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  1. In the current socio-health situation, new educational challenges have emerged, such as the need to implement a virtual tutorial action. Therefore, this study has three objectives: (1) to investigate the level...

    Authors: Francisco D. Guillén-Gámez, Teresa Linde-Valenzuela, Marta Ramos and María J. Mayorga-Fernandez
    Citation: Research and Practice in Technology Enhanced Learning 2022 17:20
  2. Incorporating information and communication technology (ICT) in inclusive classrooms requires competent teachers, both technological and pedagogical. To contrast these theoretical assumptions, this study aims ...

    Authors: José María Fernández-Batanero, Marta Montenegro-Rueda and José Fernández-Cerero
    Citation: Research and Practice in Technology Enhanced Learning 2022 17:19
  3. Research on online faculty professional development (OFPD) in higher education has increased in recent years. As there is, nevertheless, a scarcity of quantitative investigations on research publications in th...

    Authors: Yanjun Gao, Su Luan Wong, Mas Nida Md. Khambari and Nooreen Noordin
    Citation: Research and Practice in Technology Enhanced Learning 2022 17:17
  4. The application of gamified elements to PBL to promote student engagement has not been systematically described. Hence, we conducted a review based on Arksey and O’Malley’s five-stage scoping review framework,...

    Authors: Azril Shahreez Abdul Ghani, Ahmad Fuad Abdul Rahim, Muhamad Saiful Bahri Yusoff and Siti Nurma Hanim Hadie
    Citation: Research and Practice in Technology Enhanced Learning 2022 17:21
  5. This study investigates the effects of annotation on abstract and concrete visual representations in science education. Two studies were conducted: Study 1 investigated the interaction between annotation and v...

    Authors: Robert Zheng, Holly Cordner and Jeffrey Spears
    Citation: Research and Practice in Technology Enhanced Learning 2022 17:18
  6. Concept maps are the tools used to facilitate meaningful conceptual learning. In this study, an augmented reality (AR)-based concept map (AR-ConMAP) application was developed to facilitate the concept map crea...

    Authors: Ünal Çakıroğlu, Samet Atabaş, Merve Aydın and Ilknur Özyılmaz
    Citation: Research and Practice in Technology Enhanced Learning 2022 17:16
  7. This study aims to examine if and how academic achievement and gender group composition affect the quality of online SGQ and the use patterns of procedural prompts provided to support SGQ activities. Forty-one...

    Authors: Fu-Yun Yu and Wen-Wen Cheng
    Citation: Research and Practice in Technology Enhanced Learning 2022 17:15
  8. Extension concept mapping is a technique to connect prior existing concept maps with new knowledge structures. It offers advantages in each stage of the knowledge-integrating process and encourages learners to...

    Authors: Didik Dwi Prasetya, Aryo Pinandito, Yusuke Hayashi and Tsukasa Hirashima
    Citation: Research and Practice in Technology Enhanced Learning 2022 17:14
  9. This study explored the factors influencing students’ willingness to continue with the online learning system during the coronavirus disease 2019 (COVID-19) pandemic by adopting the stimulus–organism–response ...

    Authors: Abdul Hafaz Ngah, Nurul Izni Kamalrulzaman, Mohamad Firdaus Halimi Mohamad, Rosyati Abdul Rashid, Nor Omaima Harun, Nur Asma Ariffin and Noor Azuan Abu Osman
    Citation: Research and Practice in Technology Enhanced Learning 2022 17:13
  10. This paper explores faculty’s perspectives and use of open educational resources (OER) and their repositories across different countries by conducting a multiple case study to find similarities and differences...

    Authors: Victoria I. Marín, Olaf Zawacki-Richter, Cengiz H. Aydin, Svenja Bedenlier, Melissa Bond, Aras Bozkurt, Dianne Conrad, Insung Jung, Yasar Kondakci, Paul Prinsloo, Jennifer Roberts, George Veletsianos, Junhong Xiao and Jingjing Zhang
    Citation: Research and Practice in Technology Enhanced Learning 2022 17:11
  11. Recent spread of the COVID-19 forces governments around the world to temporarily close educational institutions. In this paper, we evaluated learning engagement, level of satisfaction and anxiety of e-book bas...

    Authors: Hiroyuki Kuromiya, Rwitajit Majumdar, Gou Miyabe and Hiroaki Ogata
    Citation: Research and Practice in Technology Enhanced Learning 2022 17:12
  12. In this study, we investigated whether playing an escape room game after explicit instruction (instruction-first group, N = 20) is more effective to learn about copyright and media law than playing the game befor...

    Authors: Josef Buchner, Martina Rüter and Michael Kerres
    Citation: Research and Practice in Technology Enhanced Learning 2022 17:10
  13. In the last decade, Language MOOCs have attracted a lot of interest for their potential to enhance language learning. However, how learners engage with MOOC environments and realise their benefits, remains unc...

    Authors: Napat Jitpaisarnwattana, Pornapit Darasawang and Hayo Reinders
    Citation: Research and Practice in Technology Enhanced Learning 2022 17:9
  14. Creativity is an increasingly recognized construct in technology-enhanced learning. However, our understanding of how creativity interacts with the design of online learning environments to affect learning exp...

    Authors: Michaela Rosar and Joshua Weidlich
    Citation: Research and Practice in Technology Enhanced Learning 2022 17:8
  15. The practice of adding game elements to non-gaming educational environments has gained much popularity. Gamification has been shown in some studies to enhance engagement, motivation and learning outcomes in te...

    Authors: Faiza Tahir, Antonija Mitrovic and Valerie Sotardi
    Citation: Research and Practice in Technology Enhanced Learning 2022 17:7
  16. Although MOOCs platforms offer a unique way to provide information for a large cohort of participants, only a small percentage of participants complete MOOCs. The high number of dropouts in MOOCs is a key chal...

    Authors: Mehdi Badali, Javad Hatami, Seyyed Kazem Banihashem, Ebrahim Rahimi, Omid Noroozi and Zahra Eslami
    Citation: Research and Practice in Technology Enhanced Learning 2022 17:5
  17. Digital Leadership is relatively a new field of leadership study which focuses on leveraging the technology and Internet in support of one’s leadership practice. Currently, very little is known how Malaysian s...

    Authors: Emelia Fantoza Saraih, Su Luan Wong, Soaib Asimiran and Mas Nida Md. Khambari
    Citation: Research and Practice in Technology Enhanced Learning 2022 17:4
  18. In recent decades, a number of training environments have moved toward program approaches targeting the development of competencies. Because of their complexity, monitoring the development of those competencie...

    Authors: Isabelle Savard, Luc Côté, Abdelhamid Kadhi, Caroline Simard, Christian Rheault and Miriam Lacasse
    Citation: Research and Practice in Technology Enhanced Learning 2022 17:3
  19. In lectures with presentation slides such as an e-learning lecture on video, it is important for lecturers to control their non-verbal behavior involving gaze, gesture, and paralanguage. However, it is not so ...

    Authors: Tatsuya Ishino, Mitsuhiro Goto and Akihiro Kashihara
    Citation: Research and Practice in Technology Enhanced Learning 2022 17:1
  20. Writing in an academic context often requires students in higher education to acquire a new set of skills while familiarising themselves with the goals, objectives and requirements of the new learning environm...

    Authors: Mohammed Saqr, Ward Peeters and Olga Viberg
    Citation: Research and Practice in Technology Enhanced Learning 2021 16:29
  21. This study aimed at proposing an e-Learning framework in school education. The proposed framework consisted of technology and pedagogy dimensions. The method of computer-aided analysis of learners’ reflection ...

    Authors: Siu-Cheung Kong
    Citation: Research and Practice in Technology Enhanced Learning 2021 16:28
  22. This study investigates learner’s reading behaviors in a critical reading task in humanities course using learning analytics techniques. A Critical Analysis of Literature and Cinema course was selected as a conte...

    Authors: Rwitajit Majumdar, Geetha Bakilapadavu, Reek Majumder, Mei-Rong Alice Chen, Brendan Flanagan and Hiroaki Ogata
    Citation: Research and Practice in Technology Enhanced Learning 2021 16:25
  23. Due to COVID-19, universities with limited expertise with the digital environment had to rapidly transition to online teaching and assessment. This transition did not create a new problem but has offered more ...

    Authors: Guzyal Hill, Jon Mason and Alex Dunn
    Citation: Research and Practice in Technology Enhanced Learning 2021 16:24

    The Correction to this article has been published in Research and Practice in Technology Enhanced Learning 2021 16:26

  24. Self-direction skill is considered a vital skill for twenty-first-century learners in both the learning context and physical activity context. Analysis skill for self-directed activities requires the students ...

    Authors: Yuanyuan Yang, Rwitajit Majumdar, Huiyong Li, Gökhan Akçapinar, Brendan Flanagan and Hiroaki Ogata
    Citation: Research and Practice in Technology Enhanced Learning 2021 16:22
  25. Despite the considerable body of literature on social media (SM)’s use as formal educational tools within universities, little has been done to provide a comprehensive adoption framework for SM as cooperative ...

    Authors: Mostafa Hamadi, Jamal El-Den, Sami Azam and Narumon Cherry Sriratanaviriyakul
    Citation: Research and Practice in Technology Enhanced Learning 2021 16:21
  26. Digital assessment and feedback have been a growing area of research and practice in the past decade in higher education. Within this theme, research has been published highlighting the importance of learner a...

    Authors: Diogo Casanova, Graham Alsop and Isabel Huet
    Citation: Research and Practice in Technology Enhanced Learning 2021 16:20
  27. The incubation effect (IE) is a problem-solving phenomenon composed of three phases: pre-incubation where one fails to solve a problem; incubation, a momentary break where time is spent away from the unsolved ...

    Authors: May Marie P. Talandron-Felipe and Ma. Mercedes T. Rodrigo
    Citation: Research and Practice in Technology Enhanced Learning 2021 16:19
  28. The abundance of courses available in a university often overwhelms students as they must select courses that are relevant to their academic interests and satisfy their requirements. A large number of existing...

    Authors: Boxuan Ma, Min Lu, Yuta Taniguchi and Shin’ichi Konomi
    Citation: Research and Practice in Technology Enhanced Learning 2021 16:18
  29. Writing as a multiple-step process is one of the most complex and demanding skills for graduate students to master. Foreign or second language learners who are required to write for academic purposes at the un...

    Authors: Laleh Khojasteh, Seyyed Ali Hosseini and Elham Nasiri
    Citation: Research and Practice in Technology Enhanced Learning 2021 16:17
  30. In the context of the current teacher education program in Thailand, Technology Pedagogical and Content Knowledge (TPACK) framework is formally recognized as essential qualities of knowledge for a highly quali...

    Authors: Phattaraporn Pondee, Patcharin Panjaburee and Niwat Srisawasdi
    Citation: Research and Practice in Technology Enhanced Learning 2021 16:16

    The Correction to this article has been published in Research and Practice in Technology Enhanced Learning 2021 16:27

  31. The aim of this study is to examine the relationships of readiness for e-learning with self-regulation skills, satisfaction, and academic achievement in university students taking campus-based courses via dist...

    Authors: Nuh Yavuzalp and Eralp Bahcivan
    Citation: Research and Practice in Technology Enhanced Learning 2021 16:15
  32. Collaborative learning in the form of group work is becoming increasingly significant in education since interpersonal skills count in modern society. However, teachers often get overwhelmed by the logistics i...

    Authors: Changhao Liang, Rwitajit Majumdar and Hiroaki Ogata
    Citation: Research and Practice in Technology Enhanced Learning 2021 16:14
  33. ICT-based learning provides opportunities for teachers and students to learn digitally, as well as letting the students become autonomous learners. One of the efforts to actualize such typical learning mode is...

    Authors: Endang Susantini, Rinie Pratiwi Puspitawati, Raharjo and Husfina Lailiyatus Suaidah
    Citation: Research and Practice in Technology Enhanced Learning 2021 16:13
  34. The current article describes an exploratory study that focussed on joint attention behaviour—the basis of interaction predicting productive collaboration—to better understand collaborative problem solving, pa...

    Authors: Johanna Pöysä-Tarhonen, Nafisa Awwal, Päivi Häkkinen and Suzanne Otieno
    Citation: Research and Practice in Technology Enhanced Learning 2021 16:11
  35. Web-based learning systems with adaptive capabilities to personalize content are becoming nowadays a trend in order to offer interactive learning materials to cope with a wide diversity of students attending o...

    Authors: Alisa Lincke, Marc Jansen, Marcelo Milrad and Elias Berge
    Citation: Research and Practice in Technology Enhanced Learning 2021 16:10
  36. This research, to design and develop a concept map authoring support tool, adopts a semi-automatic concept mapping approach to help teachers create concept maps from English readings. A concept map is widely r...

    Authors: Aryo Pinandito, Didik D. Prasetya, Yusuke Hayashi and Tsukasa Hirashima
    Citation: Research and Practice in Technology Enhanced Learning 2021 16:8
  37. An amendment to this paper has been published and can be accessed via the original article.

    Authors:
    Citation: Research and Practice in Technology Enhanced Learning 2021 16:7

    The original article was published in Research and Practice in Technology Enhanced Learning 2020 15:16

    The original article was published in Research and Practice in Technology Enhanced Learning 2020 15:5

    The original article was published in Research and Practice in Technology Enhanced Learning 2020 15:4

    The original article was published in Research and Practice in Technology Enhanced Learning 2020 15:3

    The original article was published in Research and Practice in Technology Enhanced Learning 2019 14:1

  38. Learning analytics (LA) is a field that examines data about learners and their context, for understanding and optimizing learning and the environments in which it occurs. Integration of multiple data sources, ...

    Authors: Jeanette Samuelsen, Weiqin Chen and Barbara Wasson
    Citation: Research and Practice in Technology Enhanced Learning 2021 16:6
  39. Learning through the internet becomes popular that facilitates learners to learn anything, anytime, anywhere from the web resources. Assessment is most important in any learning system. An assessment system ca...

    Authors: Bidyut Das, Mukta Majumder, Santanu Phadikar and Arif Ahmed Sekh
    Citation: Research and Practice in Technology Enhanced Learning 2021 16:5
  40. Computer-based virtual learning environments (CBVLEs) are potentially useful teaching tools for training nursing students in professional duties such as the mathematical tasks associated with medication proces...

    Authors: Diana P. Zwart, Sui Lin Goei, Omid Noroozi and Johannes E. H. Van Luit
    Citation: Research and Practice in Technology Enhanced Learning 2021 16:4
  41. Students must engage in self-regulated learning in computer-based learning environments; however, many students experience difficulties in doing so. Therefore, this study aims to investigate self-created metac...

    Authors: Katharina Engelmann, Maria Bannert and Nadine Melzner
    Citation: Research and Practice in Technology Enhanced Learning 2021 16:3
  42. An amendment to this paper has been published and can be accessed via the original article.

    Authors: Teresa Coma-Roselló, Ana Cristina Blasco-Serrano, María Ángeles Garrido Laparte and Antonio Aguelo Arguis
    Citation: Research and Practice in Technology Enhanced Learning 2021 16:2

    The original article was published in Research and Practice in Technology Enhanced Learning 2020 15:25

  43. Do my students understand? The question that lingers in every instructor’s mind after each lesson. With the focus on learner-centered pedagogy, is it feasible to provide timely and relevant guidance to individ...

    Authors: Siaw Ling Lo, Kar Way Tan and Eng Lieh Ouh
    Citation: Research and Practice in Technology Enhanced Learning 2021 16:1