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Research in Learning Technology最新文献

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Examining educational technology and research impact: the two roles of e-learning and related terms in the 2014 REF impact case studies 考察教育技术和研究影响:2014年REF影响案例研究中电子学习和相关术语的两个角色
IF 2.2
Research in Learning Technology Pub Date : 2020-03-10 DOI: 10.25304/rlt.v28.2306
Katy Jordan
{"title":"Examining educational technology and research impact: the two roles of e-learning and related terms in the 2014 REF impact case studies","authors":"Katy Jordan","doi":"10.25304/rlt.v28.2306","DOIUrl":"https://doi.org/10.25304/rlt.v28.2306","url":null,"abstract":"Research in Learning Technology 2020. © 2020 K. Jordan. Research in Learning Technology is the journal of the Association for Learning Technology (ALT), a UK-based professional and scholarly society and membership organisation. ALT is registered charity number 1063519. http://www.alt.ac.uk/. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), allowing third parties to copy and redistribute the material in any medium or format and to remix, transform, and build upon the material for any purpose, even commercially, provided the original work is properly cited and states its license.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"139 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74673811","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}
引用次数: 2
A Framework for Mixed Reality Free-Choice, Self-Determined Learning 混合现实的自由选择、自主学习框架
IF 2.2
Research in Learning Technology Pub Date : 2020-03-09 DOI: 10.25304/rlt.v28.2347
C. Aguayo, C. Eames, T. Cochrane
{"title":"A Framework for Mixed Reality Free-Choice, Self-Determined Learning","authors":"C. Aguayo, C. Eames, T. Cochrane","doi":"10.25304/rlt.v28.2347","DOIUrl":"https://doi.org/10.25304/rlt.v28.2347","url":null,"abstract":"Research in Learning Technology 2020. © 2020 C. Aguayo et al. Research in Learning Technology is the journal of the Association for Learning Technology (ALT), a UK-based professional and scholarly society and membership organisation. ALT is registered charity number 1063519. http://www.alt.ac.uk/. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), allowing third parties to copy and redistribute the material in any medium or format and to remix, transform, and build upon the material for any purpose, even commercially, provided the original work is properly cited and states its license.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"27 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79894229","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}
引用次数: 26
Becoming an open educator: towards an open threshold framework 成为一个开放的教育者:走向一个开放的门槛框架
IF 2.2
Research in Learning Technology Pub Date : 2020-03-09 DOI: 10.25304/rlt.v28.2338
G. Tur, Leo Havemann, J. D. Marsh, Jeffrey Keefer, F. Nascimbeni
{"title":"Becoming an open educator: towards an open threshold framework","authors":"G. Tur, Leo Havemann, J. D. Marsh, Jeffrey Keefer, F. Nascimbeni","doi":"10.25304/rlt.v28.2338","DOIUrl":"https://doi.org/10.25304/rlt.v28.2338","url":null,"abstract":"In this article, we propose a cross-pollination of two prominent lines of educational thought: open education (OE) and threshold concepts (TCs). Open education has gained an increased profile through the growing popularity of open educational resources (OER) and massive online open courses (MOOCs). Educators who create or make use of such resources, or employ related open educational practices (OEP), are often suggested to have a transformative impact in educational settings. In recent years, educational research has increasingly discussed learning as a process of attaining or crossing certain conceptual thresholds, which involve such a significant shift that the learner eventually achieves a different and deeper understanding of core disciplinary knowledge, even a new identity. Of the eight characteristics of TCs identified in the core literature of this theory, we consider that three in particular offer the maximum potential for understanding the evolution of teachers towards the open educator identity: transformative, troublesome and liminal. This work presents a theoretical framework that includes the transformative impact on identity in the process of becoming an open educator, the troublesomeness inherent in this evolution and the liminal space through which the evolving teachers progress. It is argued that a focus on the development of open educator identity aligns with current reflective approaches to working on teachers’ professional identity, and at the same time supports a focus on teachers’ commitment to a democratic approach to education, which is necessary in neoliberal times.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"1 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80972281","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}
引用次数: 6
A cross-sectional study of video game play habits and graduate skills attainment 电子游戏玩习惯与毕业生技能获得的横断面研究
IF 2.2
Research in Learning Technology Pub Date : 2020-02-28 DOI: 10.25304/rlt.v28.2326
M. Barr
{"title":"A cross-sectional study of video game play habits and graduate skills attainment","authors":"M. Barr","doi":"10.25304/rlt.v28.2326","DOIUrl":"https://doi.org/10.25304/rlt.v28.2326","url":null,"abstract":"Using a survey of higher education students (N = 2145), correlations between game play habits and the attainment of certain graduate skills or attributes (communication skill, adaptability and resourcefulness) are presented. Correlations between graduate attribute attainment and a range of demographic and educational factors, including age, gender, level of study and year of study, are also calculated. While it is shown that there is no significant relationship between existing game play habits and graduate attribute attainment, several broad observations are made. Students who do not play video games tended to score best, while those students who play games in a variety of modes (online and local cooperative play, team-based and other cooperative play) also scored better on measures of graduate attribute attainment. Assumptions about the development of graduate attributes over time are also challenged by the data presented here, which suggest there is little correlation between attribute attainment and years spent at university. The work suggests that, while video games may be used to develop graduate skills on campus, there is no strong correlation between existing game play habits and the attainment of certain transferable skills.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"14 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86974043","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}
引用次数: 5
Exploring mixed reality based on self-efficacy and motivation of users 探索基于用户自我效能感和动机的混合现实
IF 2.2
Research in Learning Technology Pub Date : 2020-02-21 DOI: 10.25304/rlt.v28.2331
Kathy Essmiller, Tutaleni I. Asino, Ayodeji Ibukun, Frances M. Alvarado-Albertorio, Sarinporn Chaivisit, Thanh Do, Younglong Kim
{"title":"Exploring mixed reality based on self-efficacy and motivation of users","authors":"Kathy Essmiller, Tutaleni I. Asino, Ayodeji Ibukun, Frances M. Alvarado-Albertorio, Sarinporn Chaivisit, Thanh Do, Younglong Kim","doi":"10.25304/rlt.v28.2331","DOIUrl":"https://doi.org/10.25304/rlt.v28.2331","url":null,"abstract":"This study addresses the question of how to facilitate instruction and practice with virtual reality to mitigate the detrimental impact of cognitive load associated with use in simple procedural tasks. The study collected data from 63 college students aged 18 years and above from a university in the southern part of the USA. Each study participant completed a questionnaire that consisted of 22 questions using a seven-point Likert scale. The results show that there are no significant differences between motivation and self-efficacy as it relates to three selected activities: Roboraid, Tutorial and Freeplay. The opportunity for meaningful learning through the use of the mixed reality is enticing; there is value in exploring facilitation of these learning opportunities through redistribution of cognitive load. \u0000This article is part of the special collection Mobile Mixed Reality Enhanced Learning edited by Thom Cochrane, James Birt, Helen Farley, Vickel Narayan and Fiona Smart. More articles from this collection can be found here.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"29 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81245034","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}
引用次数: 5
Lecture capture and peer working: exploring study practices through staff–student partnerships 讲座捕捉和同伴工作:通过师生伙伴关系探索学习实践
IF 2.2
Research in Learning Technology Pub Date : 2020-02-19 DOI: 10.25304/rlt.v28.2314
Geraint Evans, Karl Luke
{"title":"Lecture capture and peer working: exploring study practices through staff–student partnerships","authors":"Geraint Evans, Karl Luke","doi":"10.25304/rlt.v28.2314","DOIUrl":"https://doi.org/10.25304/rlt.v28.2314","url":null,"abstract":"As lecture capture technology and practice become ever more widespread in UK universities there is a growing body of literature that assesses the impact of these changes. However, there is still much to be understood about lecture capture and the full impact on student learning, especially in different institutional and subject contexts. This article describes two projects from a UK Russell Group University that worked in partnership with students to gain insights into the student experience regarding lecture capture. The article highlights insights gained in terms of how and why students use lecture recordings. This article focuses on one area in particular which has been less reported and warrants further investigation – students’ use of lecture recordings in collaborative settings. The article considers some practical implications of such insights and argues that a nuanced understanding regarding the way students use lecture recordings for learning is required. The article also highlights how educationists can harness student partnerships to further our understanding of the complex interplays between technology and student learning.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"20 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87491748","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}
引用次数: 6
Integration of mobile augmented reality (MAR) applications into biology laboratory: Anatomic structure of the heart 将移动增强现实(MAR)应用集成到生物实验室:心脏的解剖结构
IF 2.2
Research in Learning Technology Pub Date : 2020-02-14 DOI: 10.25304/rlt.v28.2355
Cuneyd Celik, Gökhan Güven, Nevin Kozcu Cakir
{"title":"Integration of mobile augmented reality (MAR) applications into biology laboratory: Anatomic structure of the heart","authors":"Cuneyd Celik, Gökhan Güven, Nevin Kozcu Cakir","doi":"10.25304/rlt.v28.2355","DOIUrl":"https://doi.org/10.25304/rlt.v28.2355","url":null,"abstract":"Research in Learning Technology 2020. © 2020 C. Celik et al. Research in Learning Technology is the journal of the Association for Learning Technology (ALT), a UK-based professional and scholarly society and membership organisation. ALT is registered charity number 1063519. http://www.alt.ac.uk/. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), allowing third parties to copy and redistribute the material in any medium or format and to remix, transform, and build upon the material for any purpose, even commercially, provided the original work is properly cited and states its license.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"10 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77328770","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}
引用次数: 27
MESH360: a framework for designing MMR-enhanced clinical simulations MESH360:设计核磁共振增强临床模拟的框架
IF 2.2
Research in Learning Technology Pub Date : 2020-02-13 DOI: 10.25304/rlt.v28.2357
T. Cochrane, S. Aiello, S. Cook, C. Aguayo, N. Wilkinson
{"title":"MESH360: a framework for designing MMR-enhanced clinical simulations","authors":"T. Cochrane, S. Aiello, S. Cook, C. Aguayo, N. Wilkinson","doi":"10.25304/rlt.v28.2357","DOIUrl":"https://doi.org/10.25304/rlt.v28.2357","url":null,"abstract":"This article evaluates the results of two prototype iterations of a design-based research project that explores the application of mobile mixed reality (MMR) to enhance critical care clinical health education simulation in Paramedicine. The project utilises MMR to introduce critical elements of patient and practitioner risk and stress into clinical simulation learning scenarios to create more authentic learning environments. Subjective participant feedback is triangulated against par¬ticipant biometric data to validate the level of participant stress introduced to clin¬ical simulation through the addition of MMR. Results show a positive impact on the learning experience for both novice and professional paramedic practitioners. The article highlights the development of implementation and data triangulation methodologies that can be utilised to enhance wider clinical simulation contexts than the original context of Paramedicine education. We argue that our collabo¬rative transdisciplinary design team model provides a transferable framework for designing MMR-enhanced clinical simulation environments.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"172 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82339019","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}
引用次数: 9
The effect of adding same-language subtitles to recorded lectures for non-native, English speakers in e-learning environments 在网络学习环境中，为非英语母语人士的讲座录音添加同语言字幕的效果
IF 2.2
Research in Learning Technology Pub Date : 2020-02-11 DOI: 10.25304/rlt.v28.2340
G. Matthew
{"title":"The effect of adding same-language subtitles to recorded lectures for non-native, English speakers in e-learning environments","authors":"G. Matthew","doi":"10.25304/rlt.v28.2340","DOIUrl":"https://doi.org/10.25304/rlt.v28.2340","url":null,"abstract":"Research in Learning Technology 2020. © 2020 Gordon Matthew. Research in Learning Technology is the journal of the Association for Learning Technology (ALT), a UK-based professional and scholarly society and membership organisation. ALT is registered charity number 1063519. http://www.alt.ac.uk/. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), allowing third parties to copy and redistribute the material in any medium or format and to remix, transform, and build upon the material for any purpose, even commercially, provided the original work is properly cited and states its license.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"73 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85741501","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}
引用次数: 14
Choice of device to view video lectures: an analysis of two independent cohorts of first-year university students 观看视频讲座的设备选择:对两个独立的大学一年级学生的分析
IF 2.2
Research in Learning Technology Pub Date : 2020-02-05 DOI: 10.25304/rlt.v28.2324
Jesca Namuddu, Paul N. Watts
{"title":"Choice of device to view video lectures: an analysis of two independent cohorts of first-year university students","authors":"Jesca Namuddu, Paul N. Watts","doi":"10.25304/rlt.v28.2324","DOIUrl":"https://doi.org/10.25304/rlt.v28.2324","url":null,"abstract":"Video lectures and mobile learning devices have become prominent, but little is known about device choices for watching video lectures. The setting for this study, a university that provided perpetual access to personal computers and free tablet devices to all first-year students, provided a unique opportunity to study device choice in a setting where both tablets and personal computers were perpetually available. Weekly video lectures on a first-year module were made from October to April in two independent cohorts of students. YouTube analytics were used to record data on device usage for video lecture views. Tablets were initially used for almost 70% of views. However, tablet usage declined throughout the academic year, and tablets were overtaken by personal computers as the preferred device in the second half of the academic year. Findings suggest that an initial preference for using tablets to view video lectures lasts only a few months.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"11 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85128674","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}
引用次数: 3
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