J. Inf. Technol. Educ. Res.最新文献

{"title":"Teacher Presence and Social Presence in Virtual and Blended Courses","authors":"G. Zilka, Revital Cohen, I. Rahimi","doi":"10.28945/4061","DOIUrl":"https://doi.org/10.28945/4061","url":null,"abstract":"","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131092505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Technology as a Double-Edged Sword: From Behavior Prediction with UTAUT to Students' Outcomes Considering Personal Characteristics","authors":"H. Khechine, Sawsen Lakhal","doi":"10.28945/4022","DOIUrl":"https://doi.org/10.28945/4022","url":null,"abstract":"","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126241804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Engaging EFL Learners in Online Peer Feedback on Writing: What Does It Tell Us?","authors":"Murad Abou Saeed, Kamila Ghazali, Sakina Sahuri Suffian Sahuri, M. Abdulrab","doi":"10.28945/3980","DOIUrl":"https://doi.org/10.28945/3980","url":null,"abstract":"Aim/Purpose The current case study aimed to investigate the engagement of nine English as foreign language (EFL) learners in online peer feedback on writing in a Facebook group. Specifically, the study focused on the issues of writing addressed in peer feedback and the learners' perception of peer feedback in the Facebook group. Background Peer feedback on writing has attracted the attention of many researchers and in-structors of writing in English as second/foreign language (ESL/EFL) contexts. More recently, the application of synchronous and asynchronous technologies, including Facebook, has been reported to foster ESL/EFL learners' engagement in peer feedback. Yet, in the EFL university context, the teacher/instructor still represents the sole resource of feedback, while learners are only passive receivers of feedback. Therefore, it is necessary to encourage EFL learners to be providers of feedback by engaging them in peer work in writing. Methodology The study was conducted among nine EFL Arab learners beyond the university writing course. As an extension to enhance their writing in the Facebook group, the activities of peer feedback reported in this study were monitored by the course instructor for three months. The learners' interactional feedback exchang-es, text revisions, and written reflections were qualitatively analyzed and the pat-terns of interaction were quantified. Contribution The findings contribute to the previous body of knowledge about the role of peer feedback, as well as the application of how asynchronous technological tools such as Facebook facilitate learners' interactional feedback exchanges in writing. Findings The learners engaged in interactional feedback exchanges in the revision-oriented discourse (n=1100 (64%)). These comments triggered global text revisions focus-ing on content, organization, and argumentative genre (n=533 (31%)) and local text revisions focusing on language and mechanics/conventions (n=567 (33%)). The learners also engaged in the non-revision-oriented discourse (n=620 (36%)) that focused on establishing group cohesion in terms of a friendly social context, social support, socialization, social ties, and attachment among them. The learners also perceived the Facebook group as an interactive learning environment that facilitates their peer feedback on writing beyond the university context. Recommendations for Practitioners The findings of the current study underlie useful pedagogical implications for EFL instructors and lecturers as well university students, specifically how peer feedback can be used by instructors as a way to enhance learners' writing skills. Moreover, with the increasing access to social networks such as Facebook groups, EFL learners can engage themselves in peer feedback activities beyond the uni-versity writing courses for further development in writing. Recommendation for Researchers Significant insights on EFL learning may be gleaned from analysing peer feedback on learning","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"143 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132159051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Research Integration in Information Systems Education: Students' Perceptions on Learning Strategies, Skill Development, and Performance","authors":"Antonis Natsis, P. Papadopoulos, Nikolaus Obwegeser","doi":"10.28945/4120","DOIUrl":"https://doi.org/10.28945/4120","url":null,"abstract":"","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131601386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Printable Table of Contents. JITE: Research, Volume 18, 2019","authors":"C. Cheong","doi":"10.28945/3935","DOIUrl":"https://doi.org/10.28945/3935","url":null,"abstract":"Table of Contents for JITE: Research, Volume 19, 2020","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126801562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Situatedness and Variations in Student Adoption of Technology Practices: Towards a Critical Techno-Pedagogy","authors":"Philip G Neufeld, Henry D. Delcore","doi":"10.28945/3934","DOIUrl":"https://doi.org/10.28945/3934","url":null,"abstract":"","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129009848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of Professional Development and Videoconferencing on the Increase of Opportunities to Respond and the On-Task Behavior of Students with Emotional Behavior Disorders","authors":"Millicent L Carmouche, J. Thompson, L. S. Carter","doi":"10.28945/4060","DOIUrl":"https://doi.org/10.28945/4060","url":null,"abstract":"","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121909608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Students Learning to Program by Developing Games: Results of a Year-long Project in Primary School Settings","authors":"Emmanuel Fokides","doi":"10.28945/3893","DOIUrl":"https://doi.org/10.28945/3893","url":null,"abstract":"","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128706721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the Role of M-learning in Elementary Education","authors":"Hsiu-Ju Chen","doi":"10.28945/3873","DOIUrl":"https://doi.org/10.28945/3873","url":null,"abstract":"","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122352067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Learning Management System with Prediction Model and Course-content Recommendation Module","authors":"Digna S. Evale","doi":"10.28945/3883","DOIUrl":"https://doi.org/10.28945/3883","url":null,"abstract":"","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130000882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}