Vol. 14 (2019): RPTEL | Research and Practice in Technology Enhanced Learning

Li Chen, Nobuyuki Yoshimatsu, Yoshiko Goda, Fumiya Okubo, Yuta Taniguchi, Misato Oi, Shin’ichi Konomi, Atsushi Shimada, Hiroaki Ogata, Masanori Yamada

PDF

Gaze collaboration patterns of successful and unsuccessful programming pairs using cross-recurrence quantification analysis

Maureen M. Villamor, Ma. Mercedes T. Rodrigo

PDF

IDC theory: creation and the creation loop

Tak-Wai Chan, Chee-Kit Looi, Ben Chang, Wenli Chen, Lung-Hsiang Wong, Su Luan Wong, Fu-Yun Yu, Jon Mason, Chen-Chung Liu, Ju-Ling Shih, Ying-Tien Wu, Siu-Cheung Kong, Longkai Wu, Tzu-Chao Chien, Calvin C. Y. Liao, Hercy Cheng, Zhi-Hong Chen, Chih-Yueh Chou

PDF

Using Cultural Historical Activity Theory to understand how emerging technologies can mediate teaching and learning in a mathematics classroom: a review of literature

Marjorie Sarah Kabuye Batiibwe

PDF

Applying IDC theory to education in the Alps region: a response to Chan et al.’s contribution

Pierre Dillenbourg, Kevin Gonyop Kim, Jauwairia Nasir, Shuqing Teresa Yeo, Jennifer K. Olsen

PDF

Developing a competency taxonomy for teacher design knowledge in technology-enhanced learning environments: a literature review

Mi Song Kim

PDF

Context or culture: what is the difference?

Isabelle Savard, Riichiro Mizoguchi

PDF

Using reflections and questioning to engage and challenge online graduate learners in education

Yuliang Liu

PDF

Correction to: Digital technology and practices for school improvement: innovative digital school model

Liisa Ilomäki, Minna Lakkala

PDF

Articles

Appropriation of affordances of multiliteracies for Chinese literacy teaching in Canada

Application focused on structural comprehension of mathematics contextual problems for kindergarten students

Managing lifelong learning records through blockchain

Enhancing achievement and interest in mathematics learning through Math-Island

Comparison between behavioral and structural explanation in learning by model-building

The short- and long-term effects of a computerized reading training program on reading self-concept in second and third grade readers

Understanding STEM teacher learning in an informal setting: a case study of a novice STEM teacher

Empowering older adults’ informal, self-directed learning: harnessing the potential of online personal learning networks

Integrating multiple data sources for learning analytics—review of literature

Commentary on Interest-Driven Creator theory: a US perspective on fostering interest, creativity, and habit in school

Compulsory coding in education: liberal-humanism, Baudrillard and the ‘problem’ of abstraction

The effect on new knowledge and reviewed knowledge caused by the positioning task in closed concept maps

EmoTan: enhanced flashcards for second language vocabulary learning with emotional binaural narration

Instilling innovativeness, building character, and enforcing camaraderie through interest-driven challenge-based learning approach

Nurture interest-driven creators in programmable robotics education: an empirical investigation in primary school settings

Relationship between interest and mathematics performance in a technology-enhanced learning context in Malaysia

Comparing videos and a 3D virtual environment for teaching school-related functional skills and behaviors to students with ADHD or developmental dyslexia, displaying challenging behaviors: a case study

Direction of collaborative problem solving-based STEM learning by learning analytics approach