Archive for the ‘Theory’ Category

Theories and Frameworks for Online Education: Seeking an Integrated Model

This article examines theoretical frameworks and models that focus on the pedagogical aspects of online education. After a review of learning theory as applied to online education, a proposal for an integrated Multimodal Model for Online Education is provided based on pedagogical purpose.  The model attempts to integrate the work of several other major theorists […]

Commentary: Responses to “An Interview with Joseph South” in Contemporary Issues in Technology and Teacher Education

1- Commentary: UCEA CASTLE Response to “An Interview With Joseph South” 2-  Commentary: A Response to an Interview With Joseph South by the Teacher Education and Technology and Media Divisions of the Council for Exceptional Children 3- Commentary: Response of the Association of Science Teacher Educators to “An Interview with Joseph South” 4- Commentary: Social Studies Education […]

Reflections on Preparing Educators to Evaluate the Efficacy of Educational Technology: An Interview With Joseph South

Joseph South, an educational researcher, technology consultant, and former director of the U.S. Office of Educational Technology participated in a research initiative on Educational Technology Efficacy Research organized by the Jefferson Education Accelerator, Digital Promise, and the Curry School of Education at the University of Virginia. The working group in which he participated, one of […]

Communities of inquiry in curriculum approach to online learning: Strengths and limitations in context

The case study discussed in this article examines how the community of inquiry (CoI) model (Garrison, Anderson, & Archer, 2010) was used to redesign the digital learning environment in the context of an Australian university. Some purposes were to replicate features of a traditional classroom and to support collaboration between professionals with different expertise. The […]

The Support and Promotion of Self-Regulated Learning in Distance Education

Distance education is characterized by the learner’s learning autonomy and active involvement. Both lead to self-regulated learning in the context of distance education, the support and promotion of which are explored in this study. In particular, the aim of this paper is to examine the relationship between self-regulated learning and distance education, as well as, […]

The Spectrum of Learning Analytics

“Learning Analytics” became a buzzword during the hype surrounding the advent of “big data” MOOCs, however, the concept has been around for over two decades. When the first online courses became available it was used as a tool to increase student success in particular courses, frequently combined with the hope of conducting educational research. In […]

The Effects of Extraneous Load on the Relationship Between Self-Regulated Effort and Germane Load Within an E-Learning Environment

Online instructors need to avoid unclear and confusing explanations of content, which can reduce the quality of learning. Extraneous load is reflective of poor instruction, in that it directs student effort towards processing information that does not contribute to learning. However, students may be able to manage poor instruction through effort regulation. Students who show […]

Flow in e-learning: What drives it and why it matters

This paper seeks to explain why some individuals sink further into states of flow than others, and what effects flow has in the context of a virtual education environment. Our findings—gathered from both questionnaire and behavioural data—reveal that flow states are elicited by the e-learners’ senses of controlling the virtual education environment, their attention centred […]

Editorial 33(3): TPCK/TPACK research and development: Past, present, and future directions

Scholarship addressing technological pedagogical content knowledge (TPCK or TPACK) has examined how to develop, apply, and assess it in diverse educational settings and content areas. During the last 12 years, multiple ways to understand this knowledge and support its development have emerged, generating approximately 1,200 publications that utilise the construct, impacting the practice of postsecondary […]

Scientific data from and for the citizen

Powered by advances of technology, today’s Citizen Science projects cover a wide range of thematic areas and are carried out from local to global levels. This wealth of activities creates an abundance of data, for example, in the forms of observations submitted by mobile phones; readings of low-cost sensors; or more general information about peoples’ […]