challenging, that the culture of schools conforms to well-understood modes of working and that it is not overly surprising that it has proven to be difficult to scale and sustain changes in enacted teaching and learning through educational design research projects (Fishman et al. 2011). As is standard in educational design research, the pilot took a developmental stance.


id: rlt-2225
author: Cameron, Kristie E.; Bizo, Lewis A.
date: 2019-05-15
pages: 14
extension: .pdf
mime: application/pdf
words: 7222
sentence: 359
flesch: 55
cache: cache/rlt-2225.pdf
txt: txt/rlt-2225.txt
title:
  Use of the game-based learning platform KAHOOT! to facilitate learner engagement in Animal Science students

summary:
  Retrieved from https://www.asee.org/public/conferences/64/ papers/14649/view Davis, M. H. & McPartland, J. M. (2012) ‘High school reform and student engagement’, in Christenson, S. L., Reschly, A. L., and Wylie, C. (eds) Handbook of Research on Student Engagement. Implementation of the tool is simple, aesthetically pleasing and inclusive as well as being anonymous for self- and class assessment of student learning.


id: rlt-743
author: Richards, Stephen
title: Reviews
date: 2011-12-30
pages: 7
extension: .pdf
mime: application/pdf
words: 4060
sentence: 163
flesch: 50
cache: cache/rlt-743.pdf
txt: txt/rlt-743.txt
summary:
  A trilogy of books on CD-I Compact Disc Interactive (CD-I) is a new electronic publishing medium for multimedia information. Until recently, however, the only widely available textbook on CD-I was Preston's Compact Disc-Interactive: A Designer's Overview, published in 1988 by Kluwer Technical Books.


id: rlt-1856
author: Raffaghelli, Juliana E.; Cucchiara, Stefania; Manganello, Flavio; Persico, Donatella
title: Different views on Digital Scholarship: separate worlds or cohesive research field?
date: 2016-12-01
pages: 17
extension: .pdf
mime: application/pdf
words: 8478
sentence: 365
flesch: 37
cache: cache/rlt-1856.pdf
txt: txt/rlt-1856.txt
summary:
  Socio-technical studies played a highly important role in this case by expanding the focus of Digital Scholarship research in a direction different from those described above (Borgman 2007, p. 43). Field 4, corresponding to the dimension ‘View on Digital Scholarship’, refers to the three main perspectives on Digital Scholarship research described in the introduction of this paper.


id: rlt-1847
author: Premadasa, H. K. Salinda; Meegama, R. G. N.
title: Two-way text messaging: an interactive mobile learning environment in higher education
date: 2016-11-10
pages: 16
extension: .pdf
mime: application/pdf
words: 8074
sentence: 315
flesch: 45
cache: cache/rlt-1847.pdf
txt: txt/rlt-1847.txt
summary:
  The course code, student number, time allocated for the assignment and the character length allowed of the answer are wrapped automatically by the system. As such, it is required to wrap information about the course code, student number, time allocation for the assignment and the character length of the answer within the Teacher University WIFI zone Login authentication and inserting Text message Students (assignment session) Internet Login authentication, course information and message Database e-Learning Server (Moodle) with MySQL database SMS Gateway and SMSDaemon GSM modem connected via USB SMS Center Text Message Text Message Figure 3.


id: rlt-2254
title: Learner skills in open virtual mobility
date: 2020-03-19
pages: 18
extension: .pdf
mime: application/pdf
words: 8276
sentence: 361
flesch: 38
cache: cache/rlt-2254.pdf
txt: txt/rlt-2254.txt
author:
  Rajagopal, Kamakshi; Firssova, Olga; Op de Beeck, Ilse; Van der Stappen, Elke; Stoyanov, Slavi; Henderikx, Piet; Buchem, Ilona

summary:
  Looking at the generic learner competences, we see an upward trend (Y-axis) mov- ing from skills related to collaboration and social competences (clusters 1, 2 and 6) more at the bottom to skills related to individual learner competences (clusters 5, 3 and 4) at the top. However, measuring learner competence development is complex.


id: rlt-719
author: Smith, Andrew
title: Development of a simulated Internet for education
date: 2012-01-19
pages: 12
extension: .pdf
mime: application/pdf
words: 4933
sentence: 222
flesch: 43
cache: cache/rlt-719.pdf
txt: txt/rlt-719.txt
summary:
  Therefore in the establishment and creation of any one:one connection between distance based students (in respect of Figure 2) who may have never met and therefore have a lower trust exchange there is the potential for abuse, via hacking, exploit, denial of service or cyber stalking. Resolution of this security threat is essential in maintaining trust between distance based students and remote centres.


id: rlt-2203
author: Brennan, David
date: 2020-11-12
pages: 21
extension: .pdf
mime: application/pdf
words: 8406
sentence: 439
flesch: 49
cache: cache/rlt-2203.pdf
txt: txt/rlt-2203.txt
title:
  The effects of a Moodle-based instructional unit on physical activity in schools on 15–20 years experienced permanent Irish primary teachers physical activity knowledge, attitudes and behaviour

summary:
  The effects of a Moodle-based instructional unit on physical activity in schools on 15–20 years experienced permanent Irish primary teachers physical activity knowledge, attitudes and behaviour David Brennan* Department of Education, Professional Development Service for Teachers (PDST), Galway, Ireland (Received 17 December 2018; Final version revised 24 May 2019; Accepted: 25 May 2019; Published: 12 November 2020) As there is a proven link between physical activity and weight control, these findings indicate that the gender difference in weight control can be offset by increasing physical activity levels among girls which would be a key aspect of a physical activity teacher eLearning course.


id: rlt-2242
author: Khlaif, Zuheir N.; Itmazi, Jamil; Farid, Shahid; Shaqour, Ali Zuhdi; Kouraïchi, Bochra
title: Exploring children experience with educational mobile technology
date: 2019-11-15
pages: 18
extension: .pdf
mime: application/pdf
words: 9274
sentence: 478
flesch: 53
cache: cache/rlt-2242.pdf
txt: txt/rlt-2242.txt
summary:
  doi: 10.1186/s40561-018-0059-9 Kim, J., Kim, J. & Moon, J. Y. (2013) ‘Does age matter in mobile user experience? Impact of age on relative importance of antecedents of mobile user experience’, PACIS, p. 189. Knijnenburg, B. P., et  al., (2012) ‘Explaining the user experience of recommender systems’, User Modeling and User-Adapted Interaction, vol.


id: rlt-2280
author: Lebedev, Petr; Sharma, Manjula Devi
title: Riddles on YouTube: Investigating the potential to engage viewers in reflective thinking
date: 2019-11-27
pages: 12
extension: .pdf
mime: application/pdf
words: 6525
sentence: 330
flesch: 54
cache: cache/rlt-2280.pdf
txt: txt/rlt-2280.txt
summary:
  Viewers engage with YouTube videos for several reasons: They perceive their engagement as worth- while as it satisfies a need; their engagement is enjoyable – arising from self-interest; or they are engaging to gather knowledge. Tan and Pearce (2011) in investigating free educational resources in their course, including carefully selected YouTube videos, found YouTube videos practical and reported that learners found them worthwhile and interesting.


id: rlt-2916
author: Schroeder, Nadine; Donat, Sophia
title: ‘Give and Take’ – higher education teachers using open educational resources
date: 2023-04-17
pages: 14
extension: .pdf
mime: application/pdf
words: 6649
sentence: 316
flesch: 45
cache: cache/rlt-2916.pdf
txt: txt/rlt-2916.txt
summary:
  OER activity OER cycle 5R Create Design Reuse Use Reuse Edit Edit Revise, Remix Publish Share Redistribute http://dx.doi.org/10.25304/rlt.v31.2916 Research in Learning Technology Citation: Research in Learning Technology 2023, 31: 2916 - http://dx.doi.org/10.25304/rlt.v31.2916 3 (page number not for citation purpose) OER, own materials can also serve as a basis for the development of OER (create). It was found that some participants, in addition to OER activities in the context of projects, do not use OER practices in their regular teaching.


id: rlt-2265
author: Li, Nai; Lefevre, David
date: 2020-05-04
pages: 13
extension: .pdf
mime: application/pdf
words: 5463
sentence: 269
flesch: 47
cache: cache/rlt-2265.pdf
txt: txt/rlt-2265.txt
title:
  Holographic teaching presence: participant experiences of interactive synchronous seminars delivered via holographic videoconferencing

summary:
  Keywords: holographic teaching presence; telepresence; online learning environments; holography in higher education; community of inquiry framework Introduction Digital technology continues to evolve at a rapid rate and present opportunities to enhance the delivery of education. A further limitation is that a range of HVC and non-holographic technologies exists, with varying functionality.


id: rlt-2106
author: Walmsley-Smith, Helen; Machin, Lynn; Walton, Geoff
date: 2019-02-08
pages: 14
extension: .pdf
mime: application/pdf
words: 6691
sentence: 335
flesch: 40
cache: cache/rlt-2106.pdf
txt: txt/rlt-2106.txt
title:
  The E-Design Assessment Tool: an evidence-informed approach towards a consistent terminology for quantifying online distance learning activities

summary:
  Online learning events: receives, debates, experiments, creates, explores, practises, imitates, meta-learns Open University Learning Design Initiative (OULDI) project (Cross et al. 2012) Online learning activity types: assimila- tive, finding and handling information, communication, productive, experiential, interactive or adaptive, assessment 7Cs framework (Conole 2014) Online learning activities: capture, com- municate, collaborate, consider Learning Designer online design tool (London Knowledge Lab 2016) based on the Conversational Framework (Laurillard 2002, 2012) Online learning activities: read, watch, listen (acquisition); collaborate; discuss; investigate; practice; produce E-Design Template (Walmsley 2017), based on Stephenson and Coomey (2001)


id: rlt-744
author: Jacobs, Gabriel
title: Technology and plagiarism
date: 2011-12-30
pages: 3
extension: .pdf
mime: application/pdf
words: 1785
sentence: 50
flesch: 38
cache: cache/rlt-744.pdf
txt: txt/rlt-744.txt
summary:
  I am sure that many students who write dissertations but who are not yet fully familiar with scholarly procedures fail to provide source references not out of an intention to cheat but simply because they have not yet learned how to handle the referencing process, a process which involves not only using appropriate mechanisms but also judgement about when to include and when to omit a reference (indeed, the reverse of missing references - over-referencing to the point of preventing a natural flow of the text - is almost as common in student assignments within certain disciplines). After all, having an original idea is seen by most students - indeed most people - as even better than showing how good one is at winkling out the ideas of others, whatever the high moral ground taken in the rubrics and guidelines for assessed assignments.


id: rlt-741
author: Hamburger, Henry
title: Finely integrated media for language learning
date: 2011-12-30
pages: 5
extension: .pdf
mime: application/pdf
words: 1964
sentence: 82
flesch: 44
cache: cache/rlt-741.pdf
txt: txt/rlt-741.txt
summary:
  The paper discusses this relationship after attempting to distil the essence of educational hypermedia, and after presenting a taxonomy of media for language learning. To that end, I will first attempt to distil the essence of the field of educational hypermedia, and will then present a simple taxonomy of individual media for language learning.


id: rlt-722
date: 2012-01-19
pages: 14
extension: .pdf
mime: application/pdf
words: 5847
sentence: 262
flesch: 53
cache: cache/rlt-722.pdf
txt: txt/rlt-722.txt
author:
  Kerrigan, Mark JP; Walker, Simon; Gamble, Mark; Lindsay, Sian; Reader, Kate; Papaefthimiou, Maria-Christiana; Newman-Ford, Loretta; Clements, Mark; Saunders, Gunter

title:
  The Making Assessment Count (MAC) consortium maximising assessment and feedback design by working together

summary:
  The summation of these ideas developed into a new model of student feedback into what can be defined as the SOS model of a tripartite feedback; Subject, Operational and Strategic (Figure 1). The SOS Model of student feedback.


id: rlt-725
author: Cochrane, Thomas; Narayan, Vickel
title: DeFrosting professional development: reconceptualising teaching using social learning technologies
date: 2012-01-19
pages: 12
extension: .pdf
mime: application/pdf
words: 5246
sentence: 266
flesch: 44
cache: cache/rlt-725.pdf
txt: txt/rlt-725.txt
summary:
  Exploring potential use of learning technologies Exploring potential use of technology and applied within the learner’s own context Facilitation Focus on individuals in class (learning alone) Focus on the community and the role the individuals play in the community (learning together � collaboration, co-creation, peer-feedback and communication) Emphasis on strategies for delivery of content (passive learning strategies) Emphasis on active learning, learner-generated content and authentic learning Learning context control by the teacher Learning context determined by the needs on the community and individuals Assessment Two separate assessments Assessments embedded within the learning process, each building on the other Department involved in teaching the course Lecturers from the education department Academic advisors from Te Puna Ako (Learning and Teaching Development Unit) T. Cochrane and V. Narayan 162 Student surveys The beginning of course student survey provided data on students’ previous experience. Data collection and triangulation Data collection consisted of: (1) Beginning of course surveys of lecturers and students, to establish current practice, expertise and experience.


id: rlt-731
author: Arati, Danny; Todorova, Albena; Merrett, Ruth
date: 2012-01-19
pages: 12
extension: .pdf
mime: application/pdf
words: 5508
sentence: 245
flesch: 34
cache: cache/rlt-731.pdf
txt: txt/rlt-731.txt
title:
  Implementation and sustainability of a global ICT company’s programme to help teachers integrate technology into learning and teaching in Germany, France and the UK

summary:
  The paper will also address the introduction of new content and approaches that target specific current issues in teacher professional development, for example: . Keywords: teacher professional development; technology integration; sustainability; public�private partnership *Corresponding author.


id: rlt-1762
author: Bassford, Marie L.; Crisp, Annette; O'Sullivan, Angela; Bacon, Joanne; Fowler, Mark
date: 2016-09-20
pages: 14
extension: .pdf
mime: application/pdf
words: 6667
sentence: 265
flesch: 40
cache: cache/rlt-1762.pdf
txt: txt/rlt-1762.txt
title:
  CrashEd – A live immersive, learning experience embedding STEM subjects in a realistic, interactive crime scene

summary:
  This will enable the development of further crime scene scenarios, utilizing the University Crime House. Development of other crime scene scenarios The CrashEd team secured internal University Teaching Innovation Project funding to further enhance the resource by purchasing specialist equipment for blood pattern analysis, forensic photography and image analysis, access to forensic databases for identification of counterfeit money and video animation projects.


id: rlt-2882
author: Douglas, Shonagh
title: Achieving online dialogic learning using breakout rooms
date: 2023-03-24
pages: 16
extension: .pdf
mime: application/pdf
words: 7654
sentence: 348
flesch: 50
cache: cache/rlt-2882.pdf
txt: txt/rlt-2882.txt
summary:
  Never (%) Students take a position (conception) and defend this through discussion (action) with other students I shared my ideas and explanations in breakout room discussions. 20 47 26 4 2 Students receive feedback from peers I received useful feedback from other students on my ideas or explanations during breakout rooms. In order to facilitate effective breakout rooms, tutors need to ensure they set a clear task, with evidence suggesting a perception gap between tutors and students on how effectively this was done, and regularly visit breakout rooms to encourage participation and provide support.


id: rlt-736
author: Laurillard, Diana; Swift, Betty; Darby, Jonathan
title: Academics' use of courseware materials: a survey
date: 2011-12-30
pages: 11
extension: .pdf
mime: application/pdf
words: 4193
sentence: 179
flesch: 50
cache: cache/rlt-736.pdf
txt: txt/rlt-736.txt
summary:
  Slides were the most popular alternative form, 46% having used them at some time; videocassettes were next with 35%, then CBL (defined as teaching programs, not just application tools such as word processing or spreadsheets) with 27%. The use of computer programs assumes total efficiency of equipment ... including technicians.


id: rlt-2195
author: Cochrane, Thomas; Smart, Fiona; Narayan, Vickel
title: Editorial: Special Issue on Mobile Mixed Reality
date: 2018-11-27
pages: 5
extension: .pdf
mime: application/pdf
words: 2424
sentence: 122
flesch: 38
cache: cache/rlt-2195.pdf
txt: txt/rlt-2195.txt
summary:
  This special collection of Research In Learning Technology explores the state of the art of mobile mixed reality (MMR) in education. They argue for the http://dx.doi.org/10.25304/rlt.v26.2195 Research in Learning Technology Citation: Research in Learning Technology 2018, 26: 2195 - http://dx.doi.org/10.25304/rlt.v26.2195 3 (page number not for citation purpose) value of incorporating biometric feedback to enhance the design of authentic learn- ing experiences through mobile mixed reality.


id: rlt-2302
author: Şahal, Muhammet; Ozdemir, Ahmet Şükrü
title: Pre-service primary teachers’ views and use of technology in mathematics lessons
date: 2020-08-07
pages: 17
extension: .pdf
mime: application/pdf
words: 8195
sentence: 475
flesch: 52
cache: cache/rlt-2302.pdf
txt: txt/rlt-2302.txt
summary:
  Con- cerning the advantages of technology use in an educational context, in the study of Atasoy, Uzun, and Aygun (2015), pre-service teachers’ thoughts were revealed as per- manent learning, improving students’ thinking skills, making the lesson enjoyable and simplifying. Smith, Kim and McIntyre (2016) reached parallel findings in relation to what pre-service teachers have opinions on technology use also.


id: rlt-2855
author: Boel, Carl; Rotsaert, Tijs; Valcke, Martin; Rosseel, Yves; Struyf, Dieter; Schellens, Tammy
date: 2023-02-13
pages: 14
extension: .pdf
mime: application/pdf
words: 6797
sentence: 368
flesch: 45
cache: cache/rlt-2855.pdf
txt: txt/rlt-2855.txt
title:
  Are teachers ready to immerse? Acceptance of mobile immersive virtual reality in secondary education teachers

summary:
  Findings should be extended to other teachers with caution, as technology acceptance studies are often limited to the specific research context (Mütterlein and Hess 2017). We adopted the UTAUT2-model (Venkatesh, Thong, and Xu 2012) as a theoretical framework, and added personal innovativeness in the domain of information tech- nology (Agarwal and Prasad 1998), based on prior exploratory research (Boel et al. Table 3.


id: rlt-2944
author: Anggoro, Kiki Juli; Pratiwi, Damar Isti
date: 2023-04-24
pages: 13
extension: .pdf
mime: application/pdf
words: 5804
sentence: 389
flesch: 61
cache: cache/rlt-2944.pdf
txt: txt/rlt-2944.txt
title:
  University students’ perceptions of interactive response system in an English language course: a case of Pear Deck

summary:
  Pear Deck as an IRS An IRS, as defined by Liu (2003), is a technology-enabled learning environment that improves student engagement. This implies that Pear Deck might be a beneficial platform to select to teach basic user students and it might be more advantageous for independent user students.


id: rlt-738
author: Beardon, Colin; Dormann, Claire; Mealing, Stuart; Yazdani, Masoud
title: Talking with pictures: exploring the possibilities of iconic communication
date: 2011-12-30
pages: 14
extension: .pdf
mime: application/pdf
words: 4286
sentence: 187
flesch: 57
cache: cache/rlt-738.pdf
txt: txt/rlt-738.txt
summary:
  Iconic languages It has been suggested that most modern written languages are derived from pictorial languages, but iconic languages seem to be a more recent invention. This paper deals with iconic languages as a means of communicating ideas and concepts without words.


id: rlt-728
author: Gorjian, Bahman
title: Using hypermedia annotations to teach vocabulary on the Web
date: 2012-01-19
pages: 13
extension: .pdf
mime: application/pdf
words: 6178
sentence: 328
flesch: 54
cache: cache/rlt-728.pdf
txt: txt/rlt-728.txt
summary:
  They were measured under two conditions: plain text group (i.e. control group who dealt with the plain texts) and hypermedia group (i.e. experimental group who dealt with hypermedia annotations). Learners’ vocabulary retention in hypermedia and plain text groups.


id: rlt-2821
author: De Silva, Ranapanada Kelum Jayamali; Peramunugamage, Anuradha
date: 2023-02-10
pages: 15
extension: .pdf
mime: application/pdf
words: 7020
sentence: 376
flesch: 47
cache: cache/rlt-2821.pdf
txt: txt/rlt-2821.txt
title:
  Emergency remote CAD teaching using licensed software in apparel during the COVID-19 pandemic: a collaborative learning approach

summary:
  I enjoy using the wiki learning activity 79 3.96 0.849 0.707 QW3 – Demotivation       I only use online learning activities because it is compul- sory for the module 62 3.08 1.164 1.326 I feel reluctant to use the wiki activity 60 3.02 1.194 1.395 Responses for different learning approaches in online remote learning.


id: rlt-746
author: Ramaiah, C. K.; Sulaiman, Mubarak; Meadows, A. J.
title: Student reaction to parallel hypertext and menu-based interfaces
date: 2011-12-30
pages: 10
extension: .pdf
mime: application/pdf
words: 3443
sentence: 151
flesch: 51
cache: cache/rlt-746.pdf
txt: txt/rlt-746.txt
summary:
  + 1.5 1.5 Table 4: A comparison for retrieval (overseas students v. home-based students) students clearly have greater problems in rapid retrieval than home-based students (t = 4.075 for HyperCard and 3.760 for dBase HI+, as compared with a two-tailed probability of 2.704 at the 1% level.) For example, home-based students agreed with the implication of Shneiderman's classification that HyperCard was a more flexible interface; this was less accepted by overseas students.


id: rlt-2287
author: Loizou, Maria ; Lee, Kyungmee
title: A flipped classroom model for inquiry-based learning in primary education context
date: 2020-07-09
pages: 18
extension: .pdf
mime: application/pdf
words: 7960
sentence: 346
flesch: 49
cache: cache/rlt-2287.pdf
txt: txt/rlt-2287.txt
summary:
  When it comes to primary education contexts, there have been general concerns about the feasibility of the FC practices due to a lack of self-regulation skills among primary school students at a relatively young age. Previous researchers also observed the negative attitudes towards and worries about their potential failures in their IBL learning processes (e.g. wrong results of experiments; unexpected difficulties) among many primary school students (Magee and Flessner 2012).


id: rlt-2978
author: Horváth, László
date: 2023-04-11
pages: 18
extension: .pdf
mime: application/pdf
words: 8530
sentence: 363
flesch: 44
cache: cache/rlt-2978.pdf
txt: txt/rlt-2978.txt
title:
  Adaptive pedagogical strategies responding to emergency remote teaching – immediate responses of Hungarian primary school teachers

summary:
  Furthermore, our results can offer some practical pointers for school teachers on how to combine different pedagogical strategies. Finally, the results can be useful for school teachers as they can help them see the complex interrelations and different elements that a pedagogical strategy can contain, highlighting possible pitfalls and opportunities.


id: rlt-1915
author: Akbaba, Yasemin; Başkan, Filiz
title: How to merge courses via Skype™†? Lessons from an International Blended Learning Project‡
date: 2017-11-10
pages: 18
extension: .pdf
mime: application/pdf
words: 9095
sentence: 481
flesch: 51
cache: cache/rlt-1915.pdf
txt: txt/rlt-1915.txt
summary:
  Earlier work on spe- cific techniques for improving student learning enhanced our understanding of deploy- ing information technology for educational purposes and contributed to a body of knowledge that enables a better understanding of technology-based learning. and ‘What are the satisfactions, benefits, challenges and surprises for other students and instructors in a traditional classroom when Skype is used to include a distance student in full class and small group work in the classroom?’


id: rlt-2239
author: Frangou, Satu-Maarit; Wikgren, Jan; Sintonen, Sara; Kairaluoma, Leila; Vasari, Pekka
title: The effect of writing modality on recollection in children and adolescents
date: 2019-10-28
pages: 13
extension: .pdf
mime: application/pdf
words: 6551
sentence: 315
flesch: 53
cache: cache/rlt-2239.pdf
txt: txt/rlt-2239.txt
summary:
  Using experimental with- in-subjects research design, the current study investigated 106 Finnish children’s and adolescents’ recollection after handwriting and keyboarding on laptops and touch- screen keyboards and found that different writing modalities influence recollection; http://dx.doi.org/10.25304/rlt.v27.2239� S.-M. Frangou et al. 10 Citation: Research in Learning Technology 2019, 27: 2239 - http://dx.doi.org/10.25304/rlt.v27.2239 (page number not for citation purpose) The new curriculum introduced multiliteracy skills to equip students with the necessary proficiencies to communicate and function in the digitised world, meaning also the competence to use different writing modalities.


id: rlt-742
author: Horwood, Michael
title: Does interactivity require multimedia? The case of SAKI
date: 2011-12-30
pages: 7
extension: .pdf
mime: application/pdf
words: 2674
sentence: 110
flesch: 47
cache: cache/rlt-742.pdf
txt: txt/rlt-742.txt
summary:
  An adaptive approach to learning sensory-motor skills In order effectively to examine the public reaction to SAKI, it is first necessary to define the difference between touch-typing and keyboard skills. This paper argues that while the absence of such features may be a limiting factor in the commercial success of the program, SAKI is nevertheless a prime example of the way in which a computer can successfully react to and interact with a user, and indeed one which would actually lose educational value if it were to undergo an interface-lift.


id: rlt-2150
title: Embodied reports in paramedicine mixed reality learning
date: 2018-11-27
pages: 17
extension: .pdf
mime: application/pdf
words: 8805
sentence: 391
flesch: 39
cache: cache/rlt-2150.pdf
txt: txt/rlt-2150.txt
author:
  Aguayo, Claudio; Dañobeitia, Cristobal; Cochrane, Thomas; Aiello, Stephen; Cook, Stuart; Cuevas, Alberto

summary:
  Since its original conceptu- alisation, the MESH360 project has evolved to now include the exploration of the use of MR learning scenarios informed by embodied reports data. This has led us to explore how the use of embodied reports data can inform and improve the redesign of learning scenarios in paramedicine education using MR learning scenarios.


id: rlt-1825
author: Traxler, John
title: Inclusion in an age of mobility
date: 2016-08-12
pages: 18
extension: .pdf
mime: application/pdf
words: 10231
sentence: 433
flesch: 41
cache: cache/rlt-1825.pdf
txt: txt/rlt-1825.txt
summary:
  The paper reviews the progress and problems of the substantial and unique programme of mobile learning across UK higher education since 2000 in relation to its stance on inclusion, where this is apparent. Jenkins, M., et al., (2011) ‘The development of technology enhanced learning: findings from a 2008 survey of UK higher education institutions’, Interactive Learning Environments, vol. 19, no. 5, pp.


id: rlt-1861
author: McDonald, Kieran; Glover, Ian
title: Exploring the transformative potential of Bluetooth beacons in higher education
date: 2016-11-11
pages: 15
extension: .pdf
mime: application/pdf
words: 7996
sentence: 259
flesch: 41
cache: cache/rlt-1861.pdf
txt: txt/rlt-1861.txt
summary:
  Keywords: learning space; technology; community of practice; internet of things; design education Introduction Prior to the Industrial Revolution and the subsequent development of mass educa- tion, learning was a relatively unstructured process that relied heavily on interaction with others, such as in the ancient Greek model of Socratic Questioning, or through observation, practice and critique by an expert tutor, such as in the apprentice model used in Renaissance artists’ studios. Bluetooth beacons are an example of a simple technology that can be used to create connections and interactions between people, objects and spaces, and so offer significant potential for enhancing the ascendant social methods of learning by transforming learning spaces.


id: rlt-723
author: Tan, Elaine; Pearce, Nick
date: 2012-01-19
pages: 9
extension: .pdf
mime: application/pdf
words: 4419
sentence: 190
flesch: 52
cache: cache/rlt-723.pdf
txt: txt/rlt-723.txt
title:
  Open education videos in the classroom: exploring the opportunities and barriers to the use of YouTube in teaching introductory sociology

summary:
  Keywords: YouTube; online video; open educational resources Introduction This project is a case study of the use of YouTube videos in learning and teaching in a 10 week introductory sociology course at the Foundation Centre at Durham University, which prepares mature and international students for their undergraduate degree. Whilst the review considered a wide range of articles, of interest to this project was a subset of 13 articles that included instructional strategies and general tips for incorporating YouTube videos in the classroom.


id: rlt-720
author: Bain, Yvonne C.
title: Learning through online discussion: a framework evidenced in learners’ interactions
date: 2012-01-19
pages: 14
extension: .pdf
mime: application/pdf
words: 6372
sentence: 386
flesch: 53
cache: cache/rlt-720.pdf
txt: txt/rlt-720.txt
summary:
  doi:10.3402/rlt.v19s1/7779 Learning through online discussion: a framework evidenced in learners’ interactions Yvonne C. Bain* School of Education, University of Aberdeen, Aberdeen, UK (Received 14 June 2011; final version received 22 June 2011) Online learning, often supported through online discussion, is not only a popular means of supporting off-campus learners, but increasingly has a place within campus-based learning courses. Laurillard and others suggest that there are assumptions being made about learning through online discussion that have yet to be fully tested, and therefore there is a need to examine this area further.


id: rlt-739
author: Jones, Tom
title: Recognition of animated icons by elementaryaged children
date: 2011-12-30
pages: 7
extension: .pdf
mime: application/pdf
words: 2719
sentence: 124
flesch: 60
cache: cache/rlt-739.pdf
txt: txt/rlt-739.txt
summary:
  In addition to the fact that children are better able to decipher the meaning of animated icons over static icons, they also show a marked preference for the moving icons. Jones, T. (1990), 'Children and animated computer icons', Journal of Research on Computing in Education, 22, 3, 300-9. McLean, R. S. (1983), 'Ontario Ministry of Education specifies its microcomputer', in Proceedings of the Fourth Canadian Symposium on Instructional Technology, Winnipeg, National Research Council of Canada. Shneiderman, B. (1987), Designing the User Interface: Strategies for Effective Human- Computer Interaction, Reading, MA, Addison-Wesley.


id: rlt-732
author: Stewart, Iain; McKee, William; Porteous, Kevin
title: Towards a personalised learning mesh: the implementation of a low overhead, multipath learning tool
date: 2012-01-19
pages: 12
extension: .pdf
mime: application/pdf
words: 5109
sentence: 240
flesch: 54
cache: cache/rlt-732.pdf
txt: txt/rlt-732.txt
summary:
  The captured media is mounted into a content management system which allows the media to be repurposed along with other content to provide an integrated support tool for student enquiry and self study which better matches their unstructured social experience. Many students who use existing resources developed by the authors and discussed in the following sections, describe how they use the content as a ‘‘background activity’’ while they engage in other online content, switching to full attention when particularly challenging elements of the content are reached.


id: rlt-752
author: Jones, Tom; Parker, Brant
title: Teaching models and local-area networks
date: 2011-12-30
pages: 10
extension: .pdf
mime: application/pdf
words: 4785
sentence: 162
flesch: 46
cache: cache/rlt-752.pdf
txt: txt/rlt-752.txt
summary:
  ** Rocky View School District, Canada Abstract The thesis of this paper is that new advances in both microtechnology and LAN technology can now provide teachers with flexible and exciting instructional tools which allow for a powerful integration of teaching model, curriculum content and technology. However (and unfortunately), the use of networked microcomputers in schools continues to reflect a 'one-station, one-user' approach, especially when viewed from the perspective of the integration of teaching models and technology.


id: rlt-745
author: Cates, Ward M.; Fontana, Lynn A.; White, Charles S.
title: Designing an interactive multimedia instructional environment: The Civil War Interactive
date: 2011-12-30
pages: 12
extension: .pdf
mime: application/pdf
words: 5111
sentence: 219
flesch: 53
cache: cache/rlt-745.pdf
txt: txt/rlt-745.txt
summary:
  Click here to leave Dr. Know.... SMou^*q;s;i EXIT t; Figure 5: Dr Know's E?T-Q advice selection screen Exploration Advice: Each of the sights provides information that helps you understand the conditions mat led the nation to Civil War. We v i l l get a clearer understanding of the interruption and disruption of lives by exploring h o v people's daily lives v e r e altered by the Civil War. n Figure 4: Sample Guided Tour enabling questions Qs are questions learners might consider while examining the sights at a stop.


id: rlt-1786
author: Hewitt, Anne; Stubbs, Matthew
date: 2017-11-10
pages: 24
extension: .pdf
mime: application/pdf
words: 11403
sentence: 462
flesch: 44
cache: cache/rlt-1786.pdf
txt: txt/rlt-1786.txt
title:
  Supporting law students’ skills development online – a strategy to improve skills and reduce student stress?

summary:
  Anne Hewitt and Matthew Stubbs*† Adelaide Law School, The University of Adelaide, Adelaide, Australia (Received 23 November 2015; final version received 28 February 2017) Law students internationally suffer from a high level of psychological distress com- pared with the general and student populations, and anecdotal evidence suggests that students developing skills without adequate support experience significant stress and anxiety. Law students rightly demand a high-quality education with good job prospects.


id: rlt-726
author: Collins, Trevor; Joiner, Richard; White, Alice; Braidley, Lindsey
date: 2012-01-19
pages: 11
extension: .pdf
mime: application/pdf
words: 4881
sentence: 268
flesch: 62
cache: cache/rlt-726.pdf
txt: txt/rlt-726.txt
title:
  School trip photomarathons: engaging primary school visitors using a topic focused photo competition

summary:
  However, knowledge gains are not the only outcome of museum visits. School museum visits such as these are important because they: .


id: rlt-755
author: McAleese, Ray
title: A theoretical view on concept mapping
date: 2011-12-30
pages: 11
extension: .pdf
mime: application/pdf
words: 4933
sentence: 255
flesch: 52
cache: cache/rlt-755.pdf
txt: txt/rlt-755.txt
summary:
  A theoretical view on concept mapping Ray McAleese Heriot-Watt University, UK Abstract Auto-monitoring is the pivotal concept in understanding the operation of concept maps, which have been used to help learners make sense of their study and plan learning activities. The idea of using concept maps (Novak and Gowin 1984) or mind maps (Buzan 1993) as part of an instructional strategy is not new (Bogden 1977; 38 ALT-J VOLUME 2 NUMBER 1 Reader and Hammond 1993), but it is timely to consider the contribution that such techniques have made to learning technology.


id: rlt-2214
author: Flogie, Andrej; Aberšek, Boris; Pesek, Igor
title: The impact of innovative learning environments on social competences of youth
date: 2019-08-14
pages: 14
extension: .pdf
mime: application/pdf
words: 6926
sentence: 345
flesch: 45
cache: cache/rlt-2214.pdf
txt: txt/rlt-2214.txt
summary:
  Social competence and the school environment If we consider social competences from the perspective of education and school, we can say that – just like learning anything else – the ability for a successful management of social skills requires for the basic physical and emotional needs of young people to be fulfilled. The impact of innovative learning environments on social competences of youth Andrej Flogie*, Boris Aberšek and Igor Pesek Faculty of Natural Sciences and Mathematics, University of Maribor, Maribor, Slovenia (Received: 14 December 2018; Revised: 11 July 2019; Accepted: 11 July 2019; Published:14 August 2019)


id: rlt-2258
author: Ebbert, Daniel; Dutke, Stephan
title: Patterns in students’ usage of lecture recordings: a cluster analysis of self-report data
date: 2020-01-09
pages: 14
extension: .pdf
mime: application/pdf
words: 8217
sentence: 322
flesch: 57
cache: cache/rlt-2258.pdf
txt: txt/rlt-2258.txt
summary:
  Citation: Research in Learning Technology 2020, 28: 2258 - http://dx.doi.org/10.25304/rlt.v28.2258 Research in Learning Technology Vol. 28, 2020 ORIGINAL RESEARCH ARTICLE Patterns in students’ usage of lecture recordings: a cluster analysis of self-report data Daniel Ebbert* and Stephan Dutke Institute for Psychology in Education, University of Münster, Münster, Germany (Received: 12 April 2019; Revised: 15 November 2019; Accepted: 18 November 2019; Published: 9 January 2020) Students’ usage of lecture recordings can be characterised by usage frequency, repetitiveness and selectivity in watching, lecture attendance, and social context and location in which students watch the lecture recordings. The five clusters are interpreted as representing dif- ferent ways of utilising lecture recordings.


id: rlt-2248
author: Dale, Vicki H.M.; Singer, Jeremy
title: Learner experiences of a blended course incorporating a MOOC on Haskell functional programming
date: 2019-07-10
pages: 15
extension: .pdf
mime: application/pdf
words: 7373
sentence: 288
flesch: 52
cache: cache/rlt-2248.pdf
txt: txt/rlt-2248.txt
summary:
  Students appreciated the flexibility and accessibility of the videos, but preferred to interact with their local learning community, rather than other MOOC learners. The outcomes of this study are rele- vant to educators seeking to incorporate MOOCs into blended courses.


id: rlt-2930
author: Isibika, Irene Shubi; Zhu, Chang ; De Smet, Egbert; Musabila, Albogast K.
date: 2023-04-20
pages: 14
extension: .pdf
mime: application/pdf
words: 6695
sentence: 341
flesch: 43
cache: cache/rlt-2930.pdf
txt: txt/rlt-2930.txt
title:
  The influence of user-perceived benefits on the acceptance of microlearning for librarians’ training

summary:
  It is easy for me to remember how to perform tasks from the developed content 0.870 Challenges of micro- learning training format 7 Lack of available infrastructure (e.g. computers, smartphones) to access microlearning training 0.764 Challenges of the developed content 4 Language barrier in the developed content 0.902 Accessibility 4 The microlearning training format promotes re-accessibility 0.789 Flexibility 3 In addition, the lack of available infrastructure in the libraries to access microlearning training was also seen as a challenge.


id: rlt-770
author: Jacobs, Gabriel
title: Editorial
date: 2011-12-30
pages: 2
extension: .pdf
mime: application/pdf
words: 665
sentence: 26
flesch: 33
cache: cache/rlt-770.pdf
txt: txt/rlt-770.txt
summary:
  It provided a unique opportunity for lecturers, courseware developers, library staff, computing support staff, educational development staff and institutional managers to meet and discuss the effective implementation of educational technology. Enabling active learning through the use of educational technology requires students to have adequate access to computers and training in using them, lecturers to have the confidence and skills necessary for using technology in their courses, and - crucially - senior managers in institutions of higher education to take a proactive role in supporting innovation in teaching and learning, both financially and by adopting appropriate staff- support policies.


id: rlt-2140
author: Allcoat, Devon; von Mühlenen, Adrian
title: Learning in virtual reality: Effects on performance, emotion and engagement
date: 2018-11-27
pages: 13
extension: .pdf
mime: application/pdf
words: 6309
sentence: 306
flesch: 54
cache: cache/rlt-2140.pdf
txt: txt/rlt-2140.txt
summary:
  The qualitative feedback suggests that because of the difficulty using the equip- ment ‘at first’, future studies may benefit from giving VR participants a trial period with the equipment first, to familiarise themselves with controls. Hawk, T. & Shah, A. (2007) ‘Using learning style instruments to enhance student learning’, Decision Sciences Journal of Innovative Education, vol.


id: rlt-2271
author: Marín, Victoria I.; Orellana, Martha Lucía; Peré, Nancy
date: 2019-11-18
pages: 16
extension: .pdf
mime: application/pdf
words: 6987
sentence: 273
flesch: 30
cache: cache/rlt-2271.pdf
txt: txt/rlt-2271.txt
title:
  Open educational resources for research training: quality assurance through a collaborative evaluation

summary:
  This was the starting point for the collaborative evaluation of educational resources using the agreed common criteria derived from the Learning Object Review Instrument (LORI) evaluation instrument. This article suggests recommendations regarding the collaborative evaluation of educational resources and the use of LORI, and suggestions for cre- ators of educational resources for research training to facilitate the quality assur- ance of their materials.


id: rlt-747
author: Kelmanson, M. A.; Maunders, S. B.; Cheng, S. Y.
title: A Mathematica-based CAL matrix-theory tutor for scientists and engineers
date: 2011-12-30
pages: 13
extension: .pdf
mime: application/pdf
words: 4728
sentence: 215
flesch: 50
cache: cache/rlt-747.pdf
txt: txt/rlt-747.txt
summary:
  By the same token, the LU team decided that module users should be entirely shielded from the Mathematica 'maths engine' in the present project. As an aid to other CAL authors considering the use of Mathematica Notebooks, idiosyncratic difficulties encountered within Mathematica Notebooks are catalogued and discussed in detail Introduction The problem Students entering science and engineering courses are frequently faced with the problem of weakness in their mathematical preparation for further education; this is due to a number of factors, not least of which is the vast number of possible combinations of A-level mathematics syllabi.


id: rlt-749
author: Benford, Steve; Burke, Edmund; Foxley, Eric; Gutteridge, Neil; Zin, Abdullah Mohd
date: 2011-12-30
pages: 16
extension: .pdf
mime: application/pdf
words: 6952
sentence: 347
flesch: 57
cache: cache/rlt-749.pdf
txt: txt/rlt-749.txt
title:
  Early experiences of computer-aided assessment and administration when teaching computer programming

summary:
  (ii) An exercise summary displays the distribution of student marks for a given exercise, including the number of submission attempts per student. This facility automatically marks students programs from a range of perspectives, and may be used in an iterative manner, enabling students to work towards a target level of attainment.


id: rlt-729
author: Strachan, Rebecca; Liyanage, Lalith; Casselden, Biddy; Penlington, Roger
title: Effectiveness of technology to support work based learning: the stakeholders’ perspective
date: 2012-01-19
pages: 12
extension: .pdf
mime: application/pdf
words: 5274
sentence: 306
flesch: 49
cache: cache/rlt-729.pdf
txt: txt/rlt-729.txt
summary:
  Content Unlike face to face, where tutor-student contact happens through lectures and seminars, online WBL students mainly rely on online content. Cheating in online student assessment: beyond plagiarism.


id: rlt-758
author: Jonassen, David H.; Marra, Rose M.
title: Concept mapping and other formalisms as Mindtools for representing knowledge
date: 2011-12-30
pages: 7
extension: .pdf
mime: application/pdf
words: 3352
sentence: 138
flesch: 44
cache: cache/rlt-758.pdf
txt: txt/rlt-758.txt
summary:
  We begin with an overview of concept maps as a means of describing a learner's knowledge constructs, and then discuss a broader class of tools, Mindtools, of which concept maps are a member. We proceed by defining Mindtools as formalisms for represent- ing knowledge, and further elaborate on concept maps as a formalism for representing a particular kind of knowledge: structural knowledge.


id: rlt-2890
date: 2023-02-24
pages: 13
extension: .pdf
mime: application/pdf
words: 6876
sentence: 321
flesch: 53
cache: cache/rlt-2890.pdf
txt: txt/rlt-2890.txt
author:
  Hechanova, Maria Regina H.; Jocson, Rosanne M.; Alianan, Jr., Arsenio S.; Delos Santos, Junix Jerald I.; Manaois, Jason O.; Gomez, Gilda A.; Lamzon, Gina R.

title:
  Developing resilience online: Evaluation of synchronous and asynchronous resilience interventions for Filipino college students

summary:
  70–78, doi: 10.1016/j.janxdis.2018.01.001 Ang, W. H. D., et al., (2022) ‘Effectiveness of resilience interventions for higher education stu- dents: a meta-analysis and meta-regression’, Journal of Educational Psychology, 114(7), 1670–1694.  http://dx.doi.org/10.25304/rlt.v31.2890 M.R.M. Hechanova et al. 4 Citation: Research in Learning Technology 2023, 31: 2890 - http://dx.doi.org/10.25304/rlt.v31.2890 (page number not for citation purpose) beginning of each module.


id: rlt-2874
author: Baytar, El Mustapha; Elyacoubi, Hayat ; Saqri, Nadia ; Ouchaouka, Lynda
title: Teachers’ sense of competence in terms of ICT use: the case of secondary school teachers
date: 2023-05-29
pages: 13
extension: .pdf
mime: application/pdf
words: 6247
sentence: 322
flesch: 49
cache: cache/rlt-2874.pdf
txt: txt/rlt-2874.txt
summary:
  doi: 10.17507/jltr.1202.13 Artacho, E. G., et al., (2020) ‘Teacher training in lifelong learning-the importance of digital competence in the encouragement of teaching innovation’, Sustainability (Switzerland), vol. 28. doi: 10.25304/rlt.v28.2302 Sánchez Prieto, J., et al., (2020) ‘Gender and digital teaching competence in dual vocational edu- cation and training’, Education Sciences, vol.


id: rlt-2284
author: Berry, Sam
date: 2019-11-21
pages: 19
extension: .pdf
mime: application/pdf
words: 8871
sentence: 362
flesch: 44
cache: cache/rlt-2284.pdf
txt: txt/rlt-2284.txt
title:
  Non-institutional learning technologies, risks and responsibilities: a critical discourse analysis of university artefacts

summary:
  Accepted: 15 October 2019; Published: 21 November 2019) Non-institutional technologies include external or third-party technologies that are not officially sanctioned or supported by higher education institutions (HEIs) but may be used by staff for educational purposes. The study therefore iden- tifies significant inadequacies in institutional policies and guidelines, and questions whether appropriate quality assurance processes and safeguards are in place when non-institutional technologies are used for higher education.


id: rlt-764
author: Richards, Stephen
title: Computer-based learning in psychology using interactive laboratories
date: 2011-12-30
pages: 9
extension: .pdf
mime: application/pdf
words: 4099
sentence: 187
flesch: 45
cache: cache/rlt-764.pdf
txt: txt/rlt-764.txt
summary:
  These include both relatively passive information presentation and highly active learning strategies in the form of interactive experiments and real-time training. Thus, in the interactive laboratory, a time-monitoring strategy using student log files has been adopted, implemented in such a way that when a teacher accesses student-monitoring Jnteractiue lab , tttademt l e g arc1


id: rlt-779
author: Baggott, Linda; Wright, Bruce
title: Interactive learning in biology with PhotoCD and associated software
date: 2011-12-30
pages: 7
extension: .pdf
mime: application/pdf
words: 2441
sentence: 102
flesch: 46
cache: cache/rlt-779.pdf
txt: txt/rlt-779.txt
summary:
  PhotoCD equipment and materials Hardware A-PhotoCD player (Kodak PCD 5865) displays images directly from PhotoCD to TV or monitor screen. The player can: • automatically display the images in sequence; • allow two, six or eight seconds' duration of display during an automatic slide-show sequence; • eliminate undesired images from the sequence (skip); • allow random access to images; • pan left and right across the screen image; 62 ALT-J Volume 3 Number I • rotate the image in 90° increments; • display a 2x enlargement of a part of any image; this is achieved by positioning a rectangular cursor on the required part of the image using four direction buttons on the remote control unit; • remember the format of edited images; • restore edited images to their original format; • display a reduced version of the complete image; • play audio CDs at high-quality sound.


id: rlt-773
author: Siviter, Douglas; Siviter, Phil
title: Issues in making courseware exploitable
date: 2011-12-30
pages: 7
extension: .pdf
mime: application/pdf
words: 2963
sentence: 106
flesch: 37
cache: cache/rlt-773.pdf
txt: txt/rlt-773.txt
summary:
  Introduction There are currently substantial investments being made in courseware development in the UK, in particular in the HÈFCs' Teaching and Learning Technology Programme (TLTP), and the hope which underpins these development efforts is that Higher Education institutions will eagerly adopt and exploit the freely available courseware which emerges from them. There is now a national requirement for efforts to be made to bring together the many strands of courseware development.


id: rlt-2803
author: Adams, Jonathan; Flavell, Fallyn; Raureti, Ramari
title: Mixed reality results in vocational education: a case study with HoloLens 2
date: 2022-12-22
pages: 17
extension: .pdf
mime: application/pdf
words: 7330
sentence: 368
flesch: 45
cache: cache/rlt-2803.pdf
txt: txt/rlt-2803.txt
summary:
  The next step on the implemen- tation journey would be external Collaboration for consistency where MR applica- tions are developed alongside other ITPs and employers for student learning outside of campus classrooms in workplace settings. This gives students ‘the potential to reduce cognitive overload by providing students with perfectly situated scaffolding’ (Bower et al. 2014, p. 1).


id: rlt-776
author: Ritchie, Gordon; Garner, Paul
title: Enhancing laboratory activity with computer-based tutorials
date: 2011-12-30
pages: 4
extension: .pdf
mime: application/pdf
words: 1608
sentence: 75
flesch: 44
cache: cache/rlt-776.pdf
txt: txt/rlt-776.txt
summary:
  Enhancing laboratory activity with computer-based tutorials Gordon Ritchie* and Paul Garner** * Department of Electronic Systems Engineering, University of Essex **Department of Electronics, University of York Students should be encouraged to take full advantage of expensive laboratory resources by being adequately prepared Computer-based laboratory tutorials have proved very successful in generating competence and confidence in the laboratory as well as reinforcing lecture material. 51 Gordon Ritchie and Paul Gamer Enhancing laboratory activity A significant problem is access to the PC laboratory; an hour session for each of 100 students makes significant inroads into bookable and open-access time.


id: rlt-756
author: Bell, Frances
title: The role of people and organisations in learning technology practice
date: 2011-07-01
pages: 2
extension: .pdf
mime: application/pdf
words: 585
sentence: 21
flesch: 40
cache: cache/rlt-756.pdf
txt: txt/rlt-756.txt
summary:
  It is not enough to provide learning technologies: they have to be suc- cessfully embedded in staff and student practice. In the first paper in this issue, Williams, Boyle, Molloy, Brightwell, Munro, Ser- vice, and Brown explore student attitudes to e-learning in undergraduate paramedic programmes from five universities, revealing student reluctance to engage in e- learning that was not clearly related to their needs.


id: rlt-785
author: Khan, Hassan
title: Effective CAL: theory and practice
date: 2011-12-30
pages: 5
extension: .pdf
mime: application/pdf
words: 1832
sentence: 68
flesch: 39
cache: cache/rlt-785.pdf
txt: txt/rlt-785.txt
summary:
  Introduction Modern-day authoring systems have made the production of CAL applications so easy that people with little computer literacy are able quite quickly to create elaborate multimedia applications. Angling can be used to good effect in CAL applications to allow a topic to be perused in different ways, each one bringing a new perspective to the learner.


id: rlt-2945
author: Baryktabasov, Kasym ; Jumabaeva, Chinara; Brimkulov, Ulan
title: Using information and communication technologies for the assessment of a large number of students
date: 2023-07-20
pages: 14
extension: .pdf
mime: application/pdf
words: 7134
sentence: 419
flesch: 54
cache: cache/rlt-2945.pdf
txt: txt/rlt-2945.txt
summary:
  Student attitudes towards computer-aided testing. The survey was conducted among university students in the city of Bishkek, Kyr- gyz Republic.


id: rlt-782
author: Gardner-Medwin, A. R.
title: Confidence assessment in the teaching of basic science
date: 2011-12-30
pages: 6
extension: .pdf
mime: application/pdf
words: 2442
sentence: 104
flesch: 53
cache: cache/rlt-782.pdf
txt: txt/rlt-782.txt
summary:
  This paper is primarily about confidence assessment. With confidence assessment, a student cannot do well by employing guesswork.


id: rlt-794
author: Phillips, Gervase
title: Dissertations and databases: the historian as software engineer
date: 2011-12-30
pages: 5
extension: .pdf
mime: application/pdf
words: 2195
sentence: 97
flesch: 43
cache: cache/rlt-794.pdf
txt: txt/rlt-794.txt
summary:
  After all, historical databases are not safety-critical. Dissertations and databases: the historian as software engineer Gervase Phillips Manchester Metropolitan University This article argues that historians have always been closer to programmers than has perhaps been recognized, and that historical software projects undertaken within the framework of the traditional third-year dissertation are useful training not just for the potential historian, but also for the potential software engineer.


id: rlt-2823
author: Wakes, Sarah J.; Dunn, Linda A.
title: I do, I understand: engaging distance and campus students in sustainability through active learning
date: 2023-01-12
pages: 15
extension: .pdf
mime: application/pdf
words: 7636
sentence: 293
flesch: 48
cache: cache/rlt-2823.pdf
txt: txt/rlt-2823.txt
summary:
  http://dx.doi.org/10.25304/rlt.v31.2823 S. J. Wakes and L. A. Dunn 14 Citation: Research in Learning Technology 2023, 31: 2823 - http://dx.doi.org/10.25304/rlt.v31.2823 (page number not for citation purpose) student involvement; ensuring the work has value to student learning and is not just a teaching/assignment exercise. Changes to the design of the teaching approach and the use of technology improved the quality and quantity of interaction and communication between staff–students and students–students and facilitated a hands-on learning experience for online students interacting asynchronously.


id: rlt-788
author: Leathard, H. L.; Dwehurst, D. G.
date: 2011-12-30
pages: 8
extension: .pdf
mime: application/pdf
words: 3149
sentence: 96
flesch: 39
cache: cache/rlt-788.pdf
txt: txt/rlt-788.txt
title:
  Comparison of the cost-effectiveness of a computer-assisted learning program with a tutored demonstration to teach intestinal motility to medical students

summary:
  The highest proportions of'undecided' responses were elicited by the statements that 'Undergraduate laboratory-based practicáis are more expensive to carry out than utilizing computer simulation programs' (40), 'Replacing laboratory-based experiments with computer simulations provides the lecturer with more time for lesson planning, marking work, etc' (37) and 'Computer simulations of such experiments are difficult to use' (34). Between half and two-thirds of the students agreed or strongly agreed that 'An important bonus in laboratory practicáis is that teacher-student and student-student contact is encouraged and learning is thereby enhanced' (66), 'Undergraduate laboratory-based practicáis are more expensive to carry out than utilizing computer simulation programs' (54), 'Replacing laboratory-based experiments with computer simulations provides the lecturer with more time for lesson planning, marking work, etc' (52) and 'During laboratory practical experiments, the time spent learning how to use equipment often leaves insufficient time to complete the experiment' (52).


id: rlt-804
author: Pollock, Maggie; McAteer, Erica; Doughty, Gordon; Turner, Ian
date: 2011-12-30
pages: 7
extension: .pdf
mime: application/pdf
words: 2644
sentence: 115
flesch: 53
cache: cache/rlt-804.pdf
txt: txt/rlt-804.txt
title:
  Conversion of a mathematics course to CAL: a case study of a large-scale rapid change of resources and organization

summary:
  Students worked at their own pace, with timetabled and open access computer classes and/or paper handbooks. Overcoming 'not invented here' resistance, we used an externally produced program to deliver all maths teaching over a first-year class, and evaluated effectiveness for both teachers and students.


id: rlt-761
author: Jacobs, Gabriel
title: Reviews
date: 2011-12-30
pages: 11
extension: .pdf
mime: application/pdf
words: 6749
sentence: 272
flesch: 52
cache: cache/rlt-761.pdf
txt: txt/rlt-761.txt
summary:
  ISBN: 0-444- 89607-4. For a variety of reasons, electronic books published on CD-ROM are valuable learning resources, and publishers are increasingly realizing the many attractive advantages they offer. I could find nothing that seemed to relate to these and a number of other key issues.


id: rlt-807
author: Tosunoglu, Canan; Butcher, Philip; Scanlon, Eileen; Jones, Ann
title: The Works Metallurgist: an evaluation of a CAL package on phase diagrams
date: 2011-12-30
pages: 7
extension: .pdf
mime: application/pdf
words: 2721
sentence: 111
flesch: 54
cache: cache/rlt-807.pdf
txt: txt/rlt-807.txt
summary:
  The Works Metallurgist The Works Metallurgist is an interactive tutorial designed to teach interpretations of phase diagrams and the Lever Rule (a method of calculating percentage of solid and liquid in an alloy at a given temperature from a phase diagram) to Open University students who are studying at a distance. The focus of the evaluation exercise is on the effectiveness of CAL in contributing to student learning.


id: rlt-801
author: Allinson, Lesley J.
title: Social psychology: new directions in computer-based learning
date: 2011-12-30
pages: 8
extension: .pdf
mime: application/pdf
words: 3230
sentence: 128
flesch: 39
cache: cache/rlt-801.pdf
txt: txt/rlt-801.txt
summary:
  Increasing productivity and rising student numbers are often quoted as major factors influencing the introduction of CBL; but the application of comprehensive multimedia implementations for the teaching of practical social psychology skills can be viewed as an augmentation of traditional methods and not merely an imposed substitute. Social psychology: new directions in computer-based learning Lesley J. Allinson School of Social Sciences and Professional Studies, University of Humberside The provision of CBL within social psychology has been, to date, largely restricted to providing introductory teaching material and event-logging tools.


id: rlt-2293
author: Bergdahl, Nina; Nouri, Jalal
title: Student engagement and disengagement in TEL – The role of gaming, gender and non-native students
date: 2020-08-19
pages: 16
extension: .pdf
mime: application/pdf
words: 8486
sentence: 361
flesch: 41
cache: cache/rlt-2293.pdf
txt: txt/rlt-2293.txt
summary:
  Keywords: student engagement; student disengagement; technology-enhanced learning; gender; gaming; non-native speakers Introduction Engagement is often seen as a key concept in education with its strong relations to school retention, grades, academic outcome and student well-being (e.g. Alrashidi, Phan, and Ngu 2016; Fredricks, Blumenfeld, and Paris 2004). Student engagement can be described as the visible and measurable outcome of motivation (Boekaerts 2016; Fredricks and McColskey 2012), and has been related to overall school success for all students (Alrashidi, Phan, and Ngu 2016; Fredricks, Blumenfeld, and Paris 2004) and defined as students’ initiation of effort and their persistence in learning activities (Alrashidi et al. 2016).


id: rlt-771
author: Kwok, Manfred; Jones, Clifford
title: Catering for different learning styles
date: 2011-12-30
pages: 7
extension: .pdf
mime: application/pdf
words: 2722
sentence: 117
flesch: 53
cache: cache/rlt-771.pdf
txt: txt/rlt-771.txt
summary:
  ALTJ Volume 3 Number I Catering for different learning styles Manfred Kwok and Clifford Jones European Bus/ness Management School, University of Wales, Swansea In fact, much past research has shown that people have different learning styles, and one's learning style is built up by many different past experiences (Entwistle, 1987).


id: rlt-810
author: Whitelock, Denise; Scanlon, Eileen; Taylor, Josie
title: The influence of audio communications technology on computer-supported collaborative learning
date: 2011-12-30
pages: 8
extension: .pdf
mime: application/pdf
words: 2878
sentence: 121
flesch: 53
cache: cache/rlt-810.pdf
txt: txt/rlt-810.txt
summary:
  The main difference between subjects' behaviour during the audio session on the one hand, and in the side by side condition on the other is that the 'audio' pairs did not choose to continually work through everything together. A two-way ANOVA performed on the number of experiments performed revealed no overall difference according to communication or gender condition.


id: rlt-813
author: Lavelle, Derek
title: Replacement of traditional lectures with computer-based tutorials: a case study
date: 2011-12-30
pages: 7
extension: .pdf
mime: application/pdf
words: 2727
sentence: 97
flesch: 44
cache: cache/rlt-813.pdf
txt: txt/rlt-813.txt
summary:
  However, if carried out wisely, this should result in many hours of student learning time being provided, hopefully with only minimum effort required in future updating of the material, this clearly being dependent on the subject under consideration. Lecture vs. computer-based study The students were asked whether they preferred study of this subject by traditional lecture, computer tutorial or a mixture of the two.


id: rlt-1973
author: Adekola, Josephine; Dale, Vicki H.M.; Gardiner, Kerr
date: 2017-11-10
pages: 16
extension: .pdf
mime: application/pdf
words: 7446
sentence: 318
flesch: 41
cache: cache/rlt-1973.pdf
txt: txt/rlt-1973.txt
title:
  Development of an institutional framework to guide transitions into enhanced blended learning in higher education

summary:
  While there is increasing awareness of blended learning, only a few studies provide direction for HEIs looking to transition into enhanced blended learning (Graham, Woodfield, and Harrison 2013; Halverson et al. 2012; Marshall 2011). 24–28. Gordon, N. (2014) Flexible pedagogies: technology enhanced learning, [online] Available at: https://www.heacademy.ac.uk/flexible-pedagogies-technology-enhanced-learning Graham, C. R., Woodfield, W. & Harrison, J. B. (2013) ‘A framework for institutional adop- tion and implementation of blended learning in higher education’, The Internet and Higher Education, vol.


id: rlt-757
author: Hammond, Nick
title: Auto-monitoring: theoretical touchstone or circular catch-all?
date: 2011-12-30
pages: 2
extension: .pdf
mime: application/pdf
words: 924
sentence: 37
flesch: 48
cache: cache/rlt-757.pdf
txt: txt/rlt-757.txt
summary:
  Until I read Ray McAleese's paper, I perhaps had a rather simplistic psychologist's view of concept mapping. The activities involved in concept mapping could be linked to well-known psychological principles of understanding, memorization and learning: effort, elaboration and depth of processing; generation and enactment effects; encoding specificity and encoding variability; the distinctions between explicit and implicit representations; meta- cognitive strategies and reflection, and so forth (Hammond 1993).


id: rlt-759
author: Reynolds, Martin
title: KnowledgePro Windows: the order of merit?
date: 2011-12-30
pages: 6
extension: .pdf
mime: application/pdf
words: 2980
sentence: 116
flesch: 47
cache: cache/rlt-759.pdf
txt: txt/rlt-759.txt
summary:
  Comparisons are drawn in this paper between the KPWIN family of products and other authoring tools. Visual programming tools provide the other team members with a structure with which to order the resources content.


id: rlt-767
author: Pejtersen, Annelise Mark; Jensen, Grete Lisbjerg; Jensen, Henrik; Weber, Steen
title: Visualization of database structures for information retrieval
date: 2011-12-30
pages: 18
extension: .pdf
mime: application/pdf
words: 7590
sentence: 270
flesch: 46
cache: cache/rlt-767.pdf
txt: txt/rlt-767.txt
summary:
  It is a shareware program available on CD-ROM or floppy disks, and comprises functionality for database searching as well as for classifying and storing book information in the database. It is generally agreed that current information retrieval systems in both public and school libraries present major problems for child users.


id: rlt-828
author: Richards, Stephen
title: Educational software design: applying models of learning
date: 2011-12-30
pages: 4
extension: .pdf
mime: application/pdf
words: 1796
sentence: 95
flesch: 54
cache: cache/rlt-828.pdf
txt: txt/rlt-828.txt
summary:
  This may stem from the abstract and complex nature of many learning models. Feedback is therefore an important mechanism by which positive feelings towards learning processes can be engendered.


id: rlt-820
author: Underwood, Jean; Dahlberg, Arne; FitzPatrick, Simon; Greenwood, Malcolm
title: A STILE Project case study: the evaluation of a computer-based visual key for fossil identification
date: 2011-12-30
pages: 8
extension: .pdf
mime: application/pdf
words: 2785
sentence: 128
flesch: 53
cache: cache/rlt-820.pdf
txt: txt/rlt-820.txt
summary:
  Four third-year student undergraduates, two experienced and two inexperienced users of paper keys, were presented with a range of field specimens to identify using either the paper key or the STILE visual database. Our results show that the visual database was both the preferred way of operating and more effective than paper keys for all students.


id: rlt-777
author: Brindle, Geoff; Mitchell, William; Seal, Len; Bohme, KArl
title: A virtual laboratory system for physiology teaching
date: 2011-12-30
pages: 4
extension: .pdf
mime: application/pdf
words: 1534
sentence: 65
flesch: 40
cache: cache/rlt-777.pdf
txt: txt/rlt-777.txt
summary:
  VR systems are less of a new technology than an integration of several existing technologies, the chief of which are 3D computer graphics display and animation, computer modelling and simulation, real-time systems and novel input and output device technologies. 54 ALT-J Volume 3 Number I • VR systems go beyond traditional CAD modelling in the degree of realism provided.


id: rlt-780
author: Kirby, R.; McAndrew, P.; Kilgour, A.; Taylor, H.; Mayes, J. T.
title: ELF: the Electronic Learning Facilitator
date: 2011-12-30
pages: 6
extension: .pdf
mime: application/pdf
words: 2662
sentence: 113
flesch: 59
cache: cache/rlt-780.pdf
txt: txt/rlt-780.txt
summary:
  An important issue raised by this is the identification of the point at which the work done by ELF agents might become counter-productive for an individual learner. For learners, we now have a significant set of information sources, albeit obscured by a lot of noise.


id: rlt-797
author: Benest, Ian
title: Reviews
date: 2011-12-30
pages: 8
extension: .pdf
mime: application/pdf
words: 5600
sentence: 211
flesch: 43
cache: cache/rlt-797.pdf
txt: txt/rlt-797.txt
summary:
  The first five papers deal with topics related to the study of mathematics, namely the use of multimedia environments for enhancing student learning in mathematics; task analysis and didactic tools to support mathematics tutoring; 'unintelligent' tutoring in algebra based on psychological theories and experimentation; the use of intermediate models for solving word problems involving the development of arithmetic skills; and the use of computer programming as a mechanism to support the development of open-ended project work. In chapter 2, Mason gives her personal view on what attributes of interactivity are desirable in an educational context, and evaluates these for computer conferencing, audiographics and videoconferencing.


id: rlt-786
author: Edwards, John S.; Akroyd, Robert I.
title: Using information technology to help business students learn about contract law
date: 2011-12-30
pages: 7
extension: .pdf
mime: application/pdf
words: 2244
sentence: 106
flesch: 50
cache: cache/rlt-786.pdf
txt: txt/rlt-786.txt
summary:
  However, business students have a different perspective on law from that of law students. Akroyd, R.I. & Edwards, J.S. (1994), 'Wheeler-dealer: a role-play concept for learning about legal negotiation', International Journal of Independent Studies (submitted).


id: rlt-774
author: Smith, Chris; Jagodzinski, Peter
title: The implementation of a multimedia learning environment for graduate civil engineers
date: 2011-12-30
pages: 11
extension: .pdf
mime: application/pdf
words: 3404
sentence: 140
flesch: 49
cache: cache/rlt-774.pdf
txt: txt/rlt-774.txt
summary:
  f DR = 40 S R = 1 DR - Difficulty Rating, SR - Sequence Ranking A 'real' problem would include many more task nodes. Figure 5: Design problem nodes with example difficulty ratings and sequence rankings 37 Chris Smith and Peter jagpdzinski Together, these two aspects of the CAM are able to comprehend the type of knowledge representation required by the domain of dam spillway design.


id: rlt-783
author: Catterall, Miriam; Ibbotson, Patrick
title: The use of computers as substitute tutors for marketing students
date: 2011-12-30
pages: 6
extension: .pdf
mime: application/pdf
words: 2549
sentence: 120
flesch: 62
cache: cache/rlt-783.pdf
txt: txt/rlt-783.txt
summary:
  The computer-based tutorials were designed to meet two main objectives, namely to help students in their formative assessment and to help staff monitor any difficulties students were experiencing with module content. However, students incorporated the tutorials into their learning in ways that had not been anticipated specifically; they used the tutorials for a number of related but different purposes, and their usage patterns varied considerably.


id: rlt-762
author: Jacobs, Gabriel
title: Editorial
date: 2011-12-30
pages: 2
extension: .pdf
mime: application/pdf
words: 1280
sentence: 41
flesch: 47
cache: cache/rlt-762.pdf
txt: txt/rlt-762.txt
summary:
  Can the same sort of thing be applied to the sole use of educational technology as opposed to using human teachers? But despite the uncanny accuracy of some of Arthur C. Clarke's predictions of thirty or so years ago in 2001: A Space Odyssey, the chances of our producing by the beginning of the 21st century (or even well beyond) a computer like HAL, able to react more or less like a human being, are inflnitesimally small; and it would take a HAL to make human teachers completely redundant.


id: rlt-750
author: Barker, Philip
title: Reviews
date: 2011-12-30
pages: 10
extension: .pdf
mime: application/pdf
words: 5605
sentence: 235
flesch: 47
cache: cache/rlt-750.pdf
txt: txt/rlt-750.txt
summary:
  Further exam- ples of multimedia CD books are described in Chapter 22. It also offers hands-on use of a PC, since it comes with two floppy disks containing a range of multimedia material linked to various chapters.


id: rlt-2982
author: Kasperski, Ronen ; Porat, Erez ; Blau, Ina
date: 2023-05-13
pages: 14
extension: .pdf
mime: application/pdf
words: 9650
sentence: 267
flesch: 43
cache: cache/rlt-2982.pdf
txt: txt/rlt-2982.txt
title:
  Analysis of emergency remote teaching in formal education: crosschecking three contemporary techno-pedagogical frameworks

summary:
  They rarely referred to the use of digital tools and digital learning data to conduct their instruction modes and provide personalised learning as described in both ISTE and DigCompEdu (n = 9). Area 5: Empowering Learners Use of digital technologies • Strengthening the relationships among staff • Emotional support for students and families • Extracurricular projects, initiatives, and recreational activities Educators as leaders (ISTE) Promoting Student Digital Citizenship (ISTE); The digital capabilities of learners (DigCompEdu, Region 6); Technological knowledge (TPACK, TK) Educators as analysts (ISTE); Techno- pedagogical knowledge (TPACK: TPK); DigCompEdu Zone 4: Assessment Aspects from theoretical models missing from teacher reports Elaborating the theoretical models Phase 2: Supporting social emotional needs Phase 2: Teaching the curriculum remotely Phase 1: Instituational reorganization Phase 1: Teacher acquisition of technological knowledge Effective ERT Corresponding with theoretical models • Adjusting the schedule • Bridging digital gap (equality) •


id: rlt-753
author: Soper, Jean B.; MacDonald, Alexander B.
title: An interactive approach to learning economics: the WinEcon package
date: 2011-12-30
pages: 16
extension: .pdf
mime: application/pdf
words: 7420
sentence: 328
flesch: 56
cache: cache/rlt-753.pdf
txt: txt/rlt-753.txt
summary:
  With numerical questions, we expect to provide different data randomly to different students. Introduction WinEcon is a software package offering a new and interactive approach to learning econom- ics for students taking a first-year university course.


id: rlt-805
author: Kirkwood, Adrian; Jones, Ann; Jelfs, Anne
title: Changing the role of tutors in distance education with information and communication technologies
date: 2011-12-30
pages: 5
extension: .pdf
mime: application/pdf
words: 2245
sentence: 76
flesch: 48
cache: cache/rlt-805.pdf
txt: txt/rlt-805.txt
summary:
  Currently, the workload for OU tutors tends to be intermittent, in that it is greater when assignments are due and at the time of group tutorials than at other times. Both these changes, however, would require tutor training in conferencing, and would also assume a change in the nature of tutoring such that it would become a blend of course delivery and course support not previously undertaken by OU tutors.


id: rlt-765
author: Baldry, Anthony; Piastra, Marco; Bolognesi, Roberto
title: Retraction With Face Saving: modelling conversational interaction through dynamic hypermedia
date: 2011-12-30
pages: 11
extension: .pdf
mime: application/pdf
words: 5051
sentence: 180
flesch: 45
cache: cache/rlt-765.pdf
txt: txt/rlt-765.txt
summary:
  31 Anthony Baldry, Marco Piastra and Roberto Bolognesi Retraction with Face Saving The concept of different conversational states despite apparently identical circumstances Like other hypertext units, the nodes in RWFS contain text and images. The tactical level may be interpreted in terms of one or more theoretical interpretive models, and vice versa the strategic level can be linked to different tactical levels.


id: rlt-789
author: King, Terry
title: Reviews
date: 2011-12-30
pages: 4
extension: .pdf
mime: application/pdf
words: 2376
sentence: 96
flesch: 49
cache: cache/rlt-789.pdf
txt: txt/rlt-789.txt
summary:
  Inclusion here would have emphasized the need to consider assessment very early in the development of flexible learning materials (or any other learning materials for that matter). Although the section on further reading could have been more comprehensive, it is sufficient for the purposes of this guide, and there are references to the texts throughout at appro- priate points, though I did find the use of some abbreviations rather irritating. 128 ALT-J Volume 3 Number I I certainly think the guide is interesting, and indeed could be invaluable for those considering developing flexible learning materials.


id: rlt-817
author: King, Anny; Honeybone, Andrew
title: Needs before means: the dialectics of learning and technology
date: 2011-12-30
pages: 13
extension: .pdf
mime: application/pdf
words: 5868
sentence: 229
flesch: 44
cache: cache/rlt-817.pdf
txt: txt/rlt-817.txt
summary:
  The specific role of learning technology as a means of encouraging dialogue within a learning environment is illustrated through examples of language learning such as TLTP CKS33 and the RACE Hipernet Project. The general argument that dialogue based on dialectical communication lies at the heart of the learning process will then be applied to the use of learning technology in language learning.


id: rlt-802
author: Gordon, Shane A.; Garrud, Paul
title: Communication skills: a new strategy for training
date: 2011-12-30
pages: 7
extension: .pdf
mime: application/pdf
words: 2378
sentence: 110
flesch: 52
cache: cache/rlt-802.pdf
txt: txt/rlt-802.txt
summary:
  Communication skills: a new strategy for training Shane A. Gordon and Paul Garrud Behavioural Sciences Section, Department of Psychiatry, University of Nottingham, Medical School A new five-year course in communication skills for medical students has been developed at Nottingham Medical School in response to recommendations from the General Medical Council and a large body of research. It would appear that, as medical students move through their training, a certain degree of their innate ability to communicate with mothers of sick children seems to have been altered by their desire to obtain factual information.


id: rlt-795
author: Groat, Anne; Musson, Tim
title: Learning styles: individualizing computer-based learning environments
date: 2011-12-30
pages: 10
extension: .pdf
mime: application/pdf
words: 4193
sentence: 174
flesch: 49
cache: cache/rlt-795.pdf
txt: txt/rlt-795.txt
summary:
  In spite of its importance, learning style is a factor that has been largely ignored in the design of educational software. The position adopted here is that each student's approach to learning is determined both by a relatively stable entity called learning style, and by more situation-specific concerns.


id: rlt-798
author: Whitelock, Denise
title: Editorial
date: 2011-12-30
pages: 2
extension: .pdf
mime: application/pdf
words: 687
sentence: 24
flesch: 40
cache: cache/rlt-798.pdf
txt: txt/rlt-798.txt
summary:
  The study by Whitelock et al forms part of an ongoing research programme to investigate students working with a computer at a distance with audio only, and then video links. Harding et al warn that the introduction of computer-based learning materials should be considered as an 'add-on cost' to course production, and that the benefits of using such materials should be seen more in terms of an 'enhancement of education rather than a replacement of older methods'.


id: rlt-831
author: Edward, Norrie S.
title: Computer-based laboratory simulation: evaluations of student perceptions
date: 2011-12-30
pages: 13
extension: .pdf
mime: application/pdf
words: 5447
sentence: 266
flesch: 54
cache: cache/rlt-831.pdf
txt: txt/rlt-831.txt
summary:
  Edward, N. (1996), 'Screen presentations in laboratory simulations as perceived by students', Proceedings of the SERA (1995) Conference, Glasgow: University of Strathclyde. Computer-based laboratory simulation: evaluations of student perceptions Norrie S. Edward School of Mechanical and Offshore Engineering, The Robert Gordon University, Aberdeen Providing resources to meet the needs of oil workers who miss blocks of an engineering course was the motivation for producing computer-based simulations of laboratory equipment.


id: rlt-772
author: Paterson, Pat; Robottorn, John
title: Learning style and learning strategies
date: 2011-12-30
pages: 10
extension: .pdf
mime: application/pdf
words: 3142
sentence: 121
flesch: 44
cache: cache/rlt-772.pdf
txt: txt/rlt-772.txt
summary:
  Learning strategies are the methods employed by the learner to achieve learning. Learning strategies are the particular habits or patterns espoused when engaged in the learning process.


id: rlt-841
author: Harding, Robert; Lay, Steve; Robinson, Peter; Sheppard, Dan; Watts, Richard
title: New technology for interactive CAL: the Origami project
date: 2011-12-30
pages: 7
extension: .pdf
mime: application/pdf
words: 2560
sentence: 100
flesch: 48
cache: cache/rlt-841.pdf
txt: txt/rlt-841.txt
summary:
  However, multimedia technology has its problems: (i) video frame rates and resolution are often low; (ii) audio quality is often poor; (iii) text is hard to read from computer displays; (iv) the document must be viewed with a suitable computer. When graphical user-interfaces were first introduced to desktop computers they were principally aimed at document generation.


id: rlt-748
author: Catenazzi, Nadia; Landoni, Monica; Gibb, Forbes
title: Design issues in the production of hyper-books and visual-books
date: 2011-12-30
pages: 15
extension: .pdf
mime: application/pdf
words: 8061
sentence: 357
flesch: 50
cache: cache/rlt-748.pdf
txt: txt/rlt-748.txt
summary:
  Electronic books in the context of electronic libraries The increasing interest in electronic books and the availability of practical examples of them indicates that using them could become a common practice. Monica Landoni* and Forbes Gibb** * Environmental Informatics Unit, TP.440 - CEC Joint Research Centre, 21020 Ispra (VA), Italy ** Department of Information Science, University of Strathclyde, LJvingtone Tower, 26 Richmond Street, Glasgow G1 1XH Abstract This paper describes an ongoing research project in the area of electronic books.


id: rlt-808
author: Wilson, Tina; Whitelock, Denise
date: 2011-12-30
pages: 11
extension: .pdf
mime: application/pdf
words: 4217
sentence: 167
flesch: 52
cache: cache/rlt-808.pdf
txt: txt/rlt-808.txt
title:
  Piloting a new approach: making use of technology to present a distance learning computer science course

summary:
  Student messages to their fellow students accounted for 56.8% of messages, while student messages to tutors only accounted for 7.2%. l$JS$$BJli§»| GBB8BS9E8! Hill rim | n 1 1 Student m ———— Ap r messages Ma y to the Ju n IMI 'Meeting Au g Place1 Figure 3: Number of student messages posted to the Meeting Place per month monitored was between February and August, 1995.


id: rlt-778
author: White, Colin
title: Microwave workshop for Windows
date: 2011-12-30
pages: 5
extension: .pdf
mime: application/pdf
words: 1871
sentence: 83
flesch: 54
cache: cache/rlt-778.pdf
txt: txt/rlt-778.txt
summary:
  The Microwave Device program will soon have device diagrams reinforced by colour scanned images of the devices. The Smith Chart is one of the most important tools for the microwave engineer, yet students find the concepts of its application difficult to grasp using traditional teaching methods.


id: rlt-834
title: Undergraduate paramedic students’ attitudes to e-learning: findings from five university programs
date: 2011-07-21
pages: 12
extension: .pdf
mime: application/pdf
words: 5413
sentence: 261
flesch: 49
cache: cache/rlt-834.pdf
txt: txt/rlt-834.txt
author:
  Williams, Brett; Boyle, Malcolm; Molloy, Andrew; Brightwell, Richard; Munro, Graham; Service, Melinda; Brown, Ted

summary:
  Paramedic students’ attitudes towards the use of e-learning technology and computer-assisted instruc- tion have received limited attention in the empirical literature to date. Examples of CAI include initiatives such as DVDs and simulators that allow paramedic students to witness and discuss a range of authentic scenarios, ensur- ing students experience a breadth of scenarios during their coursework and while on clinical placement to assist them towards work readiness (Williams, Brown, and Archer 2009; Taber 2008).


id: rlt-781
author: Twidale, M. B.; Nichols, D. M.; Mariani, J. A.; Rodden, T.; Sawyer, P.
title: Supporting the active learning of collaborative database browsing techniques
date: 2011-12-30
pages: 5
extension: .pdf
mime: application/pdf
words: 2214
sentence: 101
flesch: 48
cache: cache/rlt-781.pdf
txt: txt/rlt-781.txt
summary:
  In particular we consider the importance of collaborative working, both in learning browsing skills and in co-operating on a shared information-retrieval task. We believe that an interface that takes them into account in providing visualization features will greatly facilitate both the learning and exercise of browsing skills.


id: rlt-751
author: Jacobs, Gabriel
title: Educational technology and the traditional lecture
date: 2011-12-30
pages: 2
extension: .pdf
mime: application/pdf
words: 1297
sentence: 46
flesch: 49
cache: cache/rlt-751.pdf
txt: txt/rlt-751.txt
summary:
  In a word, somehow we have to change student attitudes to learning, and that is the major challenge, a far greater one than changing the attitudes of students and financial decision-makers to technology. The second is that many students are technophobes.


id: rlt-768
author: Colgan, Nuala; McClean, Sally; Scotney, Bryan
date: 2011-12-30
pages: 7
extension: .pdf
mime: application/pdf
words: 3123
sentence: 110
flesch: 48
cache: cache/rlt-768.pdf
txt: txt/rlt-768.txt
title:
  Computer-based teaching and evaluation of introductory statistics for health science students: some lessons learned

summary:
  Prior to the introduction of the tutorial, students were taught using a combination of formal classes and computer-laboratory sessions. Under the new system, students used the software as part of a series of one-hour classes held in two inter-connected 30-workstation networked laboratories.


id: rlt-811
author: Longstaffe, J. A.; Williams, P. J.; Whittlestone, K. D.; Hammond, P. M.; Edwards, J.
title: Establishing a support service for educational technology within a university
date: 2011-12-30
pages: 8
extension: .pdf
mime: application/pdf
words: 3359
sentence: 135
flesch: 41
cache: cache/rlt-811.pdf
txt: txt/rlt-811.txt
summary:
  One example of academic staff 'directed' to produce CAL material led to many delays in the production of that material, extra work for ETS staff, reluctant communications and severe delays in implementation. Once a naive department starts to move towards the knowledgeable, assistance with the formation of CAL committees, the planning and design of learning projects and the construction of effective grant proposals have also been shown to be successful strategies.


id: rlt-760
author: Barker, Philip; Richards, Stephen; Banerji, Ashok
title: Intelligent approaches to performance support
date: 2011-12-30
pages: 7
extension: .pdf
mime: application/pdf
words: 3193
sentence: 130
flesch: 42
cache: cache/rlt-760.pdf
txt: txt/rlt-760.txt
summary:
  Conclusion Working together, expert systems and neural networks can offer a powerful set of tools for the implementation of intelligent agents for handling information retrieval problems within an EPSS. This paper dis- cusses the design of a distributed electronic performance support system and the ways in which 'intelligent agents' based on expert systems and neural networks can be used to locate and share distributed expertise.


id: rlt-787
author: Marshall, I. M.; Samson, W. B.; Dugard, P. I.
title: Multimedia courseware: never mind the quality how much will it cost to develop?
date: 2011-12-30
pages: 8
extension: .pdf
mime: application/pdf
words: 2304
sentence: 97
flesch: 46
cache: cache/rlt-787.pdf
txt: txt/rlt-787.txt
summary:
  Estimation of development effort The range of development efforts reported in the literature to produce one learner-hour of multimedia courseware is presented in Table 1. Do written standards, guidelines, or procedures exist for CBT development and are they followed?


id: rlt-790
author: Jacobs, Gabriel
title: Editorial
date: 2011-12-30
pages: 3
extension: .pdf
mime: application/pdf
words: 1254
sentence: 46
flesch: 54
cache: cache/rlt-790.pdf
txt: txt/rlt-790.txt
summary:
  The piece by C. K. Ramaiah and colleagues presents the results of some interesting experiments concerned with student skills in handling new technology; they thus tangentially encompass learning theory. And the report by Naidu and colleagues, on ways of improving instructional effectiveness with computer-mediated communica- tion, naturally involves learning theory.


id: rlt-829
author: McCartan, Audrey; Hare, Catherine
date: 2011-12-30
pages: 8
extension: .pdf
mime: application/pdf
words: 3430
sentence: 119
flesch: 32
cache: cache/rlt-829.pdf
txt: txt/rlt-829.txt
title:
  Effecting institutional change: the impact of some strategic issues on the integratiye use of IT in teaching and learning

summary:
  Modern Proactive Strong links between IT and Teaching and Learning Senior Manager responsible for IT and/or Teaching and Learning Staff or student user l i n e of communication figure 2: Institutional models to support the integrative use of IT in teaching and learning acting as one-way, top-down conduits for institutional policies and strategies which tend to be rather weak. These provide the framework which determines the development and implementation of institutional models of IT training and development.


id: rlt-784
author: McCartan, Audrey; Watson, Barbara; Lewins, Janet; Hodgson, Margaret
title: Enabling learning through technology: some institutional imperatives
date: 2011-12-30
pages: 6
extension: .pdf
mime: application/pdf
words: 2149
sentence: 100
flesch: 40
cache: cache/rlt-784.pdf
txt: txt/rlt-784.txt
summary:
  The establishment of enabling mechanisms at the institutional level, as well as within departments, was crucial to ensure the effective use of learning technology. Based on our experience of working on teaching technology programmes, within the framework of national and institutional initiatives, it is evident that the establishment of an institutional strategy, and its implementation in a supporting university-wide programme of staff development and training, together with strong commitment at the senior managerial level, are imperatives which determine the successful integration of learning technology within academic institutions.


id: rlt-799
author: Jacobs, Gabriel
title: Editorial Caution: changing education, changing technology
date: 2011-12-30
pages: 2
extension: .pdf
mime: application/pdf
words: 641
sentence: 22
flesch: 46
cache: cache/rlt-799.pdf
txt: txt/rlt-799.txt
summary:
  So while I was hardly astonished that the majority of the papers given at the conference dealt in one way or another with changes in technology and/or reflected present trends in educational thinking, I was a little surprised that so few of them directly addressed what for me 5 Gabriel Jacobs Editorial was the central implication of the conference's theme: the complex and potentially uneasy relationship between the two kinds of change. The papers which made up the conference (a small selection of which are published in this special issue of ALT-f) would have reflected this theme even if it had not been chosen by the conference committee, since both educational thinking and educational technology are so patently in flux.


id: rlt-775
author: Leary, Jerome J.
title: Computer-simulated experiments and computer games: a method of design analysis
date: 2011-12-30
pages: 9
extension: .pdf
mime: application/pdf
words: 3353
sentence: 114
flesch: 37
cache: cache/rlt-775.pdf
txt: txt/rlt-775.txt
summary:
  I: Classification of computer simulations and computer games Jerome J, Leary Computer simulated experiments and computer games • there is strong use of visuals in both demonstration of items and presentation of the running experiments; • the simulations provide only weak feedback and do not identify errors in the student's selections; • simulation number 3 shows marked characteristics of the drill-and-practice class; • the nature of the instructional process of simulations 7 and 8 is akin to the diagnostic class. The paper then describes how designers of computer simulations can add to their own learning by retrospectively analysing their own simulations.


id: rlt-824
title: Reviews
date: 2011-12-30
pages: 12
extension: .pdf
mime: application/pdf
words: 9138
sentence: 416
flesch: 57
cache: cache/rlt-824.pdf
txt: txt/rlt-824.txt
author:
  Little, Julia; McAleese, Ray; Fowell, Susan; Castleford, John; Paine, Nigel; Barker, Philip; Storer, Richard; Phillips, Dianne; Durling, David

summary:
  Even those who do not use hypermedia do not necessarily start at Chapter 1 and read books in an invariable linear sequence. This guide sets out to provide a practical approach to action learning.


id: rlt-803
author: Harding, R. D.; Lay, S. W.; Moule, H.
title: Co-operative cross-platform courseware development
date: 2011-12-30
pages: 6
extension: .pdf
mime: application/pdf
words: 2396
sentence: 96
flesch: 50
cache: cache/rlt-803.pdf
txt: txt/rlt-803.txt
summary:
  Although for the present, UKMCC authors may prefer to stick with our major choices of authoring packages because help and advice is available for them, there is no technical reason why materials authored using other systems should not be included. To contain the natural diversity of authoring styles to an acceptable level, and to create a look and feel to be the hallmark of UKMCC modules, a document known as the Courseware Design Specification was produced.


id: rlt-821
author: Turton, B. C.H.
title: A computer-aided continuous assessment system
date: 2011-12-30
pages: 13
extension: .pdf
mime: application/pdf
words: 4170
sentence: 180
flesch: 56
cache: cache/rlt-821.pdf
txt: txt/rlt-821.txt
summary:
  This method of producing question papers from a bank of questions can be organized as depicted in the Entity Relationship (E/R) diagram shown in Figure 6. An alternative would be to set different questions for each student, but it would be impractical to design a paper with 10 different questions for over 100 students.


id: rlt-935
author: Seale, Jane
title: Making connections: reflection, feedback and support
date: 2007-03-01
pages: 2
extension: .pdf
mime: application/pdf
words: 871
sentence: 32
flesch: 41
cache: cache/rlt-935.pdf
txt: txt/rlt-935.txt
summary:
  Connecting learning objects to instructional metaphor, and a taxonomy, in: The instructional use of learning. The papers in this issue of ALT-J challenge us to think about connectivity in a different way, where learners are not necessarily connected to other learners or other resources but are connected to other concepts and understandings that help them make sense of and extract meaning from their online learning experiences.


id: rlt-754
author: Harrison, Colin
title: The role of learning technology In planning change In curriculum delivery and design
date: 2011-12-30
pages: 8
extension: .pdf
mime: application/pdf
words: 3991
sentence: 172
flesch: 57
cache: cache/rlt-754.pdf
txt: txt/rlt-754.txt
summary:
  Simply because it offers us a flexible model that will aid us not only in coping with the increase in student numbers but will also improve the learning experience of students. A first stage is usually more intensive use of existing methods resulting in classes getting larger, options reduced, the hours that students are taught being reduced and the hours that staff teach increased.


id: rlt-791
author: Grabinger, R. Scott; Dunlap, Joanna C.
title: Rich environments for active learning: a definition
date: 2011-12-30
pages: 30
extension: .pdf
mime: application/pdf
words: 13728
sentence: 577
flesch: 41
cache: cache/rlt-791.pdf
txt: txt/rlt-791.txt
summary:
  • Studies show that the use of metacognitive strategies can improve learning skills, and that the independent use of these metacognitive strategies can be gradually developed in people (Brown, 1978; Biggs, 1985; Weinstein et al, 1988). REALs provide learning activities that engage students in a continuous collaborative process of building and reshaping understanding as a natural consequence of their experiences and interactions within learning environments that authentically reflect the world around them.


id: rlt-868
title: Reviews
date: 2011-12-30
pages: 10
extension: .pdf
mime: application/pdf
words: 7165
sentence: 296
flesch: 50
cache: cache/rlt-868.pdf
txt: txt/rlt-868.txt
author:
  Barker, Philip; Betts, Clive; Jones, Eleri; Candy, Emma; Gibbs, Graham R.; Irons, Alastair; Mogey, Nora; Woolston, C. J.

summary:
  From page 1 this book helps dispel some potent myths about competence-based training which may help propagate its use not just in a work environment but also in higher education at all levels. Barry Dart considers meta- cognition and the use of metacognitive strategies by adult learners in higher education, stressing the importance of reflecting upon, under- standing and controlling learning in the context of complex cognitive activities and self- directedness.


id: rlt-837
author: Smailes, Joanne; Gannon-Leary, Pat
title: Peer mentoring – is a virtual form of support a viable alternative?
date: 2011-07-21
pages: 14
extension: .pdf
mime: application/pdf
words: 7451
sentence: 421
flesch: 52
cache: cache/rlt-837.pdf
txt: txt/rlt-837.txt
summary:
  0.2 0.7 98.7 Friends Reunited 0.2 0.7 10.6 88.5 Second Life 0.0 0.2 2.6 97.1 136 J. Smailes and P. Gannon-Leary reporting that although there is a “wide use of social networking students struggle how to see it can be used in learning” (JISC 2008, 10). Given that a number of Northumbria University students reported that their Facebook use began before entering higher education, where 73% had registered with pre-university email addresses, this process of passing on advice could also begin before the traditional induction periods.


id: rlt-948
author: Moule, Pam
title: The tipping point: a response
date: 2007-06-01
pages: 2
extension: .pdf
mime: application/pdf
words: 582
sentence: 22
flesch: 47
cache: cache/rlt-948.pdf
txt: txt/rlt-948.txt
summary:
  The ladder ‘sides’ represent a number of the requirements to support e-learning identified through the research. The e-learning ladder presents my construction of a conceptual model that acknowl- edges the range of e-learning approaches available to academics and e-learning design- ers.


id: rlt-815
author: Hughes, Lorna
title: Reviews
date: 2011-12-30
pages: 10
extension: .pdf
mime: application/pdf
words: 7294
sentence: 282
flesch: 48
cache: cache/rlt-815.pdf
txt: txt/rlt-815.txt
summary:
  This means that such books are less amenable to a 'cover to cover' approach, and considerable effort is required of the editors in order to structure and sequence contributions. As such, it is an eclectic collection of papers on the development of multimedia technologies and their applications, ranging from theoretical overviews to highly technical reports.


id: rlt-763
author: Hettinga, Marike; Collis, Betty
title: Educational software reflecting two philosophical approaches to ethics education
date: 2011-12-30
pages: 14
extension: .pdf
mime: application/pdf
words: 5854
sentence: 318
flesch: 58
cache: cache/rlt-763.pdf
txt: txt/rlt-763.txt
summary:
  Evaluating the use of the COLADA program The first author of this paper participated in, or carried out in full, various evaluations of different cases entered into the COLADA shell. One evaluation focused on the educational design of the software itself, and another on student reactions to the program as a learning experience in ethics education.


id: rlt-766
author: Fischetti, Enrico; Gisolfi, Antonio
title: Natural-language processing applied to an ITS interface
date: 2011-12-30
pages: 12
extension: .pdf
mime: application/pdf
words: 5163
sentence: 198
flesch: 47
cache: cache/rlt-766.pdf
txt: txt/rlt-766.txt
summary:
  It is apparent that the overall result of bringing together multimedia devices and Al technology will represent a significant improvement in the quality of interface systems available for ITSs (Barker and Tucker, 1990). Meyer, B. (1988), Object-Oriented Software Construction, Englewood Cliffs, USA, Prentice-Hall. Morik, K. (1984), 'Cumers' requirements for natural language systems: results of an inquiry', International Journal of Man-Machine Studies, 21, 401-14.


id: rlt-826
author: Jacobs, Gabriel
title: Is there a way?
date: 2011-12-30
pages: 2
extension: .pdf
mime: application/pdf
words: 617
sentence: 21
flesch: 49
cache: cache/rlt-826.pdf
txt: txt/rlt-826.txt
summary:
  I do not believe that this situation is primarily due to a xenophobic not-invented-here syndrome, but rather to the fact that most TLTP products genuinely fail to measure up precisely to course requirements and standards, for whatever reasons. I wonder how many ALT members recognize the scenario.


id: rlt-812
author: Ryan, Malcolm; Wells, Julian; Freeman, Alan; Hallam, George
title: Resource-based learning strategies: implications for students and institutions
date: 2011-12-30
pages: 6
extension: .pdf
mime: application/pdf
words: 2700
sentence: 98
flesch: 45
cache: cache/rlt-812.pdf
txt: txt/rlt-812.txt
summary:
  A number of innovations were adopted, including: • computer-based curriculum delivery, assessment, and student evaluation of the course; • an open approach to assessment; • abolishing lectures in favour of a diverse range of teaching and learning activities. Mid-semester evaluation As Question Mark Designer was used as part of the programme of assessment of the students, its use for student evaluation of the course seemed both appropriate and convenient.


id: rlt-818
author: Hopkins, Tom; Colombi, David
title: Technology for social work education
date: 2011-12-30
pages: 11
extension: .pdf
mime: application/pdf
words: 4722
sentence: 152
flesch: 36
cache: cache/rlt-818.pdf
txt: txt/rlt-818.txt
summary:
  Within contemporary social work practice, it is possible to identify several broad themes concerning the use of new technology: 17 Tom Hopkins and David Colombi Technology for social work education a low level of overall penetration into the work of social work agencies; a primary focus on developing basic client information systems; a preoccupation with the needs of managers and local and central government for financial and statistical data used for accountability and policy purposes. 19 Tom Hopkins and David Cobmbi Technology for social work education In order to challenge some of the criticisms which are made of CAL for social-work education, it is necessary first to understand something of the conventional practices of mainstream social-work education, and the values, attitudes and beliefs that underpin them.


id: rlt-843
author: Brailsford, T. J.; Davies, P. M.C.; Scarborough, S. C.; Trewhella, W. J.
title: Knowledge Tree: putting discourse into computer-based learning
date: 2011-12-30
pages: 8
extension: .pdf
mime: application/pdf
words: 3334
sentence: 147
flesch: 52
cache: cache/rlt-843.pdf
txt: txt/rlt-843.txt
summary:
  One of the main aims of KT is to lighten the burden of responding to student problems, as queries automatically go to the most appropriate available expert. Some long threads have been developed about quite deep issues, and some of the student contributions have been of extremely high quality (in a number of cases we have transferred student answers directly to the Knowledgebase).


id: rlt-806
author: Mozzon-McPherson, Marina
date: 2011-12-30
pages: 11
extension: .pdf
mime: application/pdf
words: 5327
sentence: 196
flesch: 44
cache: cache/rlt-806.pdf
txt: txt/rlt-806.txt
title:
  Italian via email: from an online project of learning and teaching towards the development of a multi-cultural discourse community

summary:
  For this reason, the first stage of the project was very much directed, and only at a later stage was community language learning introduced. Italian via email: from an online project of learning and teaching towards the development of a multi-cultural discourse community Marina Mozzon-McPherson University of Hull This paper seeks to illustrate how the use of Internet resources (specifically email and the Web) can affect and enhance language learning and cultural understanding, modify the learning environment, reduce the barriers which time, space and societal differences may create, be a source of motivation, and redefine the role of teachers and learners.


id: rlt-900
author: Czerniewicz, Laura; Williams, Kevin; Brown, Cheryl
title: Students make a plan: understanding student agency in constraining conditions
date: 2009-07-01
pages: 14
extension: .pdf
mime: application/pdf
words: 6530
sentence: 321
flesch: 54
cache: cache/rlt-900.pdf
txt: txt/rlt-900.txt
summary:
  Conclusion This paper set out to report the findings of a study of student access and use informed by Archer’s social realist theory, particularly pertinent in the light of the constraining and enabling factors reported on and the ways that students engage with them. ALT-J, Research in Learning Technology Vol. 17, No. 2, July 2009, 75–88 ISSN 0968-7769 print/ISSN 1741-1629 online © 2009 Association for Learning Technology DOI: 10.1080/09687760903033058 http://www.informaworld.com Students make a plan: understanding student agency in constraining conditions Laura Czerniewicza*, Kevin Williamsb and Cheryl Browna aCentre for Educational Technology, University of Cape Town, Cape Town, South Africa; bHigher and Adult Education Studies and Development Unit, University of Cape Town, Cape Town, South Africa Taylor and Francis LtdCALT_A_403478.sgm (Received 11 May 2008; final version received 13 November 2008) 10.1080/09687760903033058ALT-J, Research in Learning Technology0968-7769 (print)/1741-1629 (online)Original Article2009Association for Learning Technology172000000July 2009Professor LauraCzerniewiczLaura.Czerniewicz@uct.ac.za Drawing on Archer’s perspectives on the agency/structure relationship, this paper explains situations where students in varied, challenging circumstances find ways to negotiate difficult conditions.


id: rlt-809
author: Zhao, Zhengmai; Cook, John; Higgen, Nick
title: Online learning for design students
date: 2011-12-30
pages: 8
extension: .pdf
mime: application/pdf
words: 4010
sentence: 158
flesch: 48
cache: cache/rlt-809.pdf
txt: txt/rlt-809.txt
summary:
  The university's IT infrastructure particularly for online access to learning resources needs to be urgently improved, which includes updating the network capacity and the establishment of specialized computer labs for online resource delivery. The online resource The World Wide Web provides an excellent platform for developing, organizing and disseminating learning resources due to its unique combination of features: universal readership, hypertext and multimedia capabilities (Berners-Lee et al, 1994).


id: rlt-796
author: Naidu, Som; Barrett, John; Olseb, Peter
title: Improving instructional effectiveness with computer-mediated communication
date: 2011-12-30
pages: 13
extension: .pdf
mime: application/pdf
words: 5744
sentence: 235
flesch: 43
cache: cache/rlt-796.pdf
txt: txt/rlt-796.txt
summary:
  Analysis of Data The interviews were conducted using the following specific headings: • training for the project; • instructional delivery system; • changed role of the instructor; • technology-human interface; • learning experiences. Concluding comment This project was implemented to ascertain, inter alia, factors that needed addressing when building a CMC-based learning and instructional delivery system.


id: rlt-869
author: Jacobs, Gabriel
title: Editorials
date: 2011-12-30
pages: 3
extension: .pdf
mime: application/pdf
words: 1141
sentence: 69
flesch: 62
cache: cache/rlt-869.pdf
txt: txt/rlt-869.txt
summary:
  Real learning: the obstacle Virtual Campus - Real Learning. Who would argue that false learning is better than real learning, that superficial understanding (or none at all), resulting in being able to repeat things parrot-fashion in an examination or a project dissertation, is better than deep understanding?


id: rlt-816
author: Jacobs, Gabriel
title: Editorial
date: 2011-12-30
pages: 2
extension: .pdf
mime: application/pdf
words: 642
sentence: 23
flesch: 54
cache: cache/rlt-816.pdf
txt: txt/rlt-816.txt
summary:
  What I will say is that I believe in the effectiveness of good CAL, but that we continue to climb a steep rock-face as its advocates, and that we remain in mortal peril of crashing to the ground unless we face up squarely to the doubts about CAL deeply embedded in many university teachers (even some of those involved in it). Graham Chesters and I went to see Jonathan Darby to ask if he wanted to be involved in launching a new journal in the area of CAL.


id: rlt-830
author: Kotsanis, Y.; Dimitrios, A. Kokkinos; Manousopoulou, A.G.; Papakonstantinou, G.
title: Learning morphological phenomena of modern Greek an exploratory approach
date: 2011-12-30
pages: 12
extension: .pdf
mime: application/pdf
words: 4080
sentence: 178
flesch: 47
cache: cache/rlt-830.pdf
txt: txt/rlt-830.txt
summary:
  At this point we should mention that right recursion of the grammar terminates normally, without the need to define a value for the maximum allowed depth which is directly proportional to the maximum number of concatenated morphemes. (* '> J L 3 I Figure 4: Working interactively with the 'makemorph' primitive Using the proposed microworld, the user will be able to work in a friendly Windows environment for handling the data (morpheme objects), and to recognize and generate valid morphemes and/or words.


id: rlt-945
author: Bakker, Gijs de; Sloep, Peter; Jochems, Wim
title: Students and instant messaging: a survey of current use and demands for higher education
date: 2007-06-01
pages: 11
extension: .pdf
mime: application/pdf
words: 4893
sentence: 243
flesch: 55
cache: cache/rlt-945.pdf
txt: txt/rlt-945.txt
summary:
  Instant messaging and education The studies on IM use mentioned indicate that youths already use the medium for educational activities. Previously, several surveys have been conducted on IM use among youth (PEW Internet, 2005; Qrius, 2005).


id: rlt-908
author: Cornelius, Sarah; Marston, Phil
title: Towards an understanding of the virtual context in mobile learning
date: 2009-11-01
pages: 12
extension: .pdf
mime: application/pdf
words: 6542
sentence: 335
flesch: 50
cache: cache/rlt-908.pdf
txt: txt/rlt-908.txt
summary:
  Keywords: mobile learning; SMS; simulation; virtual context; presence Introduction The landscape of mobile learning is still being sculpted as innovative applications emerge. Key to this notion of virtual context is the concept of place as described by Rettie (2005).


id: rlt-792
author: Ramaiah, C. K.; Sulaiman, Mubarak; Meadows, A. J.
title: Iterative student-based testing of automated information-handling exercises
date: 2011-12-30
pages: 7
extension: .pdf
mime: application/pdf
words: 3065
sentence: 131
flesch: 52
cache: cache/rlt-792.pdf
txt: txt/rlt-792.txt
summary:
  However, part of our experiments involves student groups of differing sizes, so that the results also have some implication for group-focused teaching. The investigations reported here examine the use of student feedback to improve presentation of hands-on exercises.


id: rlt-932
author: Middleton, Andrew John; Mather, Richard
title: Machinima interventions: innovative approaches to immersive virtual world curriculum integration
date: 2008-09-01
pages: 14
extension: .pdf
mime: application/pdf
words: 6606
sentence: 367
flesch: 44
cache: cache/rlt-932.pdf
txt: txt/rlt-932.txt
summary:
  Rapid student machinima production (i.e. simple action capture) offered opportunities for Education and Sport where machinima could drive class discussion. Reusability may also be found by offering students machinima stems that they are tasked with completing by introducing variables (e.g. decisions, viewpoints) and conclusions.


id: rlt-962
author: Green, Steve; Jones, Ray; Pearson, Elaine; Gkatzidou, Stavroula
date: 2006-03-01
pages: 14
extension: .pdf
mime: application/pdf
words: 5033
sentence: 226
flesch: 46
cache: cache/rlt-962.pdf
txt: txt/rlt-962.txt
title:
  Accessibility and adaptability of learning objects: responding to metadata, learning patterns and profiles of needs and preferences

summary:
  117–129 ISSN 0968-7769 (print)/ISSN 1741-1629 (online)/06/010117–13 © 2006 Association for Learning Technology DOI: 10.1080/09687760500479811 Accessibility and adaptability of learning objects: responding to metadata, learning patterns and profiles of needs and preferences Steve Green*a, Ray Jonesb, Elaine Pearsona and Stavroula Gkatzidoua aUniversity of Teesside, UK; bLondon Metropolitan University, UK Taylor and Francis LtdCALT_A_147964.sgm10.1080/09687760500479811ALT-J, Research in Learning Technology0968-7769 (print)/1741-1629 (online)Original Article2006Taylor & Francis141000000March 2006SteveGreens.j.green@tees.ac.uk The case for learning patterns as a design method for accessible and adaptable learning objects is explored. Patterns and templates for the design of learning objects can be derived from successful existing learning resources.


id: rlt-939
author: Moule, Pam
title: Challenging the five-stage model for e-learning: a new approach
date: 2007-03-01
pages: 14
extension: .pdf
mime: application/pdf
words: 6058
sentence: 293
flesch: 46
cache: cache/rlt-939.pdf
txt: txt/rlt-939.txt
summary:
  Conclusions This paper has offered a critical review of the five-stage model, comparing it with the e-learning ladder and highlighting the different interpretations of e-learning presented in each. Consequently, it is limited because the variety of e-learning approaches available for use within Table 1.


id: rlt-832
author: Chanier, Thierry
title: Evaluation in a project life-cycle: the hypermedia CAMILLE project
date: 2011-12-30
pages: 15
extension: .pdf
mime: application/pdf
words: 7676
sentence: 343
flesch: 47
cache: cache/rlt-832.pdf
txt: txt/rlt-832.txt
summary:
  It is then impossible for readers correctly to interpret their results, and to undertake other evaluations in order to verify them. Functions of evaluation For almost thirty years, a distinction has been frequently made between two principal functions of evaluation: formative evaluation and summative evaluation.


id: rlt-942
author: Wheeler, Steve
date: 2007-06-01
pages: 15
extension: .pdf
mime: application/pdf
words: 6361
sentence: 268
flesch: 43
cache: cache/rlt-942.pdf
txt: txt/rlt-942.txt
title:
  The influence of communication technologies and approaches to study on transactional distance in blended learning

summary:
  Secondly, the mix of communication modes provides little knowledge about student perceptions for those who engaged in both modes of distance communication. 103–117 ISSN 0968-7769 (print)/ISSN 1741-1629 (online)/07/020103–15 © 2007 Association for Learning Technology DOI: 10.1080/09687760701470924 The influence of communication technologies and approaches to study on transactional distance in blended learning Steve Wheeler* University of Plymouth, UK Taylor and Francis LtdCALT_A_246971.sgm10.1080/09687760701470924ALT-J, Research in Learning Technology0968-7769 (print)/1741-1629 (online)Original Article2007Taylor & Francis152000000June 2007SteveWheelerS.Wheeler@plymouth.ac.uk


id: rlt-949
author: Tompsett, Chris
title: Tipping into the abyss: with more than a virtual parachute?
date: 2007-06-01
pages: 6
extension: .pdf
mime: application/pdf
words: 2988
sentence: 120
flesch: 43
cache: cache/rlt-949.pdf
txt: txt/rlt-949.txt
summary:
  The tipping point—a response, ALT-J, 15(2), 173–174. Oancea, A. (2005) Criticisms of educational research: key topics and levels of analysis, British Educational Research Journal, 31(2), 157–183. Piattelli-Palmarini, M. (Ed.) A pick-and-mix approach, or lack of awareness of the issues that need to be managed within almost all of the approaches, opens the suggestion that such research is unaware of the critical issues that affect learning within a technological society.


id: rlt-835
author: Chen, Chun-Ying; Pedersen, Susan; Murphy, Karen L.
title: Learners’ perceived information overload in online learning via computer-mediated communication
date: 2011-07-01
pages: 16
extension: .pdf
mime: application/pdf
words: 7178
sentence: 365
flesch: 47
cache: cache/rlt-835.pdf
txt: txt/rlt-835.txt
summary:
  This study thus aimed to explore the sources of online students’ IO and accordingly offer suggestions for increasing students’ cognitive resources for learning. Potential contributors to online students’ perceived information overload Literature was reviewed to identify elements likely to contribute to online students’ perceived IO, and revealed four dimensions of potential contributors: limited learner readiness, quantity of information, quality of information, and medium interface.


id: rlt-823
author: Barker, Philip; Hawkridge, David; Bell, Margaret; Unwin, Derick; Seels, Barbara B.; Richey, Rita C.
title: Reviews
date: 2011-12-30
pages: 12
extension: .pdf
mime: application/pdf
words: 6362
sentence: 325
flesch: 53
cache: cache/rlt-823.pdf
txt: txt/rlt-823.txt
summary:
  The IET was an early pioneer of collaborative course teams by including an educational technologist as well as a subject specialist. David Hawkridge, Institute of Educational Technology, The Open University Email: d.g.hawkridge@open.ac.uk What is instructional technology (or, for that matter, educational technology)? It is therefore entirely appropriate that AECT (Association for Educational Communications and Technology), founded in the USA, should have fostered this plain book about changes since 1977 in instructional technology as perceived by practitioners in the USA. 61 Reviews AECT does not pretend to be an international organization, and its Committee on Definition and Terminology consulted widely within the USA, not beyond.


id: rlt-867
author: Barker, Philip
title: Book reviews online
date: 2011-12-30
pages: 9
extension: .pdf
mime: application/pdf
words: 3963
sentence: 145
flesch: 51
cache: cache/rlt-867.pdf
txt: txt/rlt-867.txt
summary:
  This paper outlines the design and development of an automated system for handling book reviews. Book reviews can be treated in the same way.


id: rlt-838
author: Benson, Vladlena; Anderson, Deborah; Ooms, Ann
date: 2011-07-21
pages: 12
extension: .pdf
mime: application/pdf
words: 6092
sentence: 331
flesch: 50
cache: cache/rlt-838.pdf
txt: txt/rlt-838.txt
title:
  Educators’ perceptions, attitudes and practices: blended learning in business and management education

summary:
  Blended learning: benefits and risks Persistent attention from researchers to blending technology with traditional delivery is related to practitioner beliefs that technology brings a greater level of effective- ness into learning and teaching. CALT586676 143..154 Educators’ perceptions, attitudes and practices: blended learning in business and management education Vladlena Bensona, Deborah Andersona and Ann Oomsb* aKingston Business School, Kingston University, Kingston upon Thames, UK; bFaculty of Health and Social Care Sciences, Kingston University and St George’s, University of London, London, UK (Received 7 October 2010; final version received 28 April 2011) Adoption of blended learning is a complex process for higher education institu- tions and academic staff.


id: rlt-899
author: Bell, Frances
title: The agency of students, teachers and learning technologists
date: 2009-07-01
pages: 2
extension: .pdf
mime: application/pdf
words: 648
sentence: 25
flesch: 41
cache: cache/rlt-899.pdf
txt: txt/rlt-899.txt
summary:
  Thirdly, the role of learn- ing technologists remains in question: how can they support staff and students through their practice and research? Czerniewicz, Williams and Brown’s article has been developed from the ALT-C 2008 prize-winning paper on student agency: a study of their access (social, technical, practical and contextual) to Information and Communication Technologies (ICTs) in three different universities in South Africa. The first of these is agency: learning technology research can fall into the trap of focusing on the technology that is offered rather than what people do with or without it.


id: rlt-769
author: Warren, Lorraine
title: Reviews
date: 2011-12-30
pages: 12
extension: .pdf
mime: application/pdf
words: 8886
sentence: 344
flesch: 51
cache: cache/rlt-769.pdf
txt: txt/rlt-769.txt
summary:
  Chapter 3 is the first of two dealing with communication by icons and pictures. By the time we reach Chapter 5, on generalizing language tutoring systems, we have left the soft stuff and have entered the realm of clause analysis, syntactic representation and lexical processing.


id: rlt-819
author: Orsini-Jones, Marina; Jones, David
title: Hypermedia for language learning: the FREE model at Coventry University
date: 2011-12-30
pages: 12
extension: .pdf
mime: application/pdf
words: 5071
sentence: 223
flesch: 55
cache: cache/rlt-819.pdf
txt: txt/rlt-819.txt
summary:
  Feedback from students also affected the way the words in the glossary were explained: originally it was thought the glossary should be monolingual, but this idea encountered strong resistance from all cohorts of student users. Within the FREE, students were involved in the construction and evaluation of the courseware, as well as testing the various versions of the prototype.


id: rlt-827
author: Somekh, Bridget
title: Designing software to maximize learning
date: 2011-12-30
pages: 13
extension: .pdf
mime: application/pdf
words: 6352
sentence: 247
flesch: 47
cache: cache/rlt-827.pdf
txt: txt/rlt-827.txt
summary:
  With high-quality VDUs and graphical environments, and the sudden increase in screen-displayed texts in CD-ROM and multimedia, it is no longer necessarily true that computer software should be designed with a minimum of text. MacDonald, B. and the UNCAL team members (1976), 'The educational potential of computer-assisted learning: qualitative evidence about student learning', paper prepared by UNCAL, the independent educational evaluation of the NDPCAL, CARE, UEA.


id: rlt-793
author: Pilipenko, Oleg P.; Komissarova, Helena
title: Approaches to knowledge-transfer systems
date: 2011-12-30
pages: 6
extension: .pdf
mime: application/pdf
words: 2450
sentence: 92
flesch: 41
cache: cache/rlt-793.pdf
txt: txt/rlt-793.txt
summary:
  Odessa State University, Ukraine ** Kiev Institute of Psychology, Ukraine The use of computers for knowledge transfer does not result automatically in success: the efficiency of the process depends on the approach to instruction underlying the knowledge-transfer system in question. This can prevent effective knowledge transfer and evoke a negative emotional attitude to the computer, or at least to computer-assisted learning.


id: rlt-936
author: Masikunas, George; Panayiotidis, Andreas; Burke, Linda
date: 2007-03-01
pages: 18
extension: .pdf
mime: application/pdf
words: 7559
sentence: 334
flesch: 50
cache: cache/rlt-936.pdf
txt: txt/rlt-936.txt
title:
  The use of electronic voting systems in lectures within business and marketing: a case study of their impact on student learning

summary:
  The interactivity in EVS lectures overcame many of the barriers to student learning associated with the large classes taught in the traditional lecture format. Additionally, we wished to examine students’ atti- tudes and feelings about EVS lectures.


id: rlt-902
author: Enriquez, Judith Guevarra
title: Discontent with content analysis of online transcripts
date: 2009-07-01
pages: 13
extension: .pdf
mime: application/pdf
words: 6829
sentence: 416
flesch: 51
cache: cache/rlt-902.pdf
txt: txt/rlt-902.txt
summary:
  Keywords: genre analysis; content analysis; online transcripts; computer- mediated communication; educational technology research Introduction Content analysis (CA) is a research technique that is not singular. Then, it proceeds to highlight its methodological issues, particularly in applying CA quantitatively, before offering genre analysis as an alternative in attending to the communicative practices of participants in online environments.


id: rlt-933
author: Whitton, Nicola; Hollins, Paul
title: Collaborative virtual gaming worlds in higher education
date: 2008-09-01
pages: 9
extension: .pdf
mime: application/pdf
words: 5200
sentence: 249
flesch: 45
cache: cache/rlt-933.pdf
txt: txt/rlt-933.txt
summary:
  In Constructivist learning environments: Case studies in instructional design, ed. A range of options exist for creating different types of virtual gaming environments and these are explored in the following section.


id: rlt-915
author: Deepwell, Frances; Malik, Samina
date: 2008-03-01
pages: 10
extension: .pdf
mime: application/pdf
words: 5281
sentence: 245
flesch: 50
cache: cache/rlt-915.pdf
txt: txt/rlt-915.txt
title:
  On campus, but out of class: an investigation into students’ experiences of learning technologies in their self-directed study

summary:
  Keywords: student experience; learning technologies; self-directed learning; blended learning; case study Introduction This paper reports on an investigation into the experiences of students using learning technologies in their learning while studying on campus-based university courses. These accounts of student experiences suggest a need for the development of metacognitive skills and 12 F. Deepwell and S. Malik management of learner expectations and, at the same time, a need for greater consistency of usage across educational programmes.


id: rlt-946
author: Falconer, Isobel
date: 2007-06-01
pages: 16
extension: .pdf
mime: application/pdf
words: 6290
sentence: 260
flesch: 36
cache: cache/rlt-946.pdf
txt: txt/rlt-946.txt
title:
  Mediating between practitioner and developer communities: the Learning Activity Design in Education experience

summary:
  Mediating representations The term ‘mediating representations’ is widely used in knowledge systems and cogni- tive science disciplines (for example, Boose, 1990). In the terms of the current paper, Leadbetter’s use of resources would count as mediating representations.


id: rlt-833
author: Durling, David; Barker, Philip; Jacobs, Gabriel; Milton, James; Ward, Robert
title: Reviews
date: 2011-12-30
pages: 8
extension: .pdf
mime: application/pdf
words: 5818
sentence: 249
flesch: 53
cache: cache/rlt-833.pdf
txt: txt/rlt-833.txt
summary:
  The text is careful not to offer a blueprint for research activity. It seeks instead to provide pointers / to how to begin reflective research activity, and ' to the limitations of small-scale research, and stresses the need for objectivity.


id: rlt-943
author: Dickey, Michele D.
date: 2007-06-01
pages: 12
extension: .pdf
mime: application/pdf
words: 5468
sentence: 242
flesch: 45
cache: cache/rlt-943.pdf
txt: txt/rlt-943.txt
title:
  Barriers and enablers in integrating cognitive apprenticeship methods in a Web-based educational technology course for K–12 (primary and secondary) teacher education

summary:
  All student work was uploaded into student web folders. I-TEP is a one- credit semester course for teacher education students of junior/senior standing.


id: rlt-965
author: Sloan, David; Stratford, John; Gregor, Peter
date: 2006-02-01
pages: 16
extension: .pdf
mime: application/pdf
words: 7179
sentence: 278
flesch: 33
cache: cache/rlt-965.pdf
txt: txt/rlt-965.txt
title:
  Using multimedia to enhance the accessibility of the learning environment for disabled students: reflections from the Skills for Access project

summary:
  The dual approach to multimedia accessibility is introduced; that is, teachers and e-learning developers are encouraged to use multimedia wherever possible to enhance the accessibility of the traditional learning environment, but at the same time to make best efforts to ensure the multimedia resource—or more specifically the intended learning outcome of the resource—is as accessible as possible to the target audience. The need for a holistic approach to multimedia accessibility In the United Kingdom, the legislation of the DDA does not specify technical requirements that must be met by digital resources in order to avoid discrimination.


id: rlt-836
author: Hepplestone, Stuart; Holden, Graham; Irwin, Brian; Parkin, Helen J.; Thorpe, Louise
title: Using technology to encourage student engagement with feedback: a literature review
date: 2011-07-01
pages: 11
extension: .pdf
mime: application/pdf
words: 5653
sentence: 332
flesch: 54
cache: cache/rlt-836.pdf
txt: txt/rlt-836.txt
summary:
  Strategies for using feedback students bring to higher education. The conscientious consumer: Reconsidering the role of assessment feedback in student learning.


id: rlt-951
author: Ellis, Robert A.; Goodyear, Peter; O’Hara, Agi; Prosser, Michael
date: 2007-03-01
pages: 15
extension: .pdf
mime: application/pdf
words: 6652
sentence: 253
flesch: 49
cache: cache/rlt-951.pdf
txt: txt/rlt-951.txt
title:
  The university student experience of face-to-face and online discussions: coherence, reflection and meaning

summary:
  The results from such studies reveal a degree of convergence: that good online discussions foster effective collaborative learning (Dewiyanti et al., 2005); that students can learn through reflecting deeply on the online submissions made by others if they understand the purpose of the activity and approach it in useful ways (Ellis et al., 2004); that reflection can be part of an active learning structure for online discussions that facilitate the sharing of different viewpoints and ideas to develop understanding (Gilbert & Dabbagh, 2005); and that students do not neces- sarily have to participate directly in a discussion to benefit from reflecting through listening or reading (McKendree et al., 1998). Categories of approaches to learning through online discussions: ● Approach A: Engaging in online discussions to evaluate postings to reflect on key ideas.


id: rlt-940
author: Vallance, Michael
date: 2007-03-01
pages: 15
extension: .pdf
mime: application/pdf
words: 6846
sentence: 234
flesch: 54
cache: cache/rlt-940.pdf
txt: txt/rlt-940.txt
title:
  An information and communications technology (ICT)-enabled method for collecting and collating information about pre-service teachers’ pedagogical beliefs regarding the integration of ICT

summary:
  Synchronous networked tasks were employed to encourage pre-service teachers to consider their existing practices and facilitate an approach to teaching and learning that supported informed integration of ICT. This was borne out of a development of academic competencies facilitated by synchronous networked task design and implementation.


id: rlt-947
author: Salmon, Gilly
title: The tipping point
date: 2007-06-01
pages: 2
extension: .pdf
mime: application/pdf
words: 958
sentence: 40
flesch: 54
cache: cache/rlt-947.pdf
txt: txt/rlt-947.txt
summary:
  To what extent and in what ways can we suggest, enable, encourage, promote (demand that) academic staff design for presenting and facilitating online learning? We now have the ‘blessing’ of virtual learning environments and of many more learning and knowledge technologies.


id: rlt-941
author: Oliver, Martin
title: The problem with representing knowledge with and about technology
date: 2007-06-01
pages: 2
extension: .pdf
mime: application/pdf
words: 805
sentence: 34
flesch: 50
cache: cache/rlt-941.pdf
txt: txt/rlt-941.txt
summary:
  Dickey’s study explores one way in which such practices can be communicated to students—involving an embodied representation of knowledge, communication through demonstration. Do we open up our own communicational repertoire, as teachers, to adopt a form of communication in which many students are already fluent, such as Instant Messenging?


id: rlt-997
author: Sova, Brian M.; Hacker, Roger G.
title: Flexible learning in a partnership context for beginning teachers
date: 2011-12-30
pages: 7
extension: .pdf
mime: application/pdf
words: 2745
sentence: 126
flesch: 47
cache: cache/rlt-997.pdf
txt: txt/rlt-997.txt
summary:
  As shown in Table 2, preliminary inventory data revealed that the mean number of times per week in which male student teachers used email accounts (5.14) was significantly higher than the mean number for female students (2.21). In the main study, student teachers were assigned to four treatment groups for learning lesson-planning skills.


id: rlt-937
author: Handley, Karen; Cox, Benita
title: Beyond model answers: learners’ perceptions of self-assessment materials in e-learning applications
date: 2007-03-01
pages: 16
extension: .pdf
mime: application/pdf
words: 7109
sentence: 307
flesch: 44
cache: cache/rlt-937.pdf
txt: txt/rlt-937.txt
summary:
  Learners’ views about what constitutes useful feedback Having asked learners about three specific instances of model-answer feedback, they were asked two supplementary questions and invited to talk about their generic expectations of e-learning feedback following MCQs or short-answer questions. This was asked in recognition of the vital importance of understanding student expectations of e-learning feedback; indeed, Alavi and Gallupe (2003) argue that the management of student expectations is a key principle of technology-mediated learning.


id: rlt-931
author: Bayne, Siân
title: Uncanny spaces for higher education: teaching and learning in virtual worlds
date: 2008-09-01
pages: 9
extension: .pdf
mime: application/pdf
words: 4917
sentence: 243
flesch: 58
cache: cache/rlt-931.pdf
txt: txt/rlt-931.txt
summary:
  For me they are artificially normed identities, perhaps even desires… (Eleanor, weblog posting)1 Students immersed in Second Life and other virtual worlds quite regularly describe such environments in terms of their ‘deathliness’, their blurring of the boundary between fantasy and reality, and their foregrounding of issues to do with identity which move beyond the weird ontology of the avatar to the nature of being as a learner across the digital and material domains. I will end by suggesting that *Email: sian.bayne@ed.ac.uk 198 S. Bayne Second Life and other virtual worlds may function as spaces where a positive ‘pedagogy of uncertainty’ (Barnett 2007, 137) may be explored and conducted by learners and teachers in higher education.


id: rlt-904
author: Schoonenboom, Judith; Sligte, Henk; Kliphuis, Eja
date: 2009-07-01
pages: 11
extension: .pdf
mime: application/pdf
words: 6666
sentence: 322
flesch: 64
cache: cache/rlt-904.pdf
txt: txt/rlt-904.txt
title:
  Guidelines for supporting re-use of existing digital learning materials and methods in higher education

summary:
  In this paper we will focus on the re-use of existing learning materials in Dutch higher education. We develop a theory for supporting the re-use of existing learning materials, which is both ‘grounded’ in the data (Charmaz 2006) and ‘humble’ in the sense of Cobb et al.


id: rlt-944
author: Lee, Chien-Ching; Bopry, Jeannette; Hedberg, John
title: Methodological issues in using sequential representations in the teaching of writing
date: 2007-06-01
pages: 11
extension: .pdf
mime: application/pdf
words: 4904
sentence: 225
flesch: 47
cache: cache/rlt-944.pdf
txt: txt/rlt-944.txt
summary:
  Griffin, C. C., Malone, L. D. & Kammenui, E. J. (1995) Effects of graphic organizer instruction on fifth-grade students, Journal of Educational Research, 89(2), 98–107. Jacobs, G. M., Curtis, A., Braine, G. & Huang, S. Y. (1998) Feedback on student writing: taking the middle path, Journal of Second Language Writing, 7(3), 307–317. The effect of peer and teacher feedback on student writing, Journal of Second Language Writing, 8(3), 265–289.


id: rlt-934
author: Richards, Debbie; Fassbender, Eric; Bilgin, Ayse; Thompson, William Forde
title: An investigation of the role of background music in IVWs for learning
date: 2008-09-01
pages: 14
extension: .pdf
mime: application/pdf
words: 6520
sentence: 344
flesch: 56
cache: cache/rlt-934.pdf
txt: txt/rlt-934.txt
summary:
  Each study participant was exposed to one piece of game music (Oblivion, Baldur’s Gate, World of Warcraft, Icewind Dale), except the participants in the control group (no music – 12 participants). The mean number of questions answered correctly while listening to game music or no music (control).


id: rlt-839
author: Buchan, Janet F.
title: The chicken or the egg? Investigating the transformational impact of learning technology
date: 2011-07-21
pages: 18
extension: .pdf
mime: application/pdf
words: 11252
sentence: 309
flesch: 54
cache: cache/rlt-839.pdf
txt: txt/rlt-839.txt
summary:
  The author has developed the Adaptive Cycle Framework (Figure 2) as a sys- tems analysis tool for understanding and managing the dynamics of a changing environment, in particular the technology-enhanced learning environment, when an educational institution moves through a period of transformation brought about by the introduction of new learning technology (Buchan 2008b; Uys 2009). This is to be expected since the institution is still in a rapid growth phase with respect to new learning technology.


