•Journal• ISSN: 2156-7069
Research in Learning Technology
Association for Learning Technology
About: Research in Learning Technology is an academic journal published by Association for Learning Technology. The journal publishes majorly in the area(s): Educational technology & Higher education. It has an ISSN identifier of 2156-7069. It is also open access. Over the lifetime, 762 publications have been published receiving 18171 citations. The journal is also known as: ALT-J & ALT-J - Research in Learning Technology.
Topics: Educational technology, Higher education, Computer science, Blended learning, Teaching method
Journal Tools
Papers published on a yearly basis
Papers
TL;DR: A pedagogical perspective of mobileLearning is presented which highlights three central features of mobile learning: authenticity, collaboration and personalisation, embedded in the unique timespace contexts of mobilelearning.
Abstract: Mobile learning is a relatively new phenomenon and the theoretical basis is currently under development. The paper presents a pedagogical perspective of mobile learning which highlights three central features of mobile learning: authenticity, collaboration and personalisation, embedded in the unique timespace contexts of mobile learning. A pedagogical framework was developed and tested through activities in two mobile learning projects located in teacher education communities: Mobagogy, a project in which faculty staff in an Australian university developed understanding of mobile learning; and The Bird in the Hand Project, which explored the use of smartphones by student teachers and their mentors in the United Kingdom. The framework is used to critique the pedagogy in a selection of reported mobile learning scenarios, enabling an assessment of mobile activities and pedagogical approaches, and consideration of their contributions to learning from a socio-cultural perspective. Keywords: mobile learning; pedagogy; socio-cultural theory; framework; pedagogical features (Published: 3 February 2012) Citation: Research in Learning Technology 2012, 20 : 14406 - DOI: 10.3402/rlt.v20i0/14406
700 citations
TL;DR: O'Reilly et al. as discussed by the authors examined a broad range of factors that affect performance and satisfaction within the online learning environment for adult learners, including learning outcomes, instructional design and learner characteristics, and concluded with implications for online learning pertinent to administrators, instructors, course designers and students.
Abstract: Students perceive online courses differently than traditional courses. Negative perceptions can lead to unfavourable learning outcomes including decreased motivation and persistence. Throughout this review, a broad range of factors that affect performance and satisfaction within the online learning environment for adult learners will be examined including learning outcomes, instructional design and learner characteristics, followed by suggestions for further research, and concluding with implications for online learning pertinent to administrators, instructors, course designers and students. Online learning may not be appropriate for every student. Identifying particular characteristics that contribute to online success versus failure may aid in predicting possible learning outcomes and save students from enrolling in online courses if this type of learning environment is not appropriate for them. Furthermore, knowing these learner attributes may assist faculty in designing quality online courses to meet students’ needs. Adequate instructional methods, support, course structure and design can facilitate student performance and satisfaction. Keywords: online learning; learner characteristics; instructional design; online learning outcomes (Published: 27 August 2015) Responsible Editor: Meg O’Reilly, Southern Cross University, Australia Citation: Research in Learning Technology 2015, 23 : 26507 - http://dx.doi.org/10.3402/rlt.v23.26507
532 citations
TL;DR: In this article, the authors report that people at every organizational level must be creative and flexible problem solvers (Lynton, 1989), which requires the ability to apply experience and a definition knowledge to address novel problems.
Abstract: In today's complex world, simply knowing how to use tools and knowledge in a single domain is not sufficient to remain competitive as either individuals or companies. People must also learn to apply tools and knowledge in new domains and different situations. Industry specialists report that people at every organizational level must be creative and flexible problem solvers (Lynton, 1989). This requires the ability to apply experience and a definition knowledge to address novel problems. Consequently, learning to think critically, to analyse and synthesize information to solve technical, social, economic, political, and scientific problems, and to work productively in groups are crucial skills for successful and fulfilling participation in our modern, competitive society. DOI: 10.1080/0968776950030202
510 citations
TL;DR: Cochrane et al. as mentioned in this paper found that participants in the traditional and VR conditions had improved overall performance (i.e. learning, including knowledge acquisition and understanding) compared to those in the video condition.
Abstract: Recent advances in virtual reality (VR) technology allow for potential learning and education applications. For this study, 99 participants were assigned to one of three learning conditions: traditional (textbook style), VR and video (a passive control). The learning materials used the same text and 3D model for all conditions. Each participant was given a knowledge test before and after learning. Participants in the traditional and VR conditions had improved overall performance (i.e. learning, including knowledge acquisition and understanding) compared to those in the video condition. Participants in the VR condition also showed better performance for ‘remembering’ than those in the traditional and the video conditions. Emotion self-ratings before and after the learning phase showed an increase in positive emotions and a decrease in negative emotions for the VR condition. Conversely there was a decrease in positive emotions in both the traditional and video conditions. The Web-based learning tools evaluation scale also found that participants in the VR condition reported higher engagement than those in the other conditions. Overall, VR displayed an improved learning experience when compared to traditional and video learning methods. Published: 27 November 2018 This paper is part of the special collection Mobile Mixed Reality Enhanced Learning, edited by Thom Cochrane, Fiona Smart, Helen Farley and Vickel Narayan. More papers from this collection can be found here Citation: Research in Learning Technology 2018, 26 : 2140 - http://dx.doi.org/10.25304/rlt.v26.2140
437 citations
TL;DR: It is argued that any one affordance can be considered to have both positive and negative connotations and the paper draws on social and educational theory to provide an initial taxonomy of these affordances.
Abstract: The paper examines the notion that Information and Communication Technologies (ICT) have affordances that epitomize the features of our late modern age (Giddens, 1991) and explores whether these affordances (Salomon, 1993, p. 51) can be used to facilitate particular approaches to educational practice. It argues that a clear articulation of these affordances would enable us to understand how these technologies can be most effectively used to support learning and teaching. We believe that any one affordance can be considered to have both positive and negative connotations and the paper draws on social and educational theory to provide an initial taxonomy of these affordances.
296 citations
Performance Metrics
| Year | Papers |
|---|---|
| 2025 | 10 |
| 2024 | 6 |
| 2023 | 19 |
| 2022 | 13 |
| 2021 | 17 |
| 2020 | 49 |