{"title":"Exploring Qualitative Data used by Instructional Designers During Design","authors":"Hyeonjin Kim, Hyeonyeong Kim, Yuri Kim","doi":"10.17232/kset.39.1.001","DOIUrl":"https://doi.org/10.17232/kset.39.1.001","url":null,"abstract":"","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76029171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Plans to Facilitate ICT Use in Schools: Focusing on the Perception of Middle School Teachers, Principals, and ICT Managers","authors":"Minchul, Shin, Jae-Hyuk Jang","doi":"10.17232/kset.39.1.187","DOIUrl":"https://doi.org/10.17232/kset.39.1.187","url":null,"abstract":"","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77993799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Myunghwa Jin, Youjin Jung, Eun Joo Park, Hae June Kim, K. Lim
{"title":"Comparison of the problem-solving process of novices, intermediates and experts: Using epistemic network analysis","authors":"Myunghwa Jin, Youjin Jung, Eun Joo Park, Hae June Kim, K. Lim","doi":"10.17232/kset.38.4.1059","DOIUrl":"https://doi.org/10.17232/kset.38.4.1059","url":null,"abstract":"","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89839261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A Systematic Review on the Use of Mobile EEG Technology for Education Research and its Validity","authors":"Jihyun Lee, So-Young Ahn, Yuyi Park","doi":"10.17232/kset.38.4.1015","DOIUrl":"https://doi.org/10.17232/kset.38.4.1015","url":null,"abstract":"","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88286608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Analyzing Structural Relationships Between Learner–Instructor Interaction, Collaborative Learning, Academic Challenge, and Expectation of Cognitive Learning Outcomes in Online Class","authors":"Youjin Jang, Heeje Yun, Ji Hoon Song","doi":"10.17232/kset.38.4.1255","DOIUrl":"https://doi.org/10.17232/kset.38.4.1255","url":null,"abstract":"","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83112047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Barriers and Solutions of Edtech Integration in Schools: Focused on Leading Teachers’ Perceptions","authors":"Minchul, Shin, Hawon Yoo, Jae-Hyuk Jang","doi":"10.17232/kset.39.1.219","DOIUrl":"https://doi.org/10.17232/kset.39.1.219","url":null,"abstract":"","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76556219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Analysis of Differences in Electroencephalographic Activity According to Online Learning Content Types","authors":"Hwajung Son, Myung-Sin Choi","doi":"10.17232/kset.39.1.155","DOIUrl":"https://doi.org/10.17232/kset.39.1.155","url":null,"abstract":"","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73548626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Digital Ethnography on Mobile Learning Daily life of Generation Z","authors":"Hyeonyeong Kim, Hyeonjin Kim","doi":"10.17232/kset.39.1.105","DOIUrl":"https://doi.org/10.17232/kset.39.1.105","url":null,"abstract":"","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79280530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
After two years of change and uncertainty in tertiary education, in 2022 the editorial team of AJET saw a return to a focus on research that explores educational technology use in a range of learning and teaching environments. It has also been an interesting year in terms of the changing academic publishing environment and the opportunities and challenges facing AJET as a leading educational technology journal. In this end-of-year editorial we will look at what has been published in AJET throughout 2022, the bibliometrics that help characterise the journal’s role in the field, and consider the trends that are emerging for academic publishing and their impact on how AJET develops into the future.
{"title":"AJET in 2022: Bibliometrics, academic publishing trends, and future opportunities","authors":"L. Corrin, J. Lodge, K. Thompson","doi":"10.14742/ajet.8445","DOIUrl":"https://doi.org/10.14742/ajet.8445","url":null,"abstract":"After two years of change and uncertainty in tertiary education, in 2022 the editorial team of AJET saw a return to a focus on research that explores educational technology use in a range of learning and teaching environments. It has also been an interesting year in terms of the changing academic publishing environment and the opportunities and challenges facing AJET as a leading educational technology journal. In this end-of-year editorial we will look at what has been published in AJET throughout 2022, the bibliometrics that help characterise the journal’s role in the field, and consider the trends that are emerging for academic publishing and their impact on how AJET develops into the future. ","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42425679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Adrián Carrruana Martín, Carlos Alario-Hoyos, C. Delgado Kloos
COVID-19 has brought new hybrid learning environments with some students in the classroom and some others online, synchronously, due to the needs of social distancing. These new hybrid learning environments pose new challenges, for example for group collaboration. This paper presents Smart Groups, a system aimed at helping teachers to orchestrate collaboration in hybrid learning environments and assesses its usability and usefulness through a simulation study. Smart Groups identifies the students that are in the classroom and online, automates the creation of groups (recommending collaborative learning flow patterns to teachers and considering the previous work done by students), supports the communication among students and the use of additional tools and resources for collaboration, and helps maintain the safety distance among the students who are in the classroom. The usability of Smart Groups has been assessed through a mock-up by 60 users (41 students and 19 teachers) with the system usability scale (SUS) obtaining good results (mean = 75.47, standard deviation = 14.95, median = 76.25). A subgroup (10 teachers out of 19) carried out follow-up interviews using the technology acceptance model (TAM) and highlighted the usefulness of Smart Groups to orchestrate collaboration in hybrid learning environments. Implications for practice or policy: Smart Groups supports teachers in the orchestration of groups in hybrid learning environments. Smart Groups facilitates group coordination and communication among students. Smart Groups helps maintain the safety distance.
{"title":"Smart Groups: A system to orchestrate collaboration in hybrid learning environments. A simulation study","authors":"Adrián Carrruana Martín, Carlos Alario-Hoyos, C. Delgado Kloos","doi":"10.14742/ajet.6776","DOIUrl":"https://doi.org/10.14742/ajet.6776","url":null,"abstract":"COVID-19 has brought new hybrid learning environments with some students in the classroom and some others online, synchronously, due to the needs of social distancing. These new hybrid learning environments pose new challenges, for example for group collaboration. This paper presents Smart Groups, a system aimed at helping teachers to orchestrate collaboration in hybrid learning environments and assesses its usability and usefulness through a simulation study. Smart Groups identifies the students that are in the classroom and online, automates the creation of groups (recommending collaborative learning flow patterns to teachers and considering the previous work done by students), supports the communication among students and the use of additional tools and resources for collaboration, and helps maintain the safety distance among the students who are in the classroom. The usability of Smart Groups has been assessed through a mock-up by 60 users (41 students and 19 teachers) with the system usability scale (SUS) obtaining good results (mean = 75.47, standard deviation = 14.95, median = 76.25). A subgroup (10 teachers out of 19) carried out follow-up interviews using the technology acceptance model (TAM) and highlighted the usefulness of Smart Groups to orchestrate collaboration in hybrid learning environments.\u0000Implications for practice or policy:\u0000\u0000Smart Groups supports teachers in the orchestration of groups in hybrid learning environments.\u0000Smart Groups facilitates group coordination and communication among students.\u0000Smart Groups helps maintain the safety distance.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43246292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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