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New Content ItemThis study aims to explore how stakeholders’ data literacy contributes to student success in a holistic view. The salience model is used to identify core stakeholders. The goal-modeling language iStar is used to present how stakeholders contribute to student success. A competencies matrix of data literacy is used to discuss the specific data literacy competencies that stakeholders should focus on promoting student success. A survey is conducted to validate the goal-oriented analysis and the discussions on specific competencies of data literacy for stakeholders. The goal-oriented analysis presents the complexity of interactions and dependencies among stakeholders for student success. This study helps to raise stakeholders to be aware of the importance of their data literacy and the necessity of collaboration on exploiting vast available data for student success.

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New Content ItemThis paper explores the potential in supporting asynchronous online discussion activity through learning analytics. From the beginning, the authors acknowledged the limitations of technology to support the complexities of a pedagogical activity. Therefore, the methodology used was participatory design-based research (DBR) divided into two main stages. The first design phase dealt with the engagement of teachers and pedagogical experts in defining the data and metrics to be used to support the pedagogical concepts. The second consisted of an implementation phase including pilots with students and with crucial engagement of teachers in commenting their understanding over students’ learning processes and the feedback the teachers could offer to them. Overall, the students shown improvements in their performance as monitored through the learning analytics group in contrast with control groups.

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New Content ItemThis paper describes our experiences with a public WordPress-based blog was developed for the Nutrition and Dietetics module of the undergraduate course in Nursing at the University of Castilla-La Mancha (Spain). This was primarily intended as way to use ICT to increase the level of student engagement and interest in learning the subject, but also as a way to introduce future health professionals to the world of blogging. By analysing the outcomes of this preliminary evaluation of a pedagogy, it is concluded that blogs are a very useful tool, although it is suggested that the literature shows a certain bias toward the publication of successful trials.

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New Content ItemThe goal of this study was to show that simulation-based instruction contributes significantly to students’ progress in written production in English. The results showed that students who received simulation-based instruction (experimental group) significantly improved their English writing skills, primarily in terms of organisation and linking of ideas more than students who attended a regular English course (control group).

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New Content Item (2)A considerable amount of literature has recently appeared around the theme of learning networks and Connectivism. However, our understanding of how and why students navigate learning networks in the way they do is limited and the field lacks empirical studies investigating how students form connections. This paper presents a model showing how students form connections to different kinds of resources, along with the criteria they use to decide on which resource to choose. The findings were derived by conducting retrospective think-aloud sessions with nine participants after solving 10 tasks each. Mixed-methods approach was used in the data analysis. A goal of this research is to contribute to a deeper understanding of the navigation processes in learning networks and to provide guidance for online learning practitioners who seek to improve their practices.

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Yearly infographic

2019

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2018

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2017

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2016

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Associated institutions

The International Journal of Educational Technology in Higher Education is associated with:

Universitat Oberta de Catalunya

Universidad de los Andes

Dublin City University

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Vytautas Magnus University

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Annual Journal Metrics

This journal is indexed by

  • Scopus
  • Social Sciences Citation Index® (SSCI)
  • Journal Citation Reports/ Social Sciences Edition
  • Current Contents®/Social and Behavioral Sciences
  • ProQuest Central
  • Google Scholar
  • DOAJ