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Vol. 38 No. 1 (2022): AJET
Vol. 38 No. 1 (2022): AJET
Published:
2022-04-14
Editorial
Authorship practices in educational technology research
Kate Thompson, Linda Corrin, Jason M. Lodge, Gwo-Jen Hwang
PDF
Articles
Challenges in a mobile English telecollaborative project: Towards a conceptual model
Junjie Gavin Wu, Mark Feng Teng, Miller Lindsay
1-19
PDF
The multiple uses of iThenticate in doctoral education: Policing malpractice or improving research writing?
Alistair McCulloch, Monica B. Behrend, Felicity Anna Braithwaite
20-32
PDF
Integrating design thinking into instructional design: The #OpenTeach case study
Caitríona Ní Shé, Dr. Orna Farrell, Dr. James Brunton, Dr. Eamon Costello
33-52
PDF
Enhancing online protocols through design-based research to improve cognitive presence in a large enrolment course
Janet Mannheimer Zydney, Aimee deNoyelles, Baiyun Chen, Kerry Rich Patton
53-68
PDF
Digital preferences and perceptions of students in health professional courses at a leading Australian university: A baseline for improving digital skills and competencies in health graduates
Kwang Meng Cham, Mary-Louise Edwards, Lisa Kruesi, Tania Celeste, Trent Hennessey
69-86
PDF
A qualitative study to understand the perspectives of MOOC providers on accessibility
Francisco Iniesto, Patrick McAndrew, Shailey Minocha, Tim Coughlan
87-101
PDF
Effects of complexity-determined system pausing on learning from multimedia presentations
Tzu-Chien Liu, Yi-Chun Lin, Slava Kalyuga
102-114
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Remodelling the role of facilitating conditions for Google Classroom acceptance: A revision of UTAUT2
Brandford Bervell , Jeya Amantha Kumar, Valentina Arkorful , Emmanuel Manu Agyapong, Sharifah Osman
115-135
PDF
Massive open online courses for professional certificate programs? Perspectives on professional learners’ longitudinal participation patterns
Hengtao Tang, Wanli Xing
136-147
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Unfolding knowledge co-construction processes through social annotation and online collaborative writing with text mining techniques
Sandy C Li, Tony K. H. Lai
148-163
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Using a three-layered social-cognitive network analysis framework for understanding online collaborative discussions
Fan Ouyang, Xinyu Dai
164-181
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A literature review of questionnaires for the assessment of online learning with a specific focus on the factors and items employed
Ying Zhou, Xin An, Xiuting Li, Lewei Li, Xue Gong, Yushun Li, Ching Sing Chai, Jyh-Chong Liang, Chin-Chung Tsai
182-204
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