Archive for the ‘Research’ Category


Making sense of video analytics: Lessons learned from clickstream interactions, attitudes, and learning outcome in a video-assisted course

Online video lectures have been considered an instructional media for various pedagogic approaches, such as the flipped classroom and open online courses. In comparison to other instructional media, online video affords the opportunity for recording student clickstream patterns within a video lecture. Video analytics within lecture videos may provide insights into student learning performance and […]


Key skills for co-learning and co-inquiry in two open platforms: a massive portal (EDUCARED) and a personal environment (weSPOT)

This paper presents a qualitative investigation on key skills for co-learning and co-inquiry in the digital age. The method applied was cyber-ethnography with asynchronous observation (forum and wiki) and synchronous discussions (webconference) for analysing skills developed by a co-learning community. This study focuses on participants from different countries who interacted during nine months in two […]


Work Ethic, Characteristics, Attributes, and Traits of Successful Online Faculty

This study was a phenomenological study examining the experiences of faculty in an online learning environment in order to identify the factors that could produce job burnout and stress in master’s programs in education. The challenges and related stress-producing factors were also explored to identify best practices for online faculty and attributes most suited for […]


An Investigation of Personality Traits in Relation to Job Performance of Online Instructors

This quantitative study examined the relationship between the Big 5 personality traits and how they relate to online teacher effectiveness. The primary method of data collection for this study was through the use of surveys primarily building upon the Personality Style Inventory (PSI) (Lounsbury & Gibson, 2010), a work-based personality measure, was the instrument used […]


Assuring best practice in technology-enhanced learning environments

This paper documents the development and findings of the Good Practice Report on Technology-Enhanced Learning and Teaching funded by the Australian Learning and Teaching Council (ALTC). Developing the Good Practice Report required a meta-analysis of 33 ALTC learning and teaching projects relating to technology funded between 2006 and 2010. This report forms one of 12 […]


Learning in the Café: Pilot testing the collaborative application for education in Facebook

This paper reports on a pilot study using the Café, the collaborative application for education as an online learning environment within the Facebook framework, for first-year tertiary design students. The Café, a new e-learning application, has been designed based on five principles of user interface design – visibility, usability, relevance, accessibility and interactivity – and developed not […]


Video-based feedback on student assessment: scarily personal

Assessment feedback is an important part of students’ learning experiences; however, text-based feedback has limitations. This article proposes an alternative in the form of individualised video recordings of the lecturer discussing each assignment. This research reports on 126 undergraduate and postgraduate students’ reactions to 5-minute videos recorded by their teachers. The findings confirm that the […]


Comparative analysis of public policies in open access models in Latin America. Brazil and Argentina cases

This article presents public policies for open access models in Argentina and Brazil, two countries that have pioneered the subject in Latin America. The methodology used is comparative documentation, whereby the legal and political frameworks of open access systems are contrasted, paying special attention to the education, science, culture and government sectors. The main conclusion […]


Model for democratisation of the contents hosted in MOOCs

Massive Online Open Courses (MOOCs) have emerged as a new educational tool in higher education, based on gratuity, massiveness and ubiquity. Essentially they suggest an evolution of the Open Learning Movement based on principles of reusing, revising, remixing and redistributing open educational resources (OER). However, in contrast with the content of OERs, content hosed in […]


Meeting the challenge of providing flexible learning opportunities: Considerations for technology adoption amongst academic staff |

This paper reports on a subset of findings from a larger study investigating resistance from academic staff to the integration of technology with on-campus foreign language teaching at one North American higher education institution. The study revealed that the factors influencing technology adoption paralleled Davis’ Technology Acceptance Model’s tenets of perceived usefulness and ease of […]