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
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Articles

Challenges in a mobile English telecollaborative project: Towards a conceptual model

Junjie Gavin Wu, Mark Feng Teng, Miller Lindsay

1-19
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The multiple uses of iThenticate in doctoral education: Policing malpractice or improving research writing?

Alistair McCulloch, Monica B. Behrend, Felicity Anna Braithwaite

20-32
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Integrating design thinking into instructional design: The #OpenTeach case study

Caitríona Ní Shé, Dr. Orna Farrell, Dr. James Brunton, Dr. Eamon Costello

33-52
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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
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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
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A qualitative study to understand the perspectives of MOOC providers on accessibility

Francisco Iniesto, Patrick McAndrew, Shailey Minocha, Tim Coughlan

87-101
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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
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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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