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Journal Issue
Volume 13 Issue 4, ECEL 2014 / Apr 2015  pp205‑315

Editor: Kim Long

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EJEL Editorial  pp205‑206

Kim Long

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Assessment in Massive Open Online Courses  pp207‑216

Wilfried Admiraal, Bart Huisman, Olga Pilli

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Affordances of Educational Learning Technologies in Higher Education Multicultural Environments Multicultural Learning Environments  pp217‑227

Edilson Arenas

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Online formative assessment in higher education: Its pros and cons  pp228‑236

Zwelijongile Gaylard Baleni

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It Takes a Community to Develop a Teacher: Testing a New Teacher Education Model for Promoting ICT in Classroom Teaching Practices in Chile  pp237‑249

Paula Charbonneau-Gowdy

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Adding Value: Open Online Learning and the MBA  pp250‑259

Rachel Fitzgerald, Maggie Anderson, Ross Thompson

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Developing confidence in the use of digital tools in teaching  pp260‑267

Dr Sue Greener, Craig Wakefield

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Abstract

Abstract: In this study Higher Education teachers were offered new mobile devices with very few conditions attached. The aim was to introduce staff to mobile technology and how it could be used to support teaching and learning within a small, interdiscipl inary campus. The study hypothesized that by offering staff the simple incentive of new mobile devices for professional and private use, they will be keener to adopt new practices. The only conditions required were the adoption of two items of software … SharePoint as a file repository, and the VLE providers mobile learning application which provides access to the VLE for both learners and staff. There were three stages to the project; Stage 1 involved presenting staff the results of student feedback fro m their own courses, where the students set out their preferences for using learning technologies. Stage 2 involved surveying staff opinions on the impact of the mobile devices once they were issued. Stage 3 followed up with a selection of interviews, foc ussing on concepts of interest gained from the questionnaires. Overall results from this study suggested there was an undeniable enthusiasm amongst teaching staff for using mobile technology, however there were still issues surrounding digital confidence and the pedagogical reasoning for integrating such technologies. There is still a divide on the role of mobile technologies within the classroom, most likely stemmed from the lack of knowledge surrounding their potential purpose. In conclusion, staff enth usiasm alone is not enough to result in adoption and integration of mobile technology within teaching and learning, there must be a focus on pedagogy and relevance for teaching staff to engage fully.  

 

Keywords: Keywords: learning agility, Higher Education, institutional change, digital scholarship

 

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The Scoring of Matching Questions Tests: A Closer Look  pp268‑276

Antonín Jančařík, Yvona Kostelecká

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The Effectiveness of E‑Learning: An Explorative and Integrative Review of the Definitions, Methodologies and Factors that Promote e‑Learning Effectiveness  pp277‑289

Signe Schack Noesgaard, Rikke Ørngreen

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Evaluation as a Powerful Practices in Digital Learning Processes  pp290‑300

Birgitte Holm Sørensen, Karin Tweddell Levinsen

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Reflections of Students language Usage in Social Networking Sites: Making or Marring Academic English  pp301‑315

Saraswathy Thurairaj, Er Pek Hoon, Swagata Sinha Roy, Pok Wei Fong

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