From active‐in‐behaviour to active‐in‐thinking in learning with technology.
- Published in:
- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2178, doi. 10.1111/bjet.12874
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- Publication type:
- Article
Works matching IS 00071013 AND DT 2019 AND VI 50 AND IP 5
Results: 42
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Scaffolding design thinking in online STEM preservice teacher training.
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- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2271, doi. 10.1111/bjet.12873
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- Article
3
Understanding when students are active‐in‐thinking through modeling‐in‐context.
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- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2346, doi. 10.1111/bjet.12869
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- Article
4
Clustering university teaching staff through UTAUT: Implications for the acceptance of a new learning management system.
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- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2466, doi. 10.1111/bjet.12867
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- Article
5
Editorial to the special section—Technology acceptance models: What we know and what we (still) do not know.
- Published in:
- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2387, doi. 10.1111/bjet.12866
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- Article
6
Future learning spaces for learning communities: Perspectives from the learning sciences.
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- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2071, doi. 10.1111/bjet.12865
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- Article
7
Technology acceptance model in educational context: A systematic literature review.
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- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2572, doi. 10.1111/bjet.12864
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- Article
8
Context and technology use: Opportunities and challenges of the situated perspective in technology acceptance research.
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- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2450, doi. 10.1111/bjet.12859
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- Article
9
Going immersive in a community of learners? Assessment of design processes in a multi‐setting architecture studio.
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- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2109, doi. 10.1111/bjet.12857
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- Article
10
Designing for situated learning: Understanding the relations between material properties, designed form and emergent learning activity.
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- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2090, doi. 10.1111/bjet.12856
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- Article
11
An ecological perspective on learner‐constructed learning spaces.
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- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2075, doi. 10.1111/bjet.12855
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- Article
12
Teaching expertise reconsidered: The Technology, Pedagogy, Content and Space (TPeCS) knowledge framework.
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- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2162, doi. 10.1111/bjet.12847
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- Article
13
From reflective observation to active learning: A mobile experiential learning approach for environmental science education.
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- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2251, doi. 10.1111/bjet.12845
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- Article
14
Making sense of models: How teachers use agent‐based modeling to advance mechanistic reasoning.
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- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2203, doi. 10.1111/bjet.12844
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- Article
15
Pedagogical moves and student thinking in technology‐mediated medical problem‐based learning: Supporting novice‐expert shift.
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- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2234, doi. 10.1111/bjet.12843
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- Article
16
Fostering deeper learning in a flipped classroom: Effects of knowledge graphs versus concept maps.
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- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2308, doi. 10.1111/bjet.12841
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- Article
17
The effect of subjective norms on preservice and in‐service teachers' behavioural intentions to use technology: A multigroup multimodel study.
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- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2501, doi. 10.1111/bjet.12834
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- Article
18
A taxonomy of factors affecting attitudes towards educational technologies for use with technology acceptance models.
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- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2394, doi. 10.1111/bjet.12833
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- Article
19
"I am fine with any technology, as long as it doesn't make trouble, so that I can concentrate on my study": A case study of university students' attitude strength related to educational technology acceptance.
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- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2557, doi. 10.1111/bjet.12832
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- Article
20
TAM and stages of adoption of blended learning in higher education by application of data mining techniques.
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- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2484, doi. 10.1111/bjet.12831
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- Article
21
Student satisfaction with learning management systems: A growth model of belief and use.
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- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2520, doi. 10.1111/bjet.12830
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- Article
22
The potential of open learner models to promote active thinking by enhancing self‐regulated learning in online higher education learning environments.
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- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2365, doi. 10.1111/bjet.12826
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- Article
23
Using computer‐based cognitive mapping to improve students' divergent thinking for creativity development.
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- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2217, doi. 10.1111/bjet.12825
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- Article
24
Exploring the intention‐behavior gap in the technology acceptance model: A mixed‐methods study in the context of foreign‐language teaching in China.
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- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2536, doi. 10.1111/bjet.12824
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25
A reflective thinking‐promoting approach to enhancing graduate students' flipped learning engagement, participation behaviors, reflective thinking and project learning outcomes.
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- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2288, doi. 10.1111/bjet.12823
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- Article
26
Exploring the unknown: The effect of resistance to change and attachment on mobile adoption among secondary pre‐service teachers.
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- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2433, doi. 10.1111/bjet.12822
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- Article
27
Supporting collaborative learning using a diagram‐based visible thinking tool based on cognitive load theory.
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- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2329, doi. 10.1111/bjet.12818
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- Article
28
Scaffolding ecosystems science practice by blending immersive environments and computational modeling.
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- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2181, doi. 10.1111/bjet.12806
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- Article
29
Connecting knowledge spaces: Enabling cross‐community knowledge building through boundary objects.
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- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2144, doi. 10.1111/bjet.12804
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30
Taking responsibility to support knowledge building: A constructive entanglement of spaces and ideas.
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- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2129, doi. 10.1111/bjet.12801
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31
Examination of students' acceptance of and intention to use learning management systems using extended TAM.
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- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2414, doi. 10.1111/bjet.12798
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32
The development of Messenger bots for teaching and learning and accounting students' experience of the use thereof.
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- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2751, doi. 10.1111/bjet.12723
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- Article
33
Examining engagement and achievement in learners with individual needs through robotic‐based teaching sessions.
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- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2736, doi. 10.1111/bjet.12722
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- Article
34
Playing a Chinese remote‐associated game: The correlation among flow, self‐efficacy, collective self‐esteem and competitive anxiety.
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- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2720, doi. 10.1111/bjet.12721
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- Article
35
The efficacy of learning analytics interventions in higher education: A systematic review.
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- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2594, doi. 10.1111/bjet.12720
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36
Understanding student variances in learning outcomes and task interpretations from multimedia presentations.
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- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2685, doi. 10.1111/bjet.12715
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- Article
37
Scaffolding learner autonomy in a wiki‐supported knowledge building community and its implications for mindset change.
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- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2667, doi. 10.1111/bjet.12713
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- Article
38
Inverted classroom teaching in the first‐year design studio, a case study.
- Published in:
- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2651, doi. 10.1111/bjet.12711
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- Article
39
Faculty pedagogical developers as enablers of technology enhanced learning.
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- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2637, doi. 10.1111/bjet.12710
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- Article
40
Digital badges, do they live up to the hype?
- Published in:
- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2619, doi. 10.1111/bjet.12709
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41
Effects of integrating a concept mapping‐based summarization strategy into flipped learning on students' reading performances and perceptions in Chinese courses.
- Published in:
- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2703, doi. 10.1111/bjet.12708
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42
Issue Information.
- Published in:
- British Journal of Educational Technology, 2019, v. 50, n. 5, p. 2067, doi. 10.1111/bjet.12662
- Publication type:
- Article