British Journal of Educational Technology (BJET)

  Vol.51, n°1, 01/ 2020

 

• Editorial, Sara Hennessy, Manolis Mavrikis, Carina Girvan, Sara Price, Niall Winters
• Student access of online feedback is modified by the availability of assessment marks, gender and academic performance, Paul J. Mensink, Karen King
• Student use of PeerWise: A multi‐institutional, multidisciplinary evaluation, Alison E. Kay, Judy Hardy, Ross K. Galloway
• Impacts of a dynamic grouping strategy on students' learning effectiveness and experience value in an item bank‐based collaborative practice system, Beyin Chen, Gwo‐Haur Hwang, Tze‐Shiun Lin
• Fruitful student interactions and perceived learning improvement in DSLab: A dynamic assessment tool for distributed programming, Joan Manuel Marquès Puig, Thanasis Daradoumis, Laura Calvet Liñan, Marta Arguedas
• Students’ interest in Scratch coding in lower secondary mathematics, Niels Bonderup Dohn
• Young children’s perceptions of ubiquitous computing and the Internet of Things, Pekka Mertala
• Cognitive regulations in ICT‐supported flipped classroom interactions: An activity theory perspective, Xiao‐Li Zheng, Hoi‐Soo Kim, Wen‐Hua Lai, Gwo‐Jen Hwang
• Experience, represent, apply (ERA): A heuristic for digital engagement in the early years, Tom Lowrie, Kevin Larkin
• Effects of applying a VR‐based two‐tier test strategy to promote elementary students’ learning performance in a Geology class, Shao‐Chen Chang, Ting‐Chia Hsu, Wei‐Chen Kuo, Morris Siu‐Yung Jong
• “You need a phone and camera in your bag before you go out!”: Children’s play with imaginative technologies, Jo Bird
• Solfeggio learning and the influence of a mobile application based on visual, auditory and tactile modalities, Matjaž Debevc, Jernej Weiss, Andrej Šorgo, Ines Kožuh
• Virtual internships in blended environments to prepare preservice teachers for the professional teaching context, H. Theelen, M. C. Willems, A. van den Beemt, R. Conijn, P. den Brok
• Does blended instruction enhance English language learning in developing countries? Evidence from Mexico, Di Xu, Danny Glick, Fernando Rodriguez, Bianca Cung, Qiujie Li, Mark Warschauer
• Look who’s talking: Exploring instructors’ contributions to Massive Open Online Courses, Fereshte Goshtasbpour, Bronwen Swinnerton, Neil Peter Morris
• Learner engagement in MOOCs: Scale development and validation, Ruiqi Deng, Pierre Benckendorff, Deanne Gannaway
• A cross‐cultural approach to the adoption of open educational resources in higher education, Insung Jung, Jihyun Lee
• Difficulty and self‐efficacy: An exploratory study, Jason Power, Raymond Lynch, Oliver McGarr
• Engagement in business simulation games: A self‐system model of motivational development, Isabel Buil, Sara Catalán, Eva Martínez

https://onlinelibrary.wiley.com/toc/14678535/2020/51/1?campaign=woletoc