British Journal of Educational Technology (BJET)

  Vol. 50, n°1, 1/ 2019

  50th Anniversary Volume Special Feature

 

• BJET Editorial for the 50th Anniversary Volume in 2019: Looking back, reaching forward, Dr Sara Hennessy, Dr Manolis Mavrikis, Dr Carina Girvan, Professor Sara Price, Dr Niall Winters
• Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology, Melissa Bond, Olaf Zawacki‐Richter, Mark Nichols
• Research trends in instructional design and technology journals, Robert Bodily, Heather Leary, Richard E. West
• University students’ emotions in virtual learning: a review of empirical research in the 21st century, Eija Henritius, Erika Löfström, Markku S. Hannula
• Big Data and data science: A critical review of issues for educational research, Ben Kei Daniel
• Using learning analytics to explore self‐regulated learning in flipped blended learning music teacher education, Amanda P. Montgomery, Amin Mousavi, Michael Carbonaro, Denyse V. Hayward, William Dunn
• Using learning analytics to scale the provision of personalised feedback, Abelardo Pardo, Jelena Jovanovic, Shane Dawson, Dragan Gašević, Negin Mirriahi
• Analytics for learning design: A layered framework and tools, Davinia Hernández‐Leo, Roberto Martinez‐Maldonado, Abelardo Pardo, Juan A. Muñoz‐Cristóbal, María J. Rodríguez‐Triana
• Pages: 139-152 | First Published: 18 July 2018
• What motivates enrolment in programming MOOCs?
• Piret Luik, Reelika Suviste, Marina Lepp, Tauno Palts, Eno Tõnisson, Merilin Säde, Kaspar Papli
• Videos as learning objects in MOOCs: A study of specialist and non‐specialist participants' video activity in MOOCs
• Christian Stöhr, Natalia Stathakarou, Franziska Mueller, Sokratis Nifakos, Cormac McGrath
• Active learners’ characterization in MOOC forums and their generated knowledge, Anat Cohen, Udi Shimony, Rafi Nachmias, Tal Soffer
• Exploring a Personal Social Knowledge Network (PSKN) to aid the observation of connectivist interaction for high‐ and low‐performing learners in connectivist massive open online courses, Jinju Duan, Kui Xie, Nathan A. Hawk, Shengquan Yu, Minjuan Wang
• Virtual laboratory—Using a hand movement recognition system to improve the quality of chemical education, Robert Wolski, Piotr Jagodziński
• An augmented reality‐based learning approach to enhancing students’ science reading performances from the perspective of the cognitive load theory, Ah‐Fur Lai, Chih‐Hung Chen, Gon‐Yi Lee
• Tablet‐based AR technology: Impacts on students’ conceptions and approaches to learning mathematics according to their self‐efficacy, Su Cai, Enrui Liu, Yang Yang, Jyh‐Chong Liang
• A professional development model to facilitate teacher adoption of interactive, immersive digital games for classroom learning, Colleen Stieler‐Hunt, Christian Jones
• Materials‐to‐develop‐with: The making of a makerspace, Anna Keune, Kylie Peppler
• Learning as Making: Using 3D computer‐aided design to enhance the learning of shape and space in STEM‐integrated ways, Oi‐Lam Ng, To Chan
• Addressing bullying through critical making, Janette Hughes, Laura Morrison, Ami Mamolo, Jennifer Laffier, Suzanne de Castell
• Working the system: Development of a system model of technology integration to inform learning task design, Sarah K. Howard, Kate Thompson, Jie Yang, Jun Ma
• Learning collocations: Effects of online tools on teaching English adjective‐noun collocations, Ahmet Basal
• Investigating the impact of teacher education strategies on preservice teachers' TPACK, Evrim Baran, Sedef Canbazoglu Bilici, Aylin Albayrak Sari, Jo Tondeur
• The anatomy of information cascades in the classroom: An observational study, Luis M. Vaquero, Luis Rodero‐Merino, Félix Cuadrado
• Effects of video‐based flipped class instruction on subject reading motivation, Wai S. Tse, Lai Y. A. Choi, Wing S. Tang
• Students' insights on the use of video lectures in online classes, Norma I. Scagnoli, Jinhee Choo, Jing Tian
• Using the PCaRD digital game‐based learning model of instruction in the middle school mathematics classroom: A case study, André R. Denham
• The influence of flow on learning outcomes: An empirical study on the use of clickers, Isabel Buil, Sara Catalán, Eva Martínez
• To click or not to click: Effectiveness of rating classroom behaviors on academic achievement with tablets, Weiyun Chen, Xiaoqing Gu, Lung‐Hsiang Wong
• Self‐regulation as a function of perceived leadership and cohesion in small group online collaborative learning, Kui Xie, Lauren C. Hensley, Victor Law, Zhiru Sun
• Facial micro‐expression states as an indicator for conceptual change in students' understanding of air pressure and boiling points, Mei‐Hung Chiu, Hongming Leonard Liaw, Yuh‐Ru Yu, Chin‐Cheng Chou

https://onlinelibrary.wiley.com/toc/14678535/2019/50/1