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The ways in which educational practitioners represent themselves on social networking sites (SNSs) continue to provoke discussion and potential controversy. This study investigates how English as a Foreign Language (EFL) teachers in Vietnam manage their self-presentations within SNSs for professional learning purposes. Participants in this mixed methods study included 19 teachers in four focus-group interviews, and 393 respondents to an online survey. We applied teacher identity to interpreting teachers’ self-presentation on virtual platforms. Our findings reveal that although participants frequently use SNSs for professional learning, they prefer a lurking presence and less visible interaction. It is also evident that self-presentation on SNSs is not simply ‘represented’ or ‘reflected’. Rather, these teachers prefer their self-presentation to fit with how they are perceived in Vietnamese society. Teachers’ self-presentation within SNSs is thus robustly mediated by culture. The study contributes to the ongoing interest in teachers’ increasing use of SNSs in their professional lives.

For over 50 years science inquiry has been positively associated with student achievement. Recently, the role of science inquiry as a means of effective science teaching has come under increased scrutiny after analyses of international large scale assessments found an overall negative association between science inquiry and student achievement. Unclear in the research is how teachers are enacting science inquiry in the standard classroom, as previous research was based on classroom interventions and student reports. This mixed methods research describes upper primary and lower secondary teachers' science inquiry enactment in 56 science lessons using a two-dimensional model of science inquiry. The findings show primary teachers enacted more inquiry than secondary teachers, and used predominantly guided inquiry, while secondary teachers used mainly closed inquiry. Although primary and secondary teachers enacted all the essential features of science inquiry, students did not experience science inquiry in its entirety. Further, students' exposure to the nature of scientific knowledge was limited. This research provides a contemporary and multifaceted account of how teachers enacted science inquiry in their science lessons. The findings can be used by educational researchers and policy-makers to make informed decisions when seeking to improve science education.

This study investigates the practices and perceptions of teachers using social networking sites (SNSs) for informal continuing professional learning in Vietnam. The paper describes one part of a larger exploratory sequential mixed-methods study and draws on data collected via four focus group interviews of 19 EFL teachers from five provinces of southern Vietnam. The study’s findings reveal a variety of activities conducted on SNSs for professional learning purposes. These are categorised into four themes: (1) searching, acquiring and sharing resources, (2) offering and seeking academic assistance (3) improving English proficiency, and (4) connecting and networking. The findings show that most teachers recognise the value of SNSs in terms of usefulness, diversity, flexibility, feeling connected, getting motivated for positive change and cost-effectiveness. This research adds meaningfully to the currently modest literature on how teachers with limited resources, particularly in developing countries, make use of available and affordable digital tools for their own continuing professional learning.

This qualitative study examined the effects of a coaching program as part of a professional development effort to support integration of mobile technologies in a hospital school setting. The professional development consisted of two components: (a) the researchers introduced pedagogical models for incorporating mobile technology in education and (b) a technological expert (the iCoach) provided one-on-one and small-group personalized coaching. After studying the contextual challenges and teachers’ needs over a period of 12 months, an effective coaching model emerged. This was a personalized model geared to each teacher and tailored to the unique features of this hospital context. An integral part of the model was a reflection strategy, which encouraged teachers to question their teaching with the purposeful use of technology. Data collection involved teachers’ reflections, iCoach reflections, and semi-structured interviews. Many themes emerged from the data analysis; the two main ones were the uniqueness of the setting and the multiplicity of demands on the teachers and the iCoach. The study developed a set of guidelines to help teachers use technology in an integrated pedagogical way.

Hospitalized adolescents experience significant needs beyond medical treatment. They require emotional support for anxiety and stress, educational support for learning, and social support to reduce isolation. This qualitative study explored the use of mobile technologies to connect students to their schools, classmates, and families in an effort to reduce their isolation and disrupted schooling experiences. We conducted in-depth interviews with 18 hospitalized adolescents aged 12 to 18, 29 teachers, and four parents about the affordances of mobile technologies. We found that mobile technology use in a hospital school was critical to engage adolescents in learning and keep them up-to-date with schoolwork. Mobile technologies should be available and accessible in hospital for adolescent patients for the purpose of meeting their learning, communication, and well-being needs. In particular, mobile technology should be used as a therapeutic tool to overcome hospitalized adolescents’ social isolation and improve their well-being.

This study investigates the Alternative Certification Program (ACP) students’ motivations to become teachers. Fit-Choice Scale is used. Sample of the study consists of 248 participants in three groups i.e. Health, Sports and Mathematics. Descriptive and inferential statistics, and content analysis are used to examine ACP students’ reasons to want to become teachers, and to investigate differences regarding their primary career choices, age and gender. The results showed that social, intrinsic career and personal utility values are the highly rated motivation factors. Teaching is perceived as a highly skillful occupation and a high status profession by the ACP students. Relationships between ACP students’ motivations and perceptions with their primary career choices, age and gender are identified. Health group had higher motivation for time for family, and Sports group had higher motivation for ability and job security. Mathematics group’s motivation for job transferability, perception scores of salary and social status of teaching profession and career choice satisfaction were lower than the other groups. Yet their perception scores of difficulty was higher than the others. ACP students older than the mean age of 26 had higher scores of self-perceptions of ability, intrinsic career value, job transferability and work with children factors than their young classmates. Significant differences are observed between male and female participants’ motivation of having time for family. Together with contrasting findings and particular similarities with the previous research, these relationships are used to conclude that ACP students themselves have different motivation patterns. Influence of sample characteristics and contextual features are also acknowledged.

In an initiative to improve learning experiences and outcomes for students, the leaders of a school located in a hospital in Australia implemented a new digital strategy with mobile technologies and relevant digital pedagogies. This study examines the outcomes of a professional development program introduced to effect transformational change by enabling integrated use of mobile technologies in the hospital school. The study examines teachers’ views following completion of this customized professional development program, using a mixed methods investigation situated within the unique learning environment of the hospital school. A key finding is that identifying and addressing teacher needs through customized professional development, supported with individualized coaching, can increase the participating teachers’ technological pedagogical knowledge to enable the improved use of mobile technology in a hospital school setting. Additionally, hospital school teachers responded to opportunities to collaborate as a professional learning community to implement, support, and enhance mobile learning for hospitalized students. The findings from this study have significant implications for leaders in all schools and systems embarking on similar initiatives to transform pedagogical practices through professional development supporting mobile technology integration in a digital world.

The purpose of this research is to identify the specific skills required of videoconference teachers who teach K–12 distance education courses. Many schools and educational districts worldwide are using videoconference technology to deliver courses to students as an economic solution when they cannot afford specialised teachers at remote locations. However, teachers are rarely trained to use this instructional technology and must therefore translate their experience in face-to-face and/or online teaching to this alternative medium. The collective case study used observations and interviews of eight teachers across five schools to identify the specific skills required to teach in a way that they perceived as successful in a videoconference class. It was found that teachers are largely under-prepared with strategies to project presence, develop relationships, foster interaction, manage the course and teach content across a distance when the screen is the main tool of connection. The authors offer a path to improvement that involves supporting teacher action research, creating communities of inquiry and developing teaching quality standards specific to videoconference.

Mobile devices have been the focus in many nations and internationally as part of efforts to achieve greater literacy and numeracy among students as core goals, and increasingly in support of non-cognitive skills and the flexible and mastery learning pathways being adopted in schools. Research has shown a strong link between Internet usage, the spread of broadband in a country, and its GDP. Those countries that are the highest performing educationally already integrate mobile devices in their education. This paper synthesizes empirical research on mobile devices from 2010 to 2017 in K-12 schools by focusing on studies that demonstrate emerging themes in this area. It is clear that the pedagogy needed to be effective with mobile learning has to be student-centered with the aim of personalizing the learning experience including rethinking assessment of learning and design of learning spaces. Research found that students could become collaborators in designing their own learning process. As students become independent learners, they become more prepared in the skills needed for college and in their careers.

The supervision journey is often a bumpy one. Students and supervisors should welcome making it smoother. This study investigated how the use of information and communication technology (ICT) and a more collaborative pedagogy could improve supervision. We interviewed eight supervisors and nine students in two Australian universities to explore the current use of ICT and its integration with supervision pedagogy. Recent literature demonstrated new forms of supervision pedagogy emerging that embraced the idea of creating communities, involving greater connectedness, collaboration and more intense relationships. Not all studies found movement away from the traditional form of supervision dyads. The students and supervisors in our study used email, mobile phones, Skype and Dropbox; some used social media like Twitter. Studen ts reported their supervisors were competent in using ICT, sometimes initiating the uptake of new technologies. Overall, they identified the need for an increased use of ICT and its integration with supervision pedagogy.

Background Prompted by fewer females compared to males enrolling in physics and advanced mathematics at both secondary and university levels, our research investigated the views and experiences of female students currently studying upper secondary school physics. We interviewed 18 female students about influences they considered important to their own science education, interest in science, and future science-related aspirations. Our purpose was to identify the experiences that these students most strongly associated with the generation and maintenance of their engagement in science, particularly represented in this research by their enrolment in upper secondary physics. Results The research team used a systematic, iterative process to identify the main themes in the transcribed interview data. We identified the influence each girl reported as the strongest (ranked first). We also combined all influences that the participants had nominated, regardless of their ranking, to further examine all factors participants suggested as influential in their sustained engagement in school science (represented by their decision to study upper secondary physics). Systematic analysis of the interview data confirms that the influences on these females’ choices to study physics at upper secondary originate from a combination of their teachers, their school’s science culture, members of their family, the participants themselves and their peers. Conclusions The interviews highlighted the idiographic complexities in understanding the wide range of important influences on these students studying physics at upper secondary school and their engagement in science. The unique contribution of this work is giving voice to the participants and reflecting on what these high-achieving females have to say about the influential factors in their decisions to pursue science. Supportive teachers and the school science culture play essential roles, and other cultural and/or social factors such as famil

Hospitalised students cannot attend their regular schools and as a result their educational progress and development can suffer. In an attempt to address this, hospital schools provide learning support, including teachers, that assists students to maintain their learning. In an endeavour to improve learning outcomes for their students, a hospital school in Australia recently began an initiative to introduce mobile technologies and relevant digital pedagogies. This article describes a mixed methods investigation of teacher perceptions of the unique learning environment of the hospital school, and their needs during the early stages of the initiative. The results suggest hospital teachers’ technology needs are personal, contextual and diverse. Specifically, teachers required personalised, work-embedded continuous professional development, supported with appropriate individual technology access with time to learn and share. Personal coaching as part of the professional development provided immediate guidance and support for the teachers, while they reflected and collaborated with other teachers who shared the experience of transforming their teaching and the hospital's learning environment.

The purpose of this research is to unpack and learn from the experiences of teachers who deliver courses to remote secondary school students by videoconference. School districts are using videoconferencing to connect students and teachers who are separated geographically through regular live, real-time conferences. Previous studies have shown the inadequacy of videoconferencing to create effective learning communities when used solely as a lecturing tool, but there is limited research into understanding how to mitigate the challenges in order to leverage the tool for what it affords. This collective case study uses qualitative methods to examine those challenges and propose strategies for overcoming them. Five obstacles were identified (insufficient time, feelings of isolation, scheduling and logistics, unreliable technology and limited personal connection) with the following recommendations: leverage supporting tools, intentionally build presence and prioritize the programming within the district.

In addition to providing a useful repository for learning products, ePortfolios provide enhanced opportunities for the development of advanced learning skills. It can be argued, however, that ePortfolios are not being implemented effectively towards fulfilling this important function. This paper presents an investigation of an ePortfolio environment that scaffolded the learning of pre - service teachers. The environment was embedded within the PebblePad platform and utilised the Blog function to provide students with activities that were designed to enhance and support the skills and dispositions required to undertake action research. Prompts were provided to students to scaffold the completion of an action research project and provide additional activities that supported the enhancement of reflective thinking. The research study utilised an eLearning Lifecycle that provided a cyclic framework of review and implementation. The purpose of this model was to identify design principles for future iterations of ePortfolio - based learning environments. Findings suggest that the prompts and the ePortfolio environment were effective in scaffolding students’ reflective thinking. Additionally, design principles are suggested to ensure this research has both practical and theoretical significance for implementation in similar environments.

This research examines teacher presence in high school distance courses that are delivered by synchronous videoconference. In rural and remote areas, many school districts are using videoconferencing as way to reach dispersed students. This collective case study uses mixed methods to unpack the notion of presence from the perspective of teachers and their students. This study reports four key findings which have implications for building presence in a videoconference course: teachers’ confidence and experience aligned with higher presence; teaching videoconference and face-to-face classes simultaneously led to challenges with developing presence; immediacy behaviors correlated with higher presence; and, students’ learning preference related to perceived teacher presence. These findings confirm many of the issues raised in the literature about technology integration but also contribute new perspectives on teaching presence in a videoconference.

This paper explores the use of the TPACK model in two higher education e-learning courses in Australia that enhanced students’ ability to use technology in their learning and later in their professions. The courses focused on teaching students becoming digital pedagogues who could integrate technology and pedagogy and be more interactive teachers using the latest technologies. The aims of the two courses were to encourage students to become reflective learners and to create knowledge collaboratively. Newer technological tools, such as iPads, ePortfolios, and eBooks, were used to create digital pedagogies to enhance the students’ learning experience and obtain students’ reflections on the course. To maximize students’ learning, TPACK was used in the design of the course, the learning activities and the assessment. It was also used as a framework to analyze the data. Results from the survey data found that students increased their confidence and their understanding of the use of the different domains of TPACK. The study also found that the majority of students became digital pedagogues and took the opportunity to implement the TPACK model in their classrooms. It contributes to understanding the value of the overlapping area of TPACK and the conceptual space necessary to implement digital pedagogies.

Supervision of doctoral students needs to be improved to increase completion rates, reduce attrition rates (estimated to be at 25% or more) and improve quality of research. The current literature review aimed to explore the contribution that technology can make to higher degree research supervision. The articles selected included empirical studies that sought to improve supervision through the use of technology. The literature search focused on technology, supervision and pedagogical supervision, and supervisor–supervisee relationships. Eighteen empirical articles, including Web 2.0 settings, were examined in relation to whether web-based tools could influence the training of doctoral students, be effective in supporting students, and reduce the breakdowns in supervisory relationships. With a few exceptions, these studies showed that Web 2.0 tools enabled greater dialogue and interaction between the student and supervisor rather than a passive viewing of content. They created virtual spaces that combined technology and pedagogy into a process where research projects could be developed in a more collegial and collaborative way. It appeared that combining technology with pedagogy translated into more innovative ways to undertake supervision, particularly participatory supervision. The need for digital pedagogies that facilitate multidimensional changes in higher degree supervision was identified for future research.

Increasingly, science education communities have adopted the view that promoting and implementing inquiry-oriented science in the schools encourages higher science achievement, and more positive attitudes toward science...

In this study, we engage in an evaluation of a mentoring program for beginning teachers in secondary science and mathematics. As part of the study, mentors were asked about their motivations for participating in the program, and how they had benefited in terms of their professional learning. In this paper we examine and interpret mentors’ experiences in this created learning environment with the aim of better understanding, from the mentors’ perspective, factors important for the success of mentoring early career teachers in science and maths, and the establishment of an ongoing supportive learning environment through mentoring for both mentors and mentees. Throughout, we rely heavily on the mentors’ voices to describe their motivations for participating, characteristics they saw as important for successful mentoring, benefits they accrued as a result of the experience, and factors that facilitated effective mentoring relationships. These findings are discussed with a view to providing guidance for the developers of mentoring learning environments.

There is a need to improve supervision of higher degree students to increase completion rates, reduce attrition and improve quality. This discussion paper explores the contribution that technology can make to higher degree research supervision. It focuses on research studies that support supervision through the application of digital technology. In reviewing current research, I discuss whether web-based tools can influence the training of Higher Degree Research (HDR) students, are effective in supporting students, and can reduce breakdowns in supervisory relationships. A major trend in higher education is the re-purposing of Web 2.0 systems, not only to access knowledge collaboratively, but also to create and sustain communities of learners. In critically reviewing current research-based papers, I was able to assess the impact of web-based tools on the training and support of doctoral students. The longer-term aim of this research project is to create a digital platform that can assist postgraduate students and their supervisors.

Despite decades of sustained national focus in several countries (e.g., Australia, Canada, New Zealand, UK, and USA) recent trends in students’ course-taking and career choices suggest proportionally fewer students pursuing STEM-related study. Consequently, to address this trend, it is important to better understand factors currently related to students’ engagement, literacy and attainment in STEM subjects and vocations. Our own recent research has examined students’ science literacy and engagement in association with formal (school-based) and informal (outside of school, home-related) factors, using retrospective analysis of Programme for International Student Assessment (PISA) data. In this study we purposefully recruited several female students enrolled in late-secondary school Physics. This selection meant that all participants were engaged in school science and likely to be considering post-secondary study in STEM, and possibly STEM-related careers. Our purpose was to hear from this select group of female science students, their stories of influences in the development of their engagement and literacy in science. In particular, we were interested in juxtaposing their stories against the explanatory regression models we had previously developed. In this way, our purpose was to test the nomothetic explanations previously offered using idiographic stories of factors related to the engagement of girls in science.

Supervision of doctoral students needs to be improved to increase completion rates, reduce attrition rates (estimated to be at 25% or more) and improve quality of research. The current literature review aimed to explore the contribution that technology can make to higher degree research supervision. The articles selected included empirical studies that sought to improve supervision through the use of technology. The literature search focused on technology, supervision and pedagogical supervision, and supervisor–supervisee relationships. Eighteen empirical articles, including Web 2.0 settings, were examined in relation to whether web-based tools could influence the training of doctoral students, be effective in supporting students, and reduce the breakdowns in supervisory relationships. With a few exceptions, these studies showed that Web 2.0 tools enabled greater dialogue and interaction between the student and supervisor rather than a passive viewing of content. They created virtual spaces that combined technology and pedagogy into a process where research projects could be developed in a more collegial and collaborative way. It appeared that combining technology with pedagogy translated into more innovative ways to undertake supervision, particularly participatory supervision. The need for digital pedagogies that facilitate multidimensional changes in higher degree supervision was identified for future research.

In this study, we examine patterns of students’ literacy and engagement in science associated with different levels of “inquiry-oriented” learning reported by students in Australia, Canada, and New Zealand. To achieve this, we analyzed data from the Organisation for Economic Co-operation and Development's 2006 Programme for International Student Assessment, which had science as its focus. Consistently, our findings show that science students who report experiencing low levels of inquiry-oriented learning activities are found to have above-average levels of science literacy, but below-average levels of interest in science, and below-average levels on six variables that reflect students’ engagement in science. Our findings show that the corollary is also true. Across the three countries, students who report high levels of inquiry-oriented learning activities in science are observed to have below-average levels of science literacy, but above-average levels of interest in learning science, and above-average engagement in science. These findings appear to run counter to science education orthodoxy that the more students experience inquiry-oriented teaching and learning, the more likely they are to have stronger science literacy, as well as more positive affect toward science. We discuss the implications of these findings for science educators and researchers.

Given international concerns about students' pursuit (or more correctly, non-pursuit) of courses and careers in science, technology, engineering and mathematics, this study is about achieving a better understanding of factors related to high school students' engagement in science. The study builds on previous secondary analyses of Programme for International Student Assessment (PISA) datasets for New Zealand and Australia. For the current study, we compared patterns of science engagement and science literacy for male and female students in Canada and Australia. The study's secondary analysis revealed that for all PISA measures included under the conceptual umbrella of engagement in science (i.e. interest, enjoyment, valuing, self-efficacy, self-concept and motivation), 15-year-old students in Australia lagged their Canadian counterparts to varying, albeit modest, degrees. Our retrospective analysis further shows, however, that gender equity in science engagement and science literacy is evident in both Canadian and Australian contexts. Additionally, and consistent with our previous findings for indigenous and non-indigenous students in New Zealand and Australia, we found that for male and female students in both countries, the factor most strongly associated with variations in engagement in science was the extent to which students participate in science activities outside of school. In contrast, and again for both Canadian and Australian students, the factors most strongly associated with science literacy were students' socioeconomic backgrounds, and the amount of formal time spent doing science. The implications of these results for science educators and researchers are discussed.

Falling rolls in post-compulsory science courses and the expressed need for greater participation and uptake of these sorts of courses are echoed across the Western World (Lyons; President’s Council of Advisors on Science and Technology, 2012, in the US)...

Mobile devices have been the focus of a push in many nations and internationally as part of efforts to achieve greater literacy and numeracy among students. Research has shown a strong link between Internet usage, the spread of broadband in a country, and its GDP. Those coun - tries that are the highest performing educationally already integrate mobile devices in their education. This paper synthesizes empirical research on mobile devices from 2010 to 2013 in K-12 schools by focusing on studies that demonstrate emerging themes in this area. It is also clear that the pedagogy needed to be successful in creating positive outcomes in the use of technology has to be student-centered with the aim of personalizing the learning experience. Research found that students could become collaborators in designing their own learning process. As students become independent learners, they become more prepared in the skills needed for college and in their careers.

Over the past few decades there has been a substantial swing among higher education practitioners towards a more constructivist approach to learning. Nevertheless, it is still evident that many instructivist models are widely used in both classroom and online learning environments. A key challenge for educators is linking learner needs, pedagogy and technology in order to construct more interactive, engaging and student-centred environments that promote 21st century skills and encourage self-directed learning. Existing research suggests that the use of real-life tasks supported by new technologies, together with access to the vast array of open educational resources on the Internet, have the potential to improve the quality of online learning. This article describes how an authentic online professional development course for higher education practitioners was designed and implemented using a learning management system (LMS) and an open companion website. It then discusses how the initial iteration of the course was evaluated and provides recommendations for improving the second iteration. Finally it describes how the second iteration was modified and implemented.

Previous research has underlined the importance of school students' engagement in science (including students' attitudes, interests and self beliefs). Engagement in science is important as a correlate of scientific literacy and attainment, and as an educational outcome in its own right. Students positively engaged with science are more likely to pursue science related careers, and to support science related policies and initiatives. This retrospective, secondary analysis of PISA 2006 national data for Aotearoa New Zealand and Australia examines and compares the factors associated with science literacy and with science engagement for indigenous and non-indigenous 15 year old students. Using a four step hierarchical regression model, our secondary analyses showed consistent patterns of influence on engagement in science for both indigenous and non-indigenous students in Aotearoa and Australia. Variations in students' interest, enjoyment, personal and general valuing, self-efficacy, and self concept in science were most strongly associated with the extent to which students engaged in science activities outside of school. In contrast, socioeconomic status, time spent on science lessons and study, and the character of science teaching experienced by students in their schools were the factors most explanatory of variations in science literacy. Yet, the factors that explained variation in science literacy had only quite weak associations with the suite of variables comprising engagement in science. We discuss the implications of these findings for science educators and researchers interested in enhancing students' engagement with science, and committed to contributing positively to closing the persistent gap in educational outcomes between indigenous and non-indigenous peoples.

In this presentation I will describe the initial stages of an OLT project which aims to investigate how the use of Web2.0 technologies can enable a more participatory process to support higher degree research supervision and bring reform to this field. According to the Grattan Institute Report, Mapping Australian Higher Education, most Australian universities are not ranked in the top 50 in the world for research, although they have been improving their standing over time (Norton, 2012, p. 7). One way to improve research outcomes in the higher education system is by dramatically changing training for higher degree research in universities. There is a strong need to improve supervision of higher degree research students in order to increase completion rates, reduce the high level of dropouts and improve low levels of completion within the time limits. The project team will take an innovative approach to this issue by using technology to facilitate the process of training higher degree research students. With a seed grant, this project will involve trialling existing technologies to support supervisors and students in two universities and conducting a feasibility study.

A key challenge for university professionals is to identify how to construct more interactive, engaging and student-centred environments that promote 21st century skills and encourage selfdirected learning. Existing research suggests the use of real-life tasks supported by new technologies, together with access to the vast array of open educational resources on the Internet, have the potential to improve the quality of online learning. This paper describes how an authentic online professional development course for higher education practitioners was designed and implemented using a learning management system (LMS) and an open companion website. It also briefly discusses how the initial iteration was evaluated and identifies recommendations for improving future iterations of the course

Regional Australia provides fertile ground for the integration of online technologies to support the vocational education and training (VET) sector. This paper examines teachers’ beliefs about teaching with technology in a regional VET institute. VET teachers must demonstrate teaching expertise (pedagogical knowledge) and industry expertise (content knowledge) for diverse learners and contexts; however, the emergence of new digital technologies illustrates an increasing need for teachers to embrace ‘technology’ knowledge commensurate with industry practice. Recent surveys have revealed that teachers’ use of online digital technology within the VET sector is not effectively incorporated nor has it been embraced in pedagogically defensible ways. This paper adopts a mixed methods approach to understand how the epistemic beliefs of VET teachers influence their teaching and how the TPACK is applied in practice. Finally, this paper illuminates the need for professional development programmes to focus on developing teacher knowledge across all TPACK domains.

Increasing flexibility in higher education is being provided to meet the needs of a diverse student body. Technologies such as lecture-capture systems, e.g. Lectopia, have been employed by many universities to provide flexibility through on-demand access to recorded lectures. The analysis of student access to these systems is a growing area of interest for teachers in higher education wishing to improve the student learning experience. This presentation reports on the development of a learning analytic tool to examine Lectopia usage logs to identify usage patterns among students. It then describes a case study conducted as part of a wider multi-university study which offers a detailed snapshot of four students whose access to Lectopia recordings were tracked and analysed. These students were subsequently interviewed to confirm or disconfirm assumptions made about their study methods from the analysis. The data suggest that patterns of use of Lectopia vary greatly across the student cohorts studied. The analysis also revealed that a surface analysis using learning analytics was largely insufficient to determine student study characteristics, but qualitative data provided rich information to supplement that analysis. Suggestions are made for further research into how this emerging methodology can be further developed and strengthened.

In this paper we describe the use of learning analytics to provide indicators of students’ behaviour in technology-enhanced learning environments. We first provide an overview of the emerging field of learning analytics, and then describe a learning-analytic tool which reports student use of the Lectopia lecture capture system across the weeks of a semester, both collectively and individually. Observation of the data provided by the system enabled us to develop a set of proto-theoretical categories of behaviour, with associated algorithms to numerically identify these categories. Finally, we describe the use of the learning-analytic tool in a mixed methods approach to investigate in depth how students, with different characteristics, engage with and learn from technology-enhanced learning environments.