This paper explores the potential in supporting asynchronous online discussion activity through learning analytics. The methodology involved a two stage participatory design-based research (DBR). Overall, the students demonstrated improvements in their performance as monitored through the learning analytics group in contrast with control groups.
Read the full article here.
This study explores how stakeholders’ data literacy contributes to student success. The salience model is used to identify core stakeholders. The goal-modeling language iStar is used to present how stakeholders contribute to student success. This study helps raise stakeholders awareness of the importance of their data literacy and the necessity of collaboration to exploit the vast available data for student success.
Read the full article here.
The future learning environment, pedagogical and technological perspectives
This thematic series publishes the latest research findings and share good practices on the future learning environments, from both pedagogical and technological perspectives.
Edited by: Simon K.S. Cheung, Lam For Kwok, Kongkiti Phusavat and Harrison Yang
Towards a critical perspective on data literacy in higher education. Emerging practices and challengesThis thematic series attempts to address a number of topics connected with the research problem of data literacy for teaching and learning in Higher Education.
Edited by: Juliana Elisa Raffaghelli, Stefania Manca, Bonnie Stewart, Paul Prinsloo and Albert Sangrà
Can artificial intelligence transform higher education?
This thematic series examines the impact of artificial intelligence on higher education. The focus is primarily on the use of AI for supporting teaching and learning.
Edited by Tony Bates, Cristóbal Cobo, Olga Mariño and Steve Wheeler
This thematic series aims to raise awareness and help to adapt food related modules/courses to new opportunities and educational challenges.
Edited by: F. Xavier Medina, Alicia Aguilar, Ana Pinto Moura, Jesús Frias and José Antonio Vázquez
Technology Enhanced Learning or Learning driven by Technology?This thematic series focuses on disseminating learning experiences and critical studies enhanced by technology and not compelled by the use of technology.
Edited by Denise Whitelock, Eric Ras, Nicola Capuano, Maria Jesús Marco Galindo and David Baneres
The future learning environment, pedagogical and technological perspectives
International Journal of Educational Technology in Higher Education
Edited by: Simon K.S. Cheung, Lam For Kwok, Kongkiti Phusavat and Harrison Yang
Collection first published: 18 September 2020
Towards a critical perspective on data literacy in higher education. Emerging practices and challenges.
Edited by: Juliana Elisa Raffaghelli, Stefania Manca, Bonnie Stewart, Paul Prinsloo and Albert Sangrà
Date first published: 22 June 2020
Can artificial intelligence transform higher education?
Edited by: Tony Bates, Cristóbal Cobo, Olga Mariño and Steve Wheeler
Date first published: 28 October 2019
Food, nutrition and the online: Opportunities and challenges for higher education and life long learning
Edited by: F. Xavier Medina, Alicia Aguilar, Ana Pinto Moura, Jesús Frias and José Antonio Vázquez
Date first published: 27 May 2019
Technology Enhanced Learning or Learning driven by Technology?
Edited by: Denise Whitelock, Eric Ras, Nicola Capuano, Maria Jesús Marco Galindo and David Baneres
Date first published: 5 February 2019
The universities of the future: educational and organizational challenges
Edited by: Martha Burkle, Alan Tait, Rikke Toft Nørgård, Sarah Guri-Rosenblit and Laia Canals
Date first published: 5 April 2018
This journal aims to: facilitate the dissemination of critical scholarly works and exchange of information from a variety of cultural perspectives for researchers, professionals and practitioners in the technology enhanced and digital learning fields in higher education; contribute to the advancement of scientific knowledge regarding the human and personal approach to the use of technology in higher education; and inform readers about the latest developments in the application of digital technologies in higher education learning, training, research and management.
08 May 2020
04 September 2019
The International Journal of Educational Technology in Higher Education is associated with:
Universitat Oberta de Catalunya
Speed
76.7 days to first decision for reviewed manuscripts only
32.4 days to first decision for all manuscripts
143.7 days from submission to acceptance
37 days from acceptance to publication
Citation Impact
3.08 - 2 Year Impact Factor
2.894 - 5 Year Impact Factor
2.895 - Source Normalized Impact per Paper (SNIP)
1.066 - SCImago Journal Rank (SJR)
Usage
421,628 downloads
1,517 Altmetric mentions
