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The article discusses that the Australian Labor government canceled the Excellence in Research Australia (ERA) round, a ranking system for university disciplines in 2022, emphasizing the need for a modern data-driven approach informed by expert review. It suggests alternatives, including using Google Scholar for citations and implementing field-specific evaluation methodologies at the discipline level within universities.

Recently, Computer Supported Collaborative Learning researchers have become interested in the notion of scripting and assigning roles to students enrolled in online courses, in order to increase their engagement in collaborative activities. This study aimed to investigate whether assigning a role called social tutor to a student enrolled in an online university course can promote 1) peers' participation in online discussions, 2) the development of a Sense of Community (SC), consisting of three factors: membership, fulfilment of needs and goal achievement and mutual influence of the individual/group, and 3) effective learning. The participants were 53 undergraduate students who enrolled in an online course, and were divided into two groups: 1) a group of 29 students with a social tutor and 2) a group of 24 students with no social tutor. The results indicate that students' participation as well as the membership factor of SC improved only in the group that the social tutor was present. In contrast, the scores on the other two SC factors improved regardless of the presence of a social tutor. Moreover, the results show no difference between these two groups in terms of students' grades in the final examination. The importance of a social tutor in the design of effective online university courses is discussed. [ABSTRACT FROM AUTHOR]

The long anticipated ubiquity of digital technologies is now established in the developed world. The manifestations and consequences are not entirely as predicted, perhaps nowhere more so than in the classroom. Amid a clamour for the banning of mobile phone use in school, it is timely to reflect upon the Utopian dream of an enriched experience of education mediated by computers and consider where it all went wrong. Computer‐mediated instruction was supposed to free learners from the constraints which were preventing them from achieving their full potential. The barriers erected by inadequate teaching, impoverished curricula and limited assessment systems would be removed through the introduction of intelligent tutoring systems, worldwide access to information and comprehensive assessment protocols. In reality, the majority of OECD countries are still struggling to ensure that all school leavers have an adequate level of numeracy and literacy to serve their own and the national economy's needs. This paper considers policy and practice in the introduction of digital technologies in schools as recorded in the available research evidence. The data sources are predominantly from the UK with some US examples. What emerges goes to the heart of what is meant by a good education. Anticipated contribution to the Special Issue theme: This paper will address the theme Government policy: national visions for educational experience through the lens of government‐led innovation in curriculum definition and high‐stakes assessment as a device to manage school accountability. The data sources will be predominantly from the UK with some US examples. It will draw heavily on recent desk research supported through an award from the Nuffield Foundation. [ABSTRACT FROM AUTHOR]

This study aims to analyse the factors that can explain the adoption and effective use of a new e‐learning system in Iraq. To achieve this, it uses a selection of factors that are present in the technology acceptance model (TAM) and the unified theory of acceptance and use of technology (UTAUT) model, and it includes three additional factors. The study hypothesises new relationships between the selected factors. Questionnaires were distributed to 300 university students in Iraq. Partial least squares‐structural equation modelling (PLS‐SEM) was used to analyse the data received. The findings suggest that perceived usefulness (PU), perceived ease of use (PEOU), subjective norms (SNs), information quality (IQ), system quality (SQ), technical support (TS) and self‐efficacy (SE) have significant effects on behavioural intention (BI). In turn, BI and TS have significant direct effects on the actual use (AU) of e‐learning systems. The factors age, gender and experience significantly moderated some of the relationships in the model. The research has several implications for policy makers, universities and the management of e‐learning systems. [ABSTRACT FROM AUTHOR]

Since Massive Open Online Courses (MOOCs) became a global phenomenon in 2012, there has been constant evolution in the way Higher Education Institutions (HEIs) make sense of them. HEIs embracing MOOCs have dedicated a variety of human resource to this venture. Only in a minority of cases, staff have been appointed exclusively to this role. In all other cases, MOOC related tasks have been allocated to professionals who were already performing other educational tasks. This article contains a study that captures the experiences of these professionals in a Spanish university and a British university, as relates to their involvement in MOOCs. Interviews and group sessions were conducted to ascertain the influence of MOOCs in their practice, and in their opinions about the role of MOOCs in their institutions. The results seem to suggest that participants have positive attitudes towards incorporating MOOCs at the university, although they demand a serious bet for this educational approach from the strategic decision makers in the institutions. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to identify effects of variability of visual input on development of conceptual representations of academic concepts for college-age students with normal language (NL) and those with language-learning disabilities (LLD). Method: Students with NL (n = 11) and LLD (n = 11) participated in a computer-based training for introductory biology course concepts. Participants were trained on half the concepts under a low-variability condition and half under a high-variability condition. Participants completed a posttest in which they were asked to identify and rate the accuracy of novel and trained visual representations of the concepts. We performed separate repeated measures analyses of variance to examine the accuracy of identification and ratings. Results: Participants were equally accurate on trained and novel items in the high-variability condition, but were less accurate on novel items only in the low-variability condition. The LLD group showed the same pattern as the NL group; they were just less accurate. Conclusions: Results indicated that high-variability visual input may facilitate the acquisition of academic concepts in college students with NL and LLD. High-variability visual input may be especially beneficial for generalization to novel representations of concepts. Implicit learning methods may be harnessed by college courses to provide students with basic conceptual knowledge when they are entering courses or beginning new units. [ABSTRACT FROM AUTHOR]

A study of academics and professional staff engaged in the emerging field of Technology Enhanced Learning (TEL) reveal three areas of significant difference in reference to perspectives about TEL. These differences rest on the following individual characteristics: 1) research areas and competencies, 2) academic level, and 3) attitudes towards teaching. While the number of respondents is small, the data set is rich due to a diverse group of respondents. Leadership strategy that rests on appreciative inquiry to draw these perspectives together could begin with implementation of five ways of working collaboratively: acknowledge unique skills different from one’s own, understand driving forces from different vantage points, learn enough about other views to show respect, identify common goals and incentives for all, and include people from all relevant groups. [ABSTRACT FROM AUTHOR]

For an organization to develop, to improve, and to innovate in this information age, it requires a management system that will maximize use of human potential that it has at its disposal and it develops by establishing a culture of learning and of continuous progress. The article offers a specific outlook on how to analyze, measure, and evaluate level of implementation of the learning organization theory as an approach to managing organizations at higher education institutions in the EU, including Slovakia, versus the private sector. It includes results from our research, which we conducted between the years 2011 and 2013. To evaluate results of our research, we used adequate mathematical and statistical methods. Methods of analysis and synthesis as well as a comparison method were used to interpret results from the research and to form conclusions based on which we have formulated theoretical and practical contributions. In the article we outlined possibilities for further development of the studied topic; we offer suggestions and recommendations for organizations that aim to implement the learning organization philosophy in practice. [ABSTRACT FROM AUTHOR]

In the uncertain Higher Education environment today, where value for money and financial rigour is more important than ever before, it is vital that institutions create and sustain services that exhibit evidence of impact and provide value for money. In the last two years, external pressures from UK funding councils on complying with their Research Data Management (RDM) policies has caused institutions to develop services and support models urgently. These services are usually created for a fixed period, often with a short term investment in staff and/or infrastructure, and primarily because of the lack of clarity in the resultant value for money at an early stage. Monitoring compliance with funding council requirements is complex. Many institutions use Current Research Information Systems (CRIS) to handle their publication and research data catalogues. However, these systems provide only a basic level of functionality for RDM (e.g. submission of datasets information and linking it with project and publications information). Compliance reporting is not provided out of the box and essential information is usually kept in additional systems or spreadsheets by institutions (e.g. whether a data access statement exists or not). This makes the whole process of RDM compliance monitoring cumbersome and time consuming. We introduce Data Management Administration Online (DMAOnline) 1 1 www.dmao.info , a Jisc Research Data Spring 2 2 https://www.jisc.ac.uk/rd/projects/research-data-spring project, which facilitates a novel metric based analysis of an institution's compliance with RDM mandates. DMAOnline brings together key RDM information from a variety of sources and provides a normalised structure for the underlying data. This enables ingest of data from a variety of sources e.g. CRIS, Institutional Repositories or Excel sheets. Currently, DMAOnline has the capability to harvest its information from Elsevier's Pure CRIS and Excel files. It also allows users to add in additional information not available from these sources. A powerful dashboard is created for the user that provides information on compliance with RDM policies, data storage usage, data management plans, DOIs minted, datasets preserved, and basic costing. Other systems that DMAOnline already does or intends to harvest information from include DMPOnline 3 3 https://dmponline.dcc.ac.uk , Archivematica 4 4 https://www.archivematica.org/en/ , DataCite 5 5 https://www.datacite.org , and IRUS-data UK 6 6 https://www.jisc.ac.uk/rd/projects/research-data-metrics-for-usage . [ABSTRACT FROM AUTHOR]

Purpose: This study examined whether undergraduate college students’ immediate recall and longer-term retention of introductory voice disorder concepts improved by using mini quiz games (MQGs; interactive knowledge tests in game format) compared with (a) traditional study alone, (b) MQGs and traditional study together, or (c) a no-study control condition. Method: Ninety-three college students participated in proctored sessions in which they were given a pretest, viewed an online lecture on introductory voice disorder concepts, and then engaged in either no intervention or interventions including traditional study, MQG play, or both MQG play and traditional study, followed by an immediate recall posttest and longer-term retention follow-up test. Results: Analyses suggested that the effects of all interventions (traditional study, MQG play, and the combination of the 2) were equivalent and resulted in significantly greater improvements from pretest to immediate recall posttest performance than the control condition. In contrast, MQGs and MQGs with traditional study, but not traditional study alone, showed better results for long-term retention than no study. Conclusion: Results provide preliminary support for the idea that there may be multiple effective learning modes, beyond traditional study, that enhance recall and retention of knowledge foundational to speech-language pathology clinical training and practice. [ABSTRACT FROM AUTHOR]

This paper explores social media use for learning in universities, through a study of the use of Facebook Groups by undergraduate students. The objective of the research is specifically to understand what motivates students to use Facebook Groups and what benefits they receive from doing so. The study is grounded in the Guo et al. (2012) Student Technology Use Hierarchical Framework (STUH), drawn from Uses and Gratifications Theory (U&G), and from Means End Chain Theory (MEC). The STUH Framework was adapted by this research, and validated and revised through survey research to create an amended STUH framework for Facebook Groups. The findings conclude that the attributes of Facebook Groups lead to interaction which in turn satisfies the higher level information and decision making needs of students. The findings have important implications for software designers and educators, as well as for researchers interested in using social networking software for learning. Overall, a better understanding of student motivations is critical to the successful implementation of such technologies in the educational arena. [ABSTRACT FROM PUBLISHER]

ABSTRACT The Group of High Performance Manufacturing of the University of the Basque Country (UPV/EHU) conducts training of specialized industrial engineers, providing specific courses of Advanced Manufacturing together with student participation in innovative projects. Arising from the research activities of the High Speed Machining (HSM) division, a new software with key utilities is presented as a personal approach of the authors to address vibrations and other problems in distinct machining systems. The tool begins to be used during computer-based practice sessions as well as during practical sessions at the mechanical workshop. It is capable of generating predictive results and extracting direct information from real data. Following the objectives of the instructional strategy, a more than favorable perception was found from the surveys and examination passing rates. This evolving application is conceived of as an introductory learning and training tool for vibration analysis for future manufacturing engineers to reduce the gap between the theoretical and practical sides of the subject. © 2015 Wiley Periodicals, Inc. Comput Appl Eng Educ 24:241-254, 2016; View this article online at ; DOI [ABSTRACT FROM AUTHOR]

Today, higher education institutes face challenges when dealing with digital natives. As a result of the explosion of online learning materials and the rapid growth in information technologies and the Internet, there are increasing demands to adopt a learning management system (LMS) that complies with student aspirations by addressing their requirements. However, successful applications of LMSs are dependent on the extent to which they are adopted by users. One important aspect affecting adoption is usability, and specifically user friendly features. This study aims to reveal student perceptions toward the usability of Tadarus, a learning management system. The findings of this study could be utilized to establish a useful guide by which practitioners could improve the basic features of the system, as well as to help tutors to better implement online learning materials within the system. [ABSTRACT FROM AUTHOR]

In this paper we continue our previous research on the development of the current model of higher education, which pointed out that the labor market is looking for people with competencies and skills reflecting a T-shape model. As a consequence, universities should include a wider mix of disciplines in the curricula of their courses. Hence, to overcome existing criticisms and to provide some suggestions on how to enhance universities׳ performances, we thought of education as a process with inputs, outputs, and relevant dependencies. We called such a university a “smarter university” in which knowledge is a common heritage of teachers and students. In our research the smarter university model is based on a smart-city-like model, due to the fact that next generation networks and relevant services are going to be more and more integrated with existing infrastructure and information management systems. Thus, it is mandatory that smart solutions are the most prominent assets of modern university environments to improve the effectiveness of higher education. In this paper, we report the experimental results from a specific case study of collaboration between industry and university, which could be used as a reference for the definition of patterns to be applied in the redesign of the current education systems, even though the experiment refers to a technological application scenario. [ABSTRACT FROM AUTHOR]

Nowadays, computer programming is getting more necessary in the course of program design in college education. However, the trick of plagiarizing plus a little modification exists among some students' home works. It's not easy for teachers to judge if there's plagiarizing in source code or not. Traditional detection algorithms cannot fit this condition. The author designed an effective and complete method to detect source code plagiarizing according to the popular way of students' plagiarizing. There are two basic concepts of the algorithm. One is to standardize the source code via filtration against to remove the majority noises intentionally blended by plagiarists. The other one is an improved Longest Common Subsequence algorithm for text matching, using statement as the unit for matching. The authors also designed an appropriate HASH function to increase the efficiency of matching. Based on the algorithm, a system was designed and proved to be practical and sufficient, which runs well and meet the practical requirement in application. [ABSTRACT FROM AUTHOR]

Learning environment has always been traditionally associated with the physical presence of classrooms, textbooks, pen-and-paper examinations and teachers. However, today's evolving technology has rapidly changed the face of education. Online learning, teleconferencing, internet, Computer Assisted Learning (CAL), Web-Based Distance Learning (WBDL) and other technologies are integrated in education. This blended learning environment has become the major role in training and education scene. This paper focuses on a set of quantitative data pertaining to the perception of blended learning, attitude towards technology, effectiveness and efficiency of blended learning by using path analysis. Data were drawn from a group of business students who were engaged in blended learning environment. This study intends to find out the effectiveness and efficiency of blended learning in Malaysia tertiary institutions. The empirical results confirm that blended learning does enhance student's learning experience and learning outcomes. [ABSTRACT FROM AUTHOR]

There is a growing need to design learning experiences in higher education that develop collaborative and mediated social writing practices. A wiki way of learning addresses these needs. This paper reports findings from a case study involving 58 postgraduate students who in small groups participated over eight weeks in a mediated collaborative writing project with and through wiki contexts. The project was not assessed but designed for task-based domain learning. Evaluation of the project was conducted using data drawn from multiple sources collected before, during and after the project. Findings show that participation in the project had a positive relationship with student exam performance, and web familiarity. Patterns of individual and group wiki project participation, and sex differences in participation, are discussed. [ABSTRACT FROM AUTHOR]

The teaching of computational fluid dynamics at the undergraduate level usually focuses on giving students an understanding of the numerical methods and details involved, supported by what are little more than code fragments, followed by learning an abstract form of computational fluid dynamics skills and processes, without any real interaction with the complex core computer coding behind what is often just ‘easy-to-use’ or ‘push button’ commercial interfaces. Quite often, as the student progresses in his/her use of computational fluid dynamics, especially in the research area, it becomes clear that an ‘off-the-shelf’ commercial computational fluid dynamics package is not able to satisfy all requirements to simulate a given problem fully, nor to obtain accurate results. The purpose of this paper is to outline what must be taught to add computer coding to what usually is a well-protected, though capable of being compiled and linked, core computer code so that the complexity of interacting is lessened and better understood. [ABSTRACT FROM AUTHOR]

The article discusses the different aspects of a proposed learning analytics approach for supporting academic program assessment in higher education. Topics cited include the use of learning management system by higher education institutions in collecting data for learning analytics, details relating to the structures of the end-of-course evaluation systems and three-dimensional (3D) analytics systems and the author's view on the future of learning analytics.

This study investigated the effect of scaffolding computer-mediated discussions to improve moral reasoning and argumentation quality in pre-service teachers. Participants of this study were 76 teaching education students at a Turkish university. They were divided into three groups: (1) a computer-supported argumentation group; (2) a computer-mediated discussion group; and (3) a control group. Participants in the computer-supported argumentation group were instructed in argumentation, and were provided with note starters and graphical argumentation tools. The computer-mediated discussion group, however, was engaged in unstructured interaction on the Moodle forum, a free popular learning management system having a threaded discussion forum. The control group did not receive any instruction and neither did they participate in any discussions. As for the results, the computer-supported argumentation group outperformed the control group, but not the computer-mediated discussion group on DIT score and argumentation quality. Thus, it was concluded that both giving instruction on argumentation and appropriately designing the interfaces of computer-mediated discussion environments can enhance argumentation quality in students’ writings and also their moral reasoning. [ABSTRACT FROM PUBLISHER]

Advances in, and dissemination of, computer technologies in the field of drug research now enable the use of molecular modeling tools to teach important concepts of drug design to chemistry and pharmacy students. A series of computer laboratories is described to introduce undergraduate students to commonly adopted in silico drug design methods, such as molecular geometry optimization, pharmacophore modeling, protein--ligand docking simulations, homology modeling, virtual screening, and pharmacokinetics/toxicity predictions. Freely available software and web servers are selected to compose this pedagogical resource, such that it can be easily implemented in any institution equipped with an Internet connection and Windows OS computers. This material is an illustration of a drug discovery pipeline, starting from the structure of known drugs to obtain novel bioactive compounds, and, therefore, is a valid pedagogical instrument for educating future professionals in the field of drug development. [ABSTRACT FROM AUTHOR]

This paper investigates the extent of electronic dictionary use by language learners in an Australian university. All students in the study are formally enrolled in language courses across ten languages at first, second or third year level. The study places a particular emphasis on gauging student perceptions of the beneficial aspects of electronic dictionaries as judged by learners themselves in circumstances where they are able to act independently. As these benefits are often described in terms of usability and functionality, these particular terms are defined and introduced in the literature review, and then later they are employed to help structure and describe the results.The arguments for the discussion are supported by the use of empirical data taken from a large-scale survey conducted in 2011 (n=587) where comments from students were obtained on why and how dictionary-type resources were accessed and used (see also Steel & Levy, 2013). The paper restricts itself to the quantitative and qualitative data gathered on mobile phones, translators, dictionaries and web conjugators and related items (e.g. discussion forums). The particular functions that students use and the ways in which they use them are described and categorised, with the discussion supported by student comments.The data exhibits a remarkable range of resources available to students to look up unknown words or to see translations and, consequently, our understanding of what exactly an electronic dictionary might comprise is challenged. Many students’ comments demonstrate a sophistication and knowledge about the effective use of these dictionary tools together with a keen awareness of their limitations. [ABSTRACT FROM PUBLISHER]

The study reports on implementing self-developed English for specific purposes (ESP) courseware for technology industries in an elective course, “English reading for technology,” offered to junior students of English as a foreign language in a technical university in southern Taiwan. Courseware implementation was combined with a sustained-content language teaching (SCLT) approach and a task-based learning (TBL) approach was adopted. The course mainly focused on vocabulary, listening, and reading comprehension. Evaluation of implementing these information and communication technologies (ICTs) in ESP instruction was based upon data from a variety of pre-tests and post-tests including cloze, dictation, essay writing, and Q&A tests. The courseware not only provided learning materials for the target ESP, but also offered content-based and linguistic learning activities with corresponding instant self-evaluation. These features offered by the courseware both corresponded to the duel focus of the SCLT approach, and provided a model for developing an ESP courseware. Also, a teacher-centered instruction of the same subject matter was conducted with a control group. Students self-studying with the ESP courseware made as much progress as those that elected teacher-centered instruction. Most students were satisfied with the courseware-implemented ESP instruction combined with the SCLT and TBL approaches. [ABSTRACT FROM PUBLISHER]

This article explores how concept maps can provide a useful addition to PowerPoint slides to convey interconnections of knowledge and help students see how knowledge is often non-linear. While most accounting educators are familiar with PowerPoint, they are likely to be less familiar with concept maps and this article shows how the tool can be used by students to construct their own concept maps and how educator-constructed concept maps can be used as quizzes to encourage more student participation in class. [ABSTRACT FROM PUBLISHER]

Research into virtual field trips (VFTs) started in the 1990s but, only recently, the maturing technology of devices and networks has made them viable options for educational settings. By considering an experiment, the learning benefits of logging the movement of students within a VFT are shown. The data are visualized by two techniques: “animated path maps” are dynamic animations of students' movement in a VFT; “paint spray maps” show where students concentrated their visual attention and are static. A technique for producing these visualizations is described and the educational use of tracking data in VFTs is critically discussed. [ABSTRACT FROM PUBLISHER]

This study examines the relationships among learning variables, multitasking, and academic performance. Based on a survey with 176 college students, zero-order correlations were first tested between multitasking behaviors and grade. After identifying the relevant multitasking behavior (i.e., multitasking with laptops in lecture halls), the multitasking pattern was entered into a path analysis in order to understand its impact on grade, in comparison to learning variables. It is found that in-class laptop multitasking has a negative impact on grade, with an effect size similar to the impacts of intrinsic and extrinsic motivations, although in a reversed direction. Furthermore, the path analysis shows that self-regulation behaviors are negatively associated with in-class laptop multitasking, suggesting that we should look at in-class laptop multitasking as lack of self-regulation. Finally, the results indicate that self-efficacy and extrinsic motivation influence self-regulation behaviors, implying that educators and parents need to encourage students' self-regulation of laptop multitasking behaviors through building students' senses of self-efficacy and learning motivations (or employing strategies where laptops are used deliberately as part of class), instead of simply banning laptops in classrooms. [ABSTRACT FROM AUTHOR]

This paper considers the role and development of meaningful dialogue in digitally mediated learning (DML) in UK higher education for teachers. It argues that more research is vital in the field of meaningful dialogue if we are to avoid the risk that pedagogic values in DML become increasingly driven by market forces toward ‘data vending’ without sufficient contextualisation of learning as social practice. Three data collection sources are interpreted. The first is the narrativised experiences of a DML development team transforming an MA Education award; the second is some key reflections on the experiences of MA participants on a newly transformed DML module and the third is a brief analysis of student results and evaluations. The key focus for the paper is how important and challenging it can be to nurture a dialogic academic community online that clearly supports and nurtures the professional development of teachers across the education sector. Using a methodological approach incorporating Ulrich’s notion of ‘reflective competence’, the paper considers the pitfalls of transforming face-to-face modules into DML, arguing that both staff and participant preparation for DML must be at the forefront of such transformations. The paper concludes with a consideration of the vital role in DML of pedagogies which promote emotional engagement and ‘kindness’. [ABSTRACT FROM PUBLISHER]

Higher education institutions are evolving and technology often plays a central role in their transformations. Educational changes benefit from a supportive environment. The study examines the relationship between organisational culture and teachers’ perceptions of and responses to technology-enhanced innovation among Chinese universities. A survey research was conducted among 684 teachers from six universities. Seven dimensions of organisational culture were considered: goal orientation, participative decision making, innovation orientation, structured leadership, supportive leadership, shared vision and formal relationships. Two aspects of technology-enhanced innovation were investigated: the use of e-learning and computer-supported collaborative learning. The results indicate that features of organisational culture are important factors that are associated with teachers’ perceptions of and responsiveness to innovation and the implementation of technology-enhanced innovation. [ABSTRACT FROM PUBLISHER]

Blended learning as an instructional approach is getting more attention in the educational landscape and has been researched thoroughly. Yet, this study reports the results of an innovation project aiming to gain insight into three different scenarios of applying web-based lectures: as preparation for face-to-face practical exercises, as a repetition of parts of the course, and as an extension of the course. Both the benefits regarding students' satisfaction, perceived educational effects and the effect on student characteristics were investigated. Results indicate that all students evaluate web-based technology as an added value in higher education. Yet, comparison of the three application scenarios showed that web-based lectures are evaluated most positively when used as course preparation whereas when used as course extension, they were appreciated the least. However, there are indications that student characteristics could play a significant role in the level of appreciation of web-based lectures. We conclude that the potential of web-based lectures lies in their adaptability for use in several scenarios according to educational goals. [ABSTRACT FROM AUTHOR]

The purpose of this research is to determine appropriate methods for efficient learning and adoption of new software technologies. We considered Expert Modeling (EM) and Self Guided Modeling (SGM) approaches of Model Centered Instruction applied to learning Java Web Application frameworks. As a conceptual model we focused on software architecture, and thereby provided integral (expert) meta-model represented in 3D learning environment. To evaluate this approach, we conducted an experiment with two groups of students using the two different instruction approaches. Finally, we used statistical methods to determine whether there was an observable effect of the instructional approach that used the integral metamodel JSP Model 2 software architecture. Although the number of participants in the experiment was limited, our findings confirmed that the use of different Model Centered Instructions has significant impact on learning efficiency. Our experience shows that application of EM in learning Java Web application frameworks gives better results compared to those obtained by applying SGM. [ABSTRACT FROM AUTHOR]

The research relates to undergraduate students' understanding of mathematical concepts that relate to the conceptualisation of the continuous such as the notion of limit. The cognitive difficulties that accompany the learning of these concepts at the different stages of the mathematics education are well reported in the literature. I analyse the influence of activities based on the complementary aspects of discrete and continuous approaches on students' conceptual understanding of the notion of limit in the derivative concept. The role played by the Computer Algebra System in permitting to achieve this discrete continuous interplay will be investigated as well. [ABSTRACT FROM AUTHOR]

In this short Opinion piece, I outline how iPad apps can facilitate theory development, data collection, data representation and dissemination of postgraduate psychology research. I reflect on how apps supported my own postgraduate research practice and how one particular app - Our Story - enriched the individual stages of my research enquiry. I argue that iPad apps are part of an emerging metaphor according to which postgraduate psychology is a dynamic and iterative research process, rather than a linear static model. [ABSTRACT FROM AUTHOR]

Although wikis are common in both the workplace and in Higher Education, little research has studied the wiki user experience. Recent literature highlights that users may be anxious about editing wiki content; yet in most of this research this anxiety has not been measured quantitatively. Although computer anxiety metrics exist to measure anxiety towards technology, they lack specificity and relevance to the wiki editing context. This paper reports two studies used to research the validity and reliability of the wiki anxiety inventory-editing (WAI-E), an inventory developed and used to measure anxiety in wiki editing (Study 1) and to explore the factor structure of the WAI-E and the validity and reliability of the resulting subscales (Study 2). Study 1 shows that the WAI-E, when used as a uni-dimensional structure, shows high reliability and validity. The principal component analysis conducted in Study 2 showed that the measure converged on a three-factor solution with factors measuring positive affect, editability anxiety and contribution judgement anxiety. The subscales showed high reliability and validity. It therefore seems that although the validity and reliability of using the WAI-E as a uni-dimensional construct are high, the use of the metric as such hides the true structure and nuances of the concept of wiki anxiety. [ABSTRACT FROM AUTHOR]

In this exploratory study, the authors introduced an interculturally enriched collaboration script (IECS) for working in culturally diverse groups within a computer-supported collaborative learning (CSCL) environment and then assessed student online collaborative behaviour, learning performance and experiences. The question was if and how these variables differed for the groups that used an IECS versus groups that used a general collaboration script (CS) that did not include intercultural elements. Using a web conferencing tool, 47 students from a university in Ukraine and a university in the Netherlands worked together in groups to develop project plans on an environmental problem. The groups in the IECS condition showed a higher frequency of so-called contributing behaviour but a lower frequency of planning behaviour, seeking input and social interaction than the groups in the CS condition. The IECS groups also produced better project plans than the CS groups. Future study using a similar experimental set-up but with larger samples is recommended to see if the present results can be replicated. [ABSTRACT FROM PUBLISHER]

Increasingly, the education world finds itself working in an environment that is full of mobile devices and tools. Students are likely to own smartphones and tablets and instructors are faced with the challenge of integrating mobile devices into their course activities, whether as a full delivery medium, an enhancement or an optional tool. The M-COPE framework prompts instructors to consider five critical areas related to mobile learning: Mobile affordances, Conditions, Outcomes, Pedagogy and Ethics. This framework can be integrated with any instructional design process to help instructors engage in the informed design of mobile learning activities. This paper presents the framework and how it can be used with the ADDIE model of instructional design, and provides two case examples of how M-COPE influenced the success of two mobile learning activities. [ABSTRACT FROM PUBLISHER]

Instruction of neuroanatomy depends on graphical representation and extended self-study. As a consequence, computer-based learning environments that incorporate interactive graphics should facilitate instruction in this area. The present study evaluated such a system in the undergraduate neuroscience classroom. The system used the method of adaptive exploration, in which exploration in a high fidelity graphical environment is integrated with immediate testing and feedback in repeated cycles of learning. The results of this study were that students considered the graphical learning environment to be superior to typical classroom materials used for learning neuroanatomy. Students managed the frequency and duration of study, test, and feedback in an efficient and adaptive manner. For example, the number of tests taken before reaching a minimum test performance of 90 % correct closely approximated the values seen in more regimented experimental studies. There was a wide range of student opinion regarding the choice between a simpler and a more graphically compelling program for learning sectional anatomy. Course outcomes were predicted by individual differences in the use of the software that reflected general work habits of the students, such as the amount of time committed to testing. The results of this introduction into the classroom are highly encouraging for development of computer-based instruction in biomedical disciplines. [ABSTRACT FROM AUTHOR]

The adoption of iPads in the university sector has been widespread, with attention predominantly being directed to students' adoption and use of iPads. However, there is a lack of empirical research which has critically examined the key factors influencing university staff adoption of iPads. The main objective of this research is to empirically examine key factors influencing adoption of iPads by university staff. An online survey was used to collect quantitative data to validate the measurement model and test hypothesised relationships in an extended TAM. The findings from the results of the data analyses show that university staff consider iPads to be easy to use and useful, with a high level of compatibility with their work. Social status had no influence on the attitude of university staff to using an iPad in their workplace. However, older university staff and/or university staff with no previous experience in using a similar technology such as an iPhone or smartphone found iPads less easy to use. Furthermore, a lack of formal university ICT support for end-users impacted negatively on the use of iPads by university staff. This research contributes to theory by validating and establishing support for an extended TAM which is contextualized for iPad adoption by university staff. This model has practical application because it is generalisable for a range of mobile computing devices and can be used to evaluate the adoption and use of mobile computing devices in a range of industries beyond the university sector. [ABSTRACT FROM AUTHOR]

Interactive Virtual Environments (VEs) have the potential to increase student interest in soil science. Accordingly a bespoke ‘soil atlas’ was created using Java3D as an interactive 3D VE, to show soil information in the context of (and as affected by) the over-lying landscape. To display the below-ground soil characteristics, four sets of artistic illustrations were produced, each set showing the effects of soil organic-matter density and water content on fungal density, to determine potential for visualisations and interactivity in stimulating interest in soil and soil illustrations, interest being an important factor in facilitating learning. The illustrations were created using 3D modelling packages, and a wide range of styles were produced. This allowed a preliminary study of the relative merits of different artistic styles, scientific-credibility, scale, abstraction and ‘realism’ (e.g. photo-realism or realism of forms), and any relationship between these and the level of interest indicated by the study participants in the soil visualisations and VE. The study found significant differences in mean interest ratings for different soil illustrationstyles, as well as in the perception of scientific-credibility of these styles, albeit for both measures there was considerable difference of attitude between participants about particular styles. There was also found to be a highly significant positive correlation between participants rating styles highly for interest and highly for scientific-credibility. There was furthermore a particularly high interest rating among participants for seeing temporal soil processes illustrated/animated, suggesting this as a particularly promising method for further stimulating interest in soil illustrations and soil itself. [ABSTRACT FROM PUBLISHER]

What university teachers know and believe about applying information and communication technology (ICT) in teaching and the purpose in using it are examined in this study. One hundred eighty three (183) university teachers answered a questionnaire to that effect. The results show they are positively inclined toward the use of ICT in education and believe both technologies can support teaching and learning. They report knowing the ICT surveyed; however, they use only two of them more frequently: learning and Internet content management systems. They also report using these tools mainly for connectivity, communication and to organize the contents of their classes. Although their beliefs are positive and could favor the appropriation of ICT in their teaching, the implications of what teachers know and the uses proposed are debated from the standpoint of the educational objectives in applying ICT. [ABSTRACT FROM AUTHOR]

As technology use continues its steady growth among college students, both within and outside of the classroom, its effect on academic performance becomes an increasingly important question to address. Cognitive theory and multitasking research strongly support a negative effect while other studies have found little to no effect. Using a large sample of students, this study attempted to address these opposing results and help find clarity. We explored the relationship of the frequency of students' use of technologies and their academic performance as measured by GPA, SAT scores, study hours, and predicted course grade. In order to help understand our findings, we also examined the role of gender and employment status in this relationship. Our hypotheses were partially supported, with frequency of technology use negatively related to academic performance. We discuss our findings and limitations of the research. [ABSTRACT FROM AUTHOR]