Smart learning environments provide students with opportunities to engage in self-regulated learning (SRL). However, little research has examined how teachers leverage these opportunities. We employed a multiple-case study methodology to examine the SRL supporting instructional practices of five third-grade teachers as they implemented a science…

The aim of this research is to reveal the opinions of teachers about the development of assessment activities in updated educational conditions. The study was conducted with the phenomenology pattern, one of the qualitative research designs. The study data were collected with semi-structured interview forms applied to primary, secondary and high…

This qualitative study examines the use of in a one-to-one initiative at an elementary school. Digital Didactical Design serves as the framework for this research which seeks to identify the ways in which teachers are using iPads[TM], the attributes of meaningful learning present in their instruction, and the benefits, challenges, and outcomes of…

Today's digital natives enthuse educators to consider the impact of technology on learning and plan proper instruction, involving the use of laptop along with other technologies. However, implementing laptop use in classrooms without adequate support from administration, IT and faculty can have limited benefits. This article presents the results…

This paper explores the potential of technology to enhance the assessment and feedback process for both staff and students. The "Making Connections" project aimed to better understand the connections that students make between the feedback that they receive and future assignments, and explored whether technology can help them in this…

Providing students with high quality feedback is important and can be achieved using computer-based systems. While student and educator perspectives of such systems have been investigated, a comprehensive multidisciplinary study has not yet been undertaken. This study examines student and educator perspectives of a computer-based assessment and…

Many higher educational institutions and academic staff are still sceptical about the validity and reliability of student evaluation questionnaires, in particular when these evaluations are completed online. One month after a university-wide implementation from paper to online evaluation across 629 modules, (perceived) resistance and ambivalence…

A distinction must be made between "computer-generated scoring" and "computer-generated feedback". Computer-generated scoring refers to the provision of automated scores derived from mathematical models built on organizational, syntactic, and mechanical aspects of writing. In contrast, computer-generated feedback, the focus of this article, refers…

This article presents a thematic analysis of the research evidence on assessment feedback in higher education (HE) from 2000 to 2012. The focus of the review is on the feedback that students receive within their coursework from multiple sources. The aims of this study are to (a) examine the nature of assessment feedback in HE through the…

Open courses have received a lot of attention in the last two years; however, the question of whether they serve learners has yet to be determined. This paper explores the challenges and potential in assessing the impact of open educational initiatives, particularly those that produce and share Open Educational Resources (OER). We use a…

This article reports on the up-date and development of an on-line resource to support of teachers' conceptual understandings and pedagogical practice in New Zealand. Techlink is a website dedicated to supporting technology teachers, students and those with an interest in technology education. This research documents part of a Ministry of Education…

The blended learning environment in university courses integrates teaching technologies in traditional (i.e. non-technological) learning contexts, most evidently through the adoption of a Learning Management System (LMS). Past studies on the use of LMSs have focused on the economic and technical challenges in LMS adoption (West et al., 2006;…

Educational commentators have offered many pedagogical rationales for using Web 2.0 to support learning in higher education, and academics are being encouraged to find ways for their students to use social web technologies. Questions arise as to the value of these activities compared to more conventional assignments, and whether implementing such…

Two-way communication between students and tutors is one of the two key factors contributing to the success of a Distance Learning programme, the other being the complete and well-designed educational package. Both elements are essential to guide students' learning. By means of this communication the tutor can facilitate the interaction of…

This case study examined the integration of a media annotation tool ("MAT") into the learning and assessment activities of an undergraduate teaching (physical education) course. The media form or artefact for annotation was video recordings demonstrating individual learners' teaching practice. The learners categorised (marked sections)…