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Annika Elm, Kerstin Stake Nilsson, Annica Björkman & Jeanette Sjöberg. (2023) Academic teachers’ experiences of technology enhanced learning (TEL) in higher education – A Swedish case. Cogent Education 10:2.
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D. Nichol, K. Mulholland, A. Anderson, S. Taylor & J. Davies. (2023) ‘How was it for you?’ The impacts of student-staff partnerships in developing online teaching and learning. Journal of Further and Higher Education 47:9, pages 1276-1287.
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Le Quan Ly & Matthew Kearney. (2023) Mobile learning in university science education: a systematic literature review. Irish Educational Studies 0:0, pages 1-19.
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Elvira Marques, Guido Carim Junior, Chris Campbell & Gui Lohmann. (2023) Factors that facilitate and hinder adopting a new pedagogy: a case study of flight observations in ab initio pilot training. International Journal of Training Research 0:0, pages 1-18.
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Yu (Audrey) Zhao, Yaojie Li & Kakoli Bandyopadhyay. (2023) The Role of Techno-Eustress in Technology-Enhanced IT Learning. Journal of Computer Information Systems 0:0, pages 1-15.
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Ida Naimi-Akbar, Maria Weurlander & Linda Barman. (2023) Teaching-learning in virtual learning environments: a matter of forced compromises away from student-centredness?. Teaching in Higher Education 0:0, pages 1-17.
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Maria Hvid Stenalt, Mark William Johnson & Jesper Aagaard. (2023) Reclaiming the teacher perspective in digital education – an analysis of university teachers’ agency. Interactive Learning Environments 0:0, pages 1-13.
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Billy Wong, Jennifer DeWitt & Yuan-Li Tiffany Chiu. (2023) Mapping the eight dimensions of the ideal student in higher education. Educational Review 75:2, pages 153-171.
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Julie Buhl-Wiggers, Annemette Kjærgaard & Kasper Munk. (2023) A scoping review of experimental evidence on face-to-face components of blended learning in higher education. Studies in Higher Education 48:1, pages 151-173.
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Fan Su & Di Zou. (2022) Technology-enhanced collaborative language learning: theoretical foundations, technologies, and implications. Computer Assisted Language Learning 35:8, pages 1754-1788.
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Richard Watermeyer, Zan Chen & Bryan John Ang. (2022) ‘Education without limits’: The digital resettlement of post-secondary education and training in Singapore in the COVID-19 era. Journal of Education Policy 37:6, pages 861-882.
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Peijian Paul Sun & Bing Mei. (2022) Modeling preservice Chinese-as-a-second/foreign-language teachers’ adoption of educational technology: a technology acceptance perspective. Computer Assisted Language Learning 35:4, pages 816-839.
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Liat Biberman-Shalev. (2022) The Blog as a Time Capsule: Student Teachers Review Their Reflective Blogs. The Educational Forum 86:2, pages 170-184.
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Are Holen & Bjørn Sortland. (2022) The Teamwork Indicator – a feedback inventory for students in active group learning or team projects. European Journal of Engineering Education 47:2, pages 230-244.
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Bei Zhang. (2022) Interrupt to Activate-Transform Passive Video Watching into Engaged Active Learning. College Teaching 70:1, pages 1-2.
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Cat Pausé & Elizabeth M. McCarroll. (2022) Tumbling through tertiary education: an investigation of the use of Tumblr within a child development course. Interactive Learning Environments 30:1, pages 49-57.
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Susan Marron & Maura Coulter. (2021) Initial teacher educators’ integrating iPads into their physical education teaching. Irish Educational Studies 40:4, pages 611-626.
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Pierpaolo Vittorini & Alessandra Galassi. (2021) From blended to online due to the COVID outbreak: the case study of a data science course. Open Learning: The Journal of Open, Distance and e-Learning 36:3, pages 212-230.
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Joyce Hwee Ling Koh & Rebecca Yen Pei Kan. (2021) Students’ use of learning management systems and desired e-learning experiences: are they ready for next generation digital learning environments?. Higher Education Research & Development 40:5, pages 995-1010.
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Tengteng Zhuang & Ya-Ting Huang. (2021) Characterizing university faculty’s perceptions of scholarly teaching in engineering education: a social realistic perspective. Higher Education Research & Development 40:3, pages 646-660.
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Jarintorn Wintachai, Thi Diem Hang Khong & Eisuke Saito. (2021) COVID-19 as a game changer in a Thai university: a self-reflection. PRACTICE 3:1, pages 51-57.
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Tao An & Martin Oliver. (2021) What in the world is educational technology? Rethinking the field from the perspective of the philosophy of technology. Learning, Media and Technology 46:1, pages 6-19.
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Tom Harrison. (2020) How distance education students perceive the impact of teaching videos on their learning. Open Learning: The Journal of Open, Distance and e-Learning 35:3, pages 260-276.
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Brendan Ryan, Oliver McGarr & Orla McCormack. (2020) Underneath the veneer of techno-positivity – exploring teachers’ perspectives on technology use in Further Education and Training. Teachers and Teaching 26:5-6, pages 414-427.
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Jamilee Baroud & Pooja Dharamshi. (2020) A Collaborative Self Study of Critical Digital Pedagogies in Teacher Education. Studying Teacher Education 16:2, pages 164-182.
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Bahaa Makhoul & Thuraia Copti-Mshael. (2020) Promoting academic literacy skills among seven graders in Arabic as L1 in Israel (El fomento del lenguaje académico de los estudiantes de lengua árabe en el primer curso de secundaria en Israel). Culture and Education 32:2, pages 340-370.
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Astrid Wood. (2020) Utilizing technology-enhanced learning in geography: testing student response systems in large lectures. Journal of Geography in Higher Education 44:1, pages 160-170.
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Junhong Xiao. (2019) Digital transformation in higher education: critiquing the five-year development plans (2016-2020) of 75 Chinese universities. Distance Education 40:4, pages 515-533.
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Christopher J. Cushion & Robert C. Townsend. (2019) Technology-enhanced learning in coaching: a review of literature. Educational Review 71:5, pages 631-649.
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Ania Zubala, Kacper Lyszkiewicz, Elaine Lee, Laura L. Underwood, Mary J. Renfrew & Nicola M. Gray. (2019) Large-scale online education programmes and their potential to effect change in behaviour and practice of health and social care professionals: a rapid systematic review. Interactive Learning Environments 27:5-6, pages 797-812.
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Kirsi Heinonen, Päivikki Jääskelä, Päivi Häkkinen, Hannakaisa Isomäki & Raija Hämäläinen. (2019) University Teachers as Developers of Technology-Enhanced Teaching—Do Beliefs Matter?. Journal of Research on Technology in Education 51:2, pages 135-151.
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Asiya Khan, Priska Schoenborn & Sanjay Sharma. (2019) The use of clickers in Instrumentation and Control Engineering education: a case study. European Journal of Engineering Education 44:1-2, pages 271-282.
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Ewan Ingleby, Barbara Wilford & Clive Hedges. (2019) Teaching with technology and higher education: a brave new world?. PRACTICE 1:1, pages 73-87.
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Smit Patel & Anne Burke-Gaffney. (2018) The value of mobile tablet computers (iPads) in the undergraduate medical curriculum. Advances in Medical Education and Practice 9, pages 567-570.
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Andy Smidt, Penny Wheeler, Louisa Peralta & Amani Bell. (2018) Transformative and troublesome: reflective blogging for professional learning about university teaching. Reflective Practice 19:4, pages 474-489.
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Jill W. Fresen. (2018) Embracing distance education in a blended learning model: challenges and prospects. Distance Education 39:2, pages 224-240.
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Andreja Špernjak & Andrej Šorgo. (2018) Differences in acquired knowledge and attitudes achieved with traditional, computer-supported and virtual laboratory biology laboratory exercises. Journal of Biological Education 52:2, pages 206-220.
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Päivikki Jääskelä, Päivi Häkkinen & Helena Rasku-Puttonen. (2017) Teacher Beliefs Regarding Learning, Pedagogy, and the Use of Technology in Higher Education. Journal of Research on Technology in Education 49:3-4, pages 198-211.
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Muhlise Cosgun Ögeyik. (2017) The effectiveness of PowerPoint presentation and conventional lecture on pedagogical content knowledge attainment. Innovations in Education and Teaching International 54:5, pages 503-510.
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Päivikki Jääskelä, Päivi Häkkinen & Helena Rasku-Puttonen. (2017) Supporting and constraining factors in the development of university teaching experienced by teachers. Teaching in Higher Education 22:6, pages 655-671.
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Ruth Halperin. (2017) Learning practice and technology: extending the structurational Practice Lens to educational technology research. Learning, Media and Technology 42:3, pages 279-294.
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Vivien Hodgson & Uzair Shah. (2017) A phenomenographic study of lecturers’ conceptions of using learning technology in a Pakistani context. Learning, Media and Technology 42:2, pages 198-213.
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Sushil Kumar Sharma, Shailendra C. Jain Palvia & Kuldeep Kumar. (2017) Changing the landscape of higher education: From standardized learning to customized learning. Journal of Information Technology Case and Application Research 19:2, pages 75-80.
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A. Vyas, V. C. Rodrigues, R. Ayres, P. R. Myles, E. J. Hothersall & H. Thomas. (2017) Public health matters: Innovative approaches for engaging medical students. Medical Teacher 39:4, pages 402-408.
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Levent Uzun. (2016) The educational and technical courses in the ELT program in Turkey: Do they contribute to ICT skills?. Cogent Education 3:1.
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Vered Malka. (2016) Deliberative communication goes to college: the ‘Deliberation Forum’ project as a democratic agent of empowerment for communication students. Learning, Media and Technology 41:4, pages 546-565.
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Vlad Mykhnenko. (2016) Cui bono? On the relative merits of technology-enhanced learning and teaching in higher education. Journal of Geography in Higher Education 40:4, pages 585-607.
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Aidan Bradley Grosas, Shiwani Rani Raju, Burkhardt Siegfried Schuett, Jo-Anne Chuck & Thomas James Millar. (2016) Determining if active learning through a formative assessment process translates to better performance in summative assessment. Studies in Higher Education 41:9, pages 1595-1611.
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Jackie Reid & Janelle Wilkes. (2016) Developing and applying quantitative skills maps for STEM curricula, with a focus on different modes of learning. International Journal of Mathematical Education in Science and Technology 47:6, pages 837-852.
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Helen Barefoot, Martin Oliver & Harvey Mellar. (2016) Informed choice? How the United Kingdom’s key information set fails to represent pedagogy to potential students. Quality in Higher Education 22:1, pages 3-19.
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Karen McCutcheon, Maria Lohan & Marian Traynor. (2016) A systematic review protocol on the use of online learning versus blended learning for teaching clinical skills to undergraduate health professional students. Higher Education Pedagogies 1:1, pages 82-88.
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Jocelyn M. DeGroot, Valerie J. Young & Sarah H. VanSlette. (2015) Twitter Use and its Effects on Student Perception of Instructor Credibility. Communication Education 64:4, pages 419-437.
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Mary Sarah-Jane Gregory & Jason Michael Lodge. (2015) Academic workload: the silent barrier to the implementation of technology-enhanced learning strategies in higher education. Distance Education 36:2, pages 210-230.
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Sian Bayne. (2015) What's the matter with ‘technology-enhanced learning’?. Learning, Media and Technology 40:1, pages 5-20.
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Adrian Kirkwood. (2014) Teaching and learning with technology in higher education: blended and distance education needs ‘joined-up thinking’ rather than technological determinism. Open Learning: The Journal of Open, Distance and e-Learning 29:3, pages 206-221.
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Linda Price & Adrian Kirkwood. (2014) Informed design of educational technology for teaching and learning? Towards an evidence-informed model of good practice. Technology, Pedagogy and Education 23:3, pages 325-347.
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