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Does gender matter in online courses? A view through the lens of the community of inquiry 性别在网络课程中重要吗?透过探究共同体的镜头来看问题
IF 4.1 3区 教育学 Q1 Social Sciences Pub Date : 2022-12-30 DOI: 10.14742/ajet.7194
M. Cho, Seongmi Lim, Jieun Lim, O. Kim
The purpose of this study was to investigate whether gender differences exist in relationships between the three presences – teaching, cognitive and social – in the community of inquiry (CoI) model and online students’ learning experiences measured with perceived learning and course satisfaction. Participants were 657 undergraduates taking online courses at a university in South Korea. Results showed significant differences in sub-elements of cognitive and social presence by gender. In addition, regression analyses revealed that sub-elements of the CoI predicted online students’ perceived learning and course satisfaction differently by gender. A discussion explains gender differences in online courses in South Korea in which a prerecorded video was the principal modality of learning. Finally, practical implications to enhance diverse students’ success are proposed from the perspective of the CoI model.Implications for practice or policy:Despite the development of the CoI specifically for a discussion-based online course, it can still be used to predict students’ learning experiences in video-based online learning.Considering gender difference when designing and developing an online course may enhance student learning experiences in online learning.Changing the way the videos are created may contribute to enhancing the three presences in the CoI model, which essentially improve online students’ learning experiences.
本研究的目的是调查在探究社区(CoI)模式中的三种存在(教学、认知和社会)与在线学生的学习体验(以感知学习和课程满意度衡量)之间的关系是否存在性别差异。参与者是657名在韩国一所大学学习在线课程的本科生。结果显示,不同性别的认知和社会存在的子元素存在显著差异。此外,回归分析显示,CoI的子元素对在线学生感知学习和课程满意度的预测因性别而异。一场讨论解释了韩国在线课程中的性别差异,在这些课程中,预先录制的视频是主要的学习方式。最后,从CoI模型的角度提出了提高多样化学生成功的实际意义。对实践或政策的影响:尽管CoI专门针对基于讨论的在线课程开发,但它仍然可以用于预测学生在基于视频的在线学习中的学习体验。在设计和开发在线课程时考虑性别差异可能会增强学生在在线学习中的学习体验。改变视频的创建方式可能有助于增强CoI模型中的三种存在,这从根本上改善了在线学生的学习体验。
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引用次数: 2
Student and educator perspectives on equity and online work integrated learning 学生和教育工作者对公平和在线工作综合学习的看法
IF 4.1 3区 教育学 Q1 Social Sciences Pub Date : 2022-12-30 DOI: 10.14742/ajet.7524
A. Bell, K. Bartimote, Nora Dempsey, Lucy Mercer-Mapstone, Gulwanyang Moran, J. Tognolini
Students from diverse backgrounds report that time pressures, financial responsibilities, caring commitments, and geographic location are barriers to their uptake of work integrated learning (WIL). Through interviews with 32 students and 15 educators who participated in online WIL, we investigated whether online WIL might be one way of overcoming these barriers. Benefits of online WIL for students included employability skills, meaningful work, affordability, and flexibility when coping with health issues. Challenges for students included missing out on workplace interactions, digital access, and finding a private space in which to work. Students from diverse backgrounds were viewed by educators as bringing positive contributions to the workplace. Educators found challenges in giving feedback and not being able to replicate some aspects of in-person workplaces. We conclude with recommendations on how online WIL might be enhanced to better meet the needs of students facing equity issues.Implications for practice and policy:All participants in online WIL should be encouraged to intentionally view diversity as a strength.Educators need to create explicit opportunities for formal and informal interaction and network building during online WIL.Educators should provide engaging and purposeful work during online WIL.Students may need additional financial or material support to undertake online WIL, for example to enable digital access and access to a private workspace.
来自不同背景的学生报告说,时间压力、经济责任、照顾义务和地理位置是他们接受工作综合学习(WIL)的障碍。通过对参加在线WIL的32名学生和15名教育工作者的采访,我们调查了在线WIL是否是克服这些障碍的一种方法。在线WIL为学生带来的好处包括就业技能、有意义的工作、负担能力和应对健康问题的灵活性。学生面临的挑战包括错过工作场所的互动、数字访问和寻找私人工作空间。教育工作者认为,来自不同背景的学生为工作场所做出了积极贡献。教育工作者发现,在提供反馈方面存在挑战,无法复制现场工作的某些方面。最后,我们就如何加强在线WIL以更好地满足面临公平问题的学生的需求提出了建议。对实践和政策的影响:应鼓励所有在线WIL的参与者有意将多样性视为一种优势。教育工作者需要为在线WIL期间的正式和非正式互动以及网络建设创造明确的机会。在线WIL期间,教育工作者应提供引人入胜且有目的的工作。学生可能需要额外的经济或物质支持才能进行在线WIL,例如,实现数字访问和访问私人工作空间。
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引用次数: 0
Teaching and learning using 21st century educational technology in accounting education: Evidence and conceptualisation of usage behaviour 会计教育中使用21世纪教育技术的教学:使用行为的证据和概念化
IF 4.1 3区 教育学 Q1 Social Sciences Pub Date : 2022-12-19 DOI: 10.14742/ajet.6630
Mohamad Ridhuan Mat Dangi, Maisarah Mohamed Saat, S. Saad
Technologies are ubiquitous in the 21st century, and educators need to integrate relevant technologies into their teaching practices to meet stakeholders’ expectations and keep abreast with the accounting profession’s advancement. A mixed-method approach of quantitative and qualitative techniques was used in this study, with the latest version of the SPSS software (version 26) and NVivo software to analyse the data. The results depict the accounting educators’ usage efforts of 21st century educational technology tools and platforms; it is neither highly prevalent nor optimised. Future researchers could expand the investigation of 21st century educational technology by utilising the proposed constructs, model and hypotheses from this study’s qualitative findings. The study revives the stagnant educational technology literature in accounting education and explicates technology usage issues in accounting education, specifically in developing countries and the Asian region.Implications for practice or policy:Education ministries, higher education institutions, faculties, policymakers and academics should encourage educators to adopt and integrate 21st century educational technology into their practices.The integration of 21st century educational technology in teaching and learning practice should align with individual attributes, technology characteristics and organisational factors.Accounting educators must acquire technological competence through appropriate professional development and training programmes.
技术在21世纪无处不在,教育工作者需要将相关技术融入教学实践,以满足利益相关者的期望,并跟上会计行业的发展。本研究采用定量和定性技术的混合方法,使用最新版本的SPSS软件(版本26)和NVivo软件对数据进行分析。研究结果表明会计教育工作者对21世纪教育技术工具和平台的使用努力;它既不是高度流行的,也不是优化的。未来的研究人员可以利用本研究定性结果中提出的结构、模型和假设,扩大对21世纪教育技术的调查。本研究回顾了停滞的会计教育技术文献,并阐述了会计教育中的技术使用问题,特别是在发展中国家和亚洲地区。对实践或政策的影响:教育部、高等教育机构、学院、政策制定者和学者应鼓励教育工作者采用21世纪的教育技术并将其融入实践。21世纪教育技术在教学实践中的整合应与个人属性、技术特征和组织因素相一致。会计教育工作者必须通过适当的专业发展和培训方案获得技术能力。
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引用次数: 0
From the margins to the mainstream: The online learning rethink and its implications for enhancing student equity 从边缘到主流:在线学习的反思及其对提高学生公平性的启示
IF 4.1 3区 教育学 Q1 Social Sciences Pub Date : 2022-12-19 DOI: 10.14742/ajet.8136
C. Stone
From being largely at the margins of higher education for many years, online learning now finds itself in the mainstream. This paper offers a critique of the online learning literature both pre- and post-2020, looking at changes in response to this shift. Evidence tells us that online learning plays a significant role in enhancing student equity, widening higher education access and participation for many students who would have found it difficult, if not impossible, to attend university on campus. This includes students from government-identified equity backgrounds, as well as other student cohorts underrepresented at university, such as older working students, parents, and others with caring responsibilities, and those from families with no previous experience of university. The mainstreaming and normalising of online learning now presents an opportunity for universities to learn from both past and emerging evidence, to evaluate past practice and offer a more flexible learning experience that better meets the needs of an even wider range of students. Keeping online learning firmly in the mainstream, while taking an evidence-based approach to ensuring the quality of its design and delivery, has the potential to enhance student equity on a much broader scale.Implications for practice or policy:Improving the quality of online learning, using evidence-based research to design and deliver it more effectively, will enable more students to stay and succeed at university.Continuing to offer online study options for all students, that is, keeping it in the mainstream, will further enhance student equity.Mainstreaming online learning options as part of standard university practice will enable more students to benefit from the greater flexibility of both fully online and hybrid models.
多年来,在线学习一直处于高等教育的边缘,现在却成为主流。本文对2020年前后的在线学习文献进行了批判,着眼于应对这种转变的变化。证据告诉我们,在线学习在提高学生公平、扩大高等教育机会和参与方面发挥着重要作用,许多学生即使不是不可能,也很难在校园里上大学。这包括来自政府确定的公平背景的学生,以及在大学中代表性不足的其他学生群体,如年龄较大的在职学生、父母和其他有照顾责任的人,以及来自以前没有大学经历的家庭的学生。在线学习的主流化和正常化现在为大学提供了一个机会,可以从过去和新出现的证据中学习,评估过去的实践,并提供更灵活的学习体验,更好地满足更广泛学生的需求。保持在线学习的主流地位,同时采取循证方法确保其设计和交付的质量,有可能在更广泛的范围内提高学生的公平性。对实践或政策的影响:提高在线学习的质量,利用循证研究更有效地设计和提供在线学习,将使更多的学生留在大学并取得成功。继续为所有学生提供在线学习选项,也就是说,将其保持在主流,将进一步提高学生的公平性。将在线学习选项作为标准大学实践的一部分纳入主流,将使更多学生受益于完全在线和混合模式的更大灵活性。
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引用次数: 4
The adoption of blended learning using Coursera MOOCs: A case study in a Vietnamese higher education institution 运用Coursera mooc进行混合学习:以越南某高等教育机构为例
IF 4.1 3区 教育学 Q1 Social Sciences Pub Date : 2022-12-19 DOI: 10.14742/ajet.7671
Nguyen Thi Thao Ho, Hiep-Hung Pham, S. Sivapalan, Viet-Hung Dinh
This research is unique to a Vietnamese higher education institution that adopted blended learning using Coursera MOOCs. Employing the service quality model, the objective was to investigate factors affecting the continuance intention and recommendation to others towards blended learning using Coursera MOOCs. This study was conducted an online survey with 637 students across four campuses of a Vietnamese higher education institution. The results of the structural equation modeling showed that the learning content and online responsiveness increased satisfaction with Coursera MOOCs whereas online reliability did not affect satisfaction with Coursera MOOCs. There were also positive relationships between empathy, tangibles, classroom responsiveness, and classroom activities. Assurance and classroom reliability had no significant impacts on classroom activities. Satisfaction and classroom activities positively influenced the continuance intention towards blended learning using Coursera MOOCs. Lastly, satisfaction, classroom activities, and continuance intention significantly affected the recommendation to others towards blended learning using Coursera MOOCs.Implications for practice or policy:A case study process for evaluating the quality of the blended learning using Coursera MOOCs is detailed.Practical recommendations are made for curriculum development, teaching and learning, assessment, and professional development as universities implement the blended learning using MOOCs.
这项研究是越南一所采用Coursera MOOC混合学习的高等教育机构独有的。采用服务质量模型,目的是调查影响使用Coursera MOOC进行混合学习的持续意向和向他人推荐的因素。这项研究是对越南一所高等教育机构四个校区的637名学生进行的在线调查。结构方程建模的结果表明,学习内容和在线反应性提高了对Coursera MOOC的满意度,而在线可靠性不影响对Courserra MOOC的满意程度。同理心、有形内容、课堂反应和课堂活动之间也存在积极的关系。保证和课堂可靠性对课堂活动没有显著影响。满意度和课堂活动对使用Coursera MOOC进行混合学习的持续意向产生了积极影响。最后,满意度、课堂活动和持续意向显著影响了对其他人使用Coursera MOOC进行混合学习的推荐。对实践或政策的影响:详细介绍了使用Courserra MOOC评估混合学习质量的案例研究过程。随着大学使用MOOC实施混合学习,我们为课程开发、教学、评估和专业发展提出了切实可行的建议。
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引用次数: 1
The implications of educational technology research for practice and/or policy 教育技术研究对实践和/或政策的影响
IF 4.1 3区 教育学 Q1 Social Sciences Pub Date : 2022-12-16 DOI: 10.14742/ajet.8422
K. Thompson, L. Corrin, J. Lodge
The implications for practice or policy section of AJET journal articles provides authors with an opportunity to translate their research for the readers who will ultimately use this research for change. In this editorial we discuss considerations for this with respect to the characterisation of educational technology research, the challenges in reporting on innovations in and with technology, and the institutional context of policymakers. Finally we unpack a core question for consideration by the ASCILITE community and beyond: how can the research published in AJET best be used to provide evidence for change in practice or policy?
AJET期刊文章对实践或政策的影响部分为作者提供了一个机会,将他们的研究翻译给最终将利用这项研究进行变革的读者。在这篇社论中,我们讨论了教育技术研究的特点、报告技术创新的挑战以及政策制定者的制度背景等方面的考虑因素。最后,我们解开了一个核心问题,供ASCILITE社区和其他人考虑:如何最好地利用发表在AJET上的研究为实践或政策的变化提供证据?
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引用次数: 0
An exploration of course and cohort communication spaces in Discord, Teams, and Moodle Discord、Teams和Moodle中课程和团队交流空间的探索
IF 4.1 3区 教育学 Q1 Social Sciences Pub Date : 2022-11-26 DOI: 10.14742/ajet.7633
E. Heinrich, H. Thomas, E. Kahu
This research examined the impact of supplementing a learning management system, Moodle, with communication tools, Discord and Teams, to support communication in blended and distance undergraduate courses in computer science, information technology, mathematics and statistics at a New Zealand university with well-established use of Moodle. Nineteen students participated in semi-structured interviews. Findings show that adding Discord or Teams increases information and knowledge exchange and helps students to connect with peers and teachers in their courses. Teams was beneficial particularly in settings with formal group work. Discord, which enables both students and staff to set up additional communication channels that are not restricted to course enrolments, was instrumental in connecting students across year levels with peers and alumni. This enabled discussions on course selection, career options and disciplinary topics beyond the course curriculum. Importantly, these beyond-course communication spaces nurtured belonging to wider discipline and study communities. The research establishes the importance of the increased levels of communication by highlighting the effects on student learning and connections to others. Looking beyond the specific tools, the level of formality and the degree of student co-ownership are identified as key factors in supporting the within- and beyond-course communication spaces.Implications for practice or policy:Learning management systems provide valuable course support but do not meet all learning and teaching communication needs, partly due to their formal and university-controlled nature.Educators and students benefit from using strong chat tools with improved information and knowledge exchange.Both educators and students experience enhanced belonging when using collaboration and chat tools.Students value Discord’s informality and student-led characteristics.Educators who use Teams to support formal group work must carefully manage integration with Moodle.
这项研究考察了用沟通工具Discord和Teams补充学习管理系统Moodle的影响,以支持新西兰一所大学计算机科学、信息技术、数学和统计学的混合和远程本科生课程中的沟通,该大学已广泛使用Moodle。19名学生参加了半结构化访谈。研究结果表明,加入Discord或Teams可以增加信息和知识交流,并帮助学生在课程中与同龄人和老师建立联系。团队是有益的,尤其是在有正式团队合作的环境中。Discord使学生和教职员工都能建立额外的沟通渠道,而这些渠道并不局限于课程注册,它有助于将不同年级的学生与同龄人和校友联系起来。这使得能够讨论课程之外的课程选择、职业选择和学科主题。重要的是,这些课程外的交流空间属于更广泛的学科和学习社区。这项研究通过强调对学生学习和与他人联系的影响,确立了提高沟通水平的重要性。除了特定的工具之外,正式程度和学生共同拥有的程度被确定为支持课程内外交流空间的关键因素。对实践或政策的影响:学习管理系统提供了宝贵的课程支持,但不能满足所有的学习和教学交流需求,部分原因是其正式和大学控制的性质。教育工作者和学生受益于使用强大的聊天工具,改善信息和知识交流。在使用协作和聊天工具时,教育工作者和学生都会体验到更强的归属感。学生们重视Discord的非正式性和学生主导的特点。使用团队来支持正式团队工作的教育工作者必须小心管理与Moodle的集成。
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引用次数: 2
Need satisfaction and collective efficacy in undergraduate blog-driven classes: A structural equation modelling approach 本科生博客驱动课程的需求满意度和集体效能:一种结构方程建模方法
IF 4.1 3区 教育学 Q1 Social Sciences Pub Date : 2022-11-26 DOI: 10.14742/ajet.7963
Shantanu Tilak, M. Glassman, Joshua Peri, Menglin Xu, I. Kuznetcova, Lixiang Gao
This paper investigates how psychological needs spurring self-determined motivation relate to collective efficacy for flourishing in online learning communities. Self-determination theory posits individuals experience intrinsic motivation to flourish at educational tasks because of targeted satisfaction of the three psychological needs: autonomy, relatedness, and competence. However, studies conducted to investigate collective, technology-assisted learning processes suggest competence and relatedness may play a pivotal role in online community engagement and knowledge-sharing. Moreover, informal gaming experiences may mirror the collaborative skills needed in online educational/professional communities. These insights suggest confidence in one’s abilities to contribute to a community, the perception of a strong, supportive social culture in the online classroom, and informal online experiences may lead to self-determined motivation enabling agents in distributed, technology-assisted classrooms to collectively flourish. Little work has been done to examine effects of need satisfaction on collective efficacy in using online technologies. To fill this research gap, we used structural equation modelling to investigate perceptions of 636 undergraduate students enrolled in classes within an education department at a midwestern university employing weekly asynchronous blogging. Our results suggest students’ experience with multiplayer gaming, and need satisfaction towards competence and relatedness correlate with higher collective efficacy in technology-assisted classrooms employing discussion forums.Implications for practice or policy:For instructors, student usership and design can spur motivation in online classrooms.For researchers, understanding student perceptions of collaboration using technology can help understand how to design better technology-assisted classrooms.The design of collaborative online educational communities should focus on creating positive social cultures and fostering competence for students.
本文研究了激发自主动机的心理需求与在线学习社区繁荣的集体效能之间的关系。自决理论认为,由于有针对性地满足三种心理需求:自主性、关联性和能力,个人在教育任务中表现出蓬勃发展的内在动机。然而,为调查集体技术辅助学习过程而进行的研究表明,能力和相关性可能在在线社区参与和知识共享中发挥关键作用。此外,非正式的游戏体验可能反映了在线教育/专业社区所需的协作技能。这些见解表明,人们对自己为社区做出贡献的能力充满信心,对在线课堂中强大的、支持性的社会文化的感知,以及非正式的在线体验,可能会产生自主的动机,使分布式技术辅助课堂中的主体能够共同繁荣。很少有人研究需求满足对使用在线技术的集体效能的影响。为了填补这一研究空白,我们使用结构方程模型调查了中西部一所大学教育系636名本科生的看法,他们每周都在使用异步博客。我们的研究结果表明,在采用讨论论坛的技术辅助课堂中,学生的多人游戏体验、对能力和关系的需求满意度与更高的集体效能相关。对实践或政策的影响:对于教师来说,学生的用户和设计可以激发在线课堂的动力。对于研究人员来说,了解学生对使用技术进行协作的看法有助于了解如何设计更好的技术辅助教室。合作在线教育社区的设计应侧重于创造积极的社会文化和培养学生的能力。
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引用次数: 1
Research issues of the top 100 cited articles on information literacy in higher education published from 2011 to 2020: A systematic review and co-citation network analysis 2011 - 2020年高等教育信息素养被引前100篇论文研究问题:系统综述与共被引网络分析
IF 4.1 3区 教育学 Q1 Social Sciences Pub Date : 2022-11-26 DOI: 10.14742/ajet.7695
C. Chen, Ningning Wang, Kai-Yu Tang, Y. Tu
Information literacy is a core research topic in the field of library and information science. The developmental context of this field can be examined through a long-term retrospective analysis of relevant literature. This study explored the research trends and potential research issues in the top 100 most frequently cited articles on information literacy in higher education published from 2011 to 2020. In addition to a systematic review, this study employed bibliometric methods, including co-citation network analysis, to identify four main research streams in the field of information literacy in higher education: (a) the relationships among students’ information literacy beliefs, competencies, attitudes and behaviour; (b) teachers’, librarians’ and students’ perspectives on information literacy; (c) the relationship between students’ information literacy and epistemic beliefs; and (d) the web search behaviour of digital natives. Accordingly, potential directions for future research and practitioner notes related to information literacy in higher education are proposed herein as a reference for researchers, teachers and policymakers.Implications for practice or policy:For administrators of higher educational institutions, understanding the challenges of new digital technologies and providing training to develop information literacy skills are crucial.For teachers, designing teaching materials and pedagogy based on the latest information literacy standards and framework is useful.Collaboration with professionals from different disciplines is also useful for teachers to integrate information literacy into subject learning activities to cultivate the information literacy competencies of students.
信息素养是图书馆情报学领域的一个核心研究课题。这一领域的发展背景可以通过对相关文献的长期回顾性分析来检验。本研究探讨了2011 - 2020年发表的高等教育信息素养被引频次前100篇论文的研究趋势和潜在研究问题。除了系统回顾外,本研究还采用文献计量学方法,包括共被引网络分析,确定了高等教育信息素养领域的四个主要研究方向:(a)学生信息素养信念、能力、态度和行为之间的关系;(b)教师、图书馆员和学生对信息素养的看法;(c)学生信息素养与认知信念的关系;(d)数字原生代的网络搜索行为。据此,本文提出了高等教育信息素养相关的未来研究方向和实践者注意事项,供研究者、教师和政策制定者参考。对实践或政策的影响:对于高等教育机构的管理者来说,理解新数字技术的挑战并提供培训以发展信息素养技能至关重要。对于教师来说,根据最新的信息素养标准和框架来设计教材和教学方法是有用的。与不同学科的专业人士合作也有助于教师将信息素养融入学科学习活动,培养学生的信息素养能力。
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引用次数: 1
Achieving lasting education in the new digital learning world 在新的数字学习世界中实现持久教育
IF 4.1 3区 教育学 Q1 Social Sciences Pub Date : 2022-11-04 DOI: 10.14742/ajet.8331
F. Garivaldis, Stephen Mckenzie, D. Henriksen, S. Studente
In this special issue of the Australasian Journal of Educational Technology, we take a step back from the events of the last 2 years and the changes that we have seen in the education arena, to remember that which has remained constant – how students learn best. Developing teaching and learning pedagogy based on lasting education theory and practice makes the past of education relevant to the present and future and creates a context where innovation can be scaled and taken further, from a single instance of impact to many. In this editorial, we present an argument for going back to our roots and present examples of the effective use of established theories of learning that continue to advance online education practice. We discuss the scaling of educational best practice to more students and more institutions, and we provide recommendations for creating sustainable and lasting future practice.
在这期《澳大利亚教育技术杂志》的特刊中,我们回顾了过去两年发生的事情以及我们在教育领域所看到的变化,以记住那些保持不变的——学生如何学得最好。以持久教育理论和实践为基础发展教学和学习教学法,使教育的过去与现在和未来相关,并创造了一种环境,使创新可以从单一影响实例扩展到许多影响实例。在这篇社论中,我们提出了一个回到我们的根源的论点,并提出了有效使用既定学习理论的例子,这些理论继续推进在线教育实践。我们讨论了如何将教育最佳实践推广到更多的学生和机构,并为创建可持续和持久的未来实践提供了建议。
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引用次数: 1
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Australasian Journal of Educational Technology
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