Knowledge Management

Arthur Chickering is Distinguished Professor of Higher Education at Memphis State University. On leave from the Directorship of the Center for the Study of Higher Education at Memphis State, he is Visiting Professor at George Mason University. Zelda Gamson is a sociologist who holds appointments at the John W. McCormack Institute of Public Affairs at the University of Massachusetts-Boston and in the Center for the Study of Higher and Postsecondary Education at the University of Michigan.

Seven Principles for Good Practice in Undergraduate Education: Faculty Inventory. Institutional Inventory.

The Victorian Department of Education and Early Childhood Development [DEECD], Symantec, Cyber Safe Kids and Common Sense Media are currently conducting a pilot collaborative project in which 10 selected schools are trialing a digital citizenship curriculum. This digital citizenship curriculum has been aligned with local/national and international curriculum achievement standards, learning areas, competencies/capabilities. Participating schools will also trial the use of an Incident Response Tool.

Growing up digital.

https://bura.brunel.ac.uk/bitstream/2438/18836/2/FullText.pdf

A cross-cultural study of the intention to use mobile banking between Lebanese and British consumers: Extending UTAUT2 with security, privacy and trust

The aim of this study was to reveal research trends over the last six years by content analysis and to examine bibliometric results of articles related to the use of augmented reality (AR) in science education. For bibliometric mapping analysis, a total of 147 articles were accessed and for content analysis, a total of 79 articles published between 2013 and 2018 years were included from the Web of Science. From this, a total of 62 articles were selected for analysis. Our results revealed that mobile learning, science education, science learning and e-learning were the most used keywords in articles, while the focus of more recent articles tended to be on mobile learning. The results showed that recent articles have mostly focused on mobile learning and e-learning environments. The most-used words in the abstracts were education, knowledge, science education, experiment and effectiveness. It is evident that recent articles have focused mostly on students' knowledge and achievement. Azuma, Dunleavy and Klopfer are the most cited authors in this field. This is not surprising as they are probably the leading authors on AR in the literature. The most cited journals are Computers & Education, Journal of Science Education & Technology, Educational Technology and Society, Computers in Human Behavior, and British Journal of Educational Technology. These are the most prominent journals on the use of technology in education. Content analysis results showed that “Learning/Academic Achievement”, “Motivation” and “Attitude” have been the most examined variables in the articles. Since academic achievement is highly influenced by motivation and attitude, it is understandable that these variables are considered together in reviewed studies. It was found that mobile applications and marker-based materials on paper have been the most-favored types of materials for AR because these types of materials are easy to use and they can be developed easily and practically. Quantitative studies were the most used research design type but there have been only a limited number of qualitative studies in the last six years. This may be due to the increased tendency to use quantitative and mixed studies in recent years.

Research trends in the use of augmented reality in science education: Content and bibliometric mapping analysis

A Theoretical Analysis of Moocs Types from a Perspective of Learning Theories

This study aims to examine 58 articles, published in 8 educational technology journals under the Social Science Citation Index (SSCI) between 2006 and 2016, containing “augmented reality” in their title and, thereby, to determine the trends of using augmented reality (AR) in education by the content analysis technique. In this period of time, the total number of academic publications containing “augmented reality” in the Web of Science database, in all indices, was determined as 3540, and among these publications, 58 articles with SSCI index were analyzed within the scope of the research. It analyzes the change of articles related to AR by years; the usage of methods and data collection tools; education field, educational advantages, the type of applications used, technologies, assets used, physical environments in which researches were carried out, sensory types that applications address to, countries and continents in which the articles were published, and the keywords in these articles. Findings obtained were visualized with tables and graphics. According to the results obtained from the findings, there has been a sudden increase in the number of publications since 2013 and it reached the highest level in 2016, the most commonly used method is the mixed method and the data collection tool is questionnaire, most of the studies are carried out in Science, tablets and smartphones are most used, AR applications address to visual sense mostly and such articles are published mostly in the Asian continent. It has been determined that the most positive effect of AR on education is for academic success and learning motivation. It has been understood that the AR is closely related to disciplines such as human-computer interaction, robotics and remote laboratory systems. In addition, some suggestions have been made to researchers and developers based on these research findings.

Determining the trends of using augmented reality in education between 2006-2016

Mobile Technologies and Augmented Reality in Open Education.

The classification of augmented reality books: a literature review

Previous research has studied the various influences of different educational video types and the contributions of educational videos to learning processes. This study aims to compare the cognitive loads, satisfaction levels, engagement, and academic achievements of open and distance learners depending on long-form, single-piece educational videos and modular presentation formats divided into small yet meaningful pieces. To this end, data were gathered from 214 learners using a trial with a post-test control group, with parametric tests and video analytics determining that modular educational videos divided into 11 meaningful parts reduced distance learners’ cognitive loads and increased engagement in learning processes. Additionally, learners were more satisfied with learning from meaningfully partitioned videos and they displayed an average increase in academic achievement. The findings of this study provide important insight for open and distance learning institutions that are producers and designers of educational videos and suggest that flexible and interactive videos segmented into smaller meaningful units be preferred.

The influence of segmented and complete educational videos on the cognitive load, satisfaction, engagement, and academic achievement levels of learners

Hakan Altinpulluk

Papers

A Theoretical Analysis of Moocs Types from a Perspective of Learning Theories

Determining the trends of using augmented reality in education between 2006-2016

Mobile Technologies and Augmented Reality in Open Education.

The classification of augmented reality books: a literature review

The influence of segmented and complete educational videos on the cognitive load, satisfaction, engagement, and academic achievement levels of learners