Virtual School Meanderings

October 30, 2018

ETS TOC Alert: Journal of Educational Technology & Society 2018, Vol. 21, No. 4

No K-12 distance, online, and/or blended learning items in this issue.

Journal of Educational Technology & Society TOC Alert

Dear Subscriber,

The latest issue of “Journal of Educational Technology & Society” is now available on the ETS Journal Web Site.

Full Length Articles
Comparison of Animation and Static-picture based Instruction: Effects on Performance and Cognitive Load for Learning Genetics
Chi Yang, Chun-Hui Jen, Chun-Yen Chang and Ting-Kuang Yeh
Effects of Multimodal Learning Analytics with Concept Maps on College Students’ Vocabulary and Reading Performance
Shih-Ping Wang and Yih-Lan Chen
Developing a Multidimensional Framework for Analyzing Student Comments in Wikis
Xiao Hu, Christy Weng-Lam Cheong and Samuel Kai-Wah Chu
Strengthening Social Networks in Online Discussion Forums to Facilitate Help Seeking for Solving Problems
Po-Yao Chao, K. Robert Lai, Chen-Chung Liu and Hung-Ming Lin
Analysing Group Dynamics of a Digital Game-based Adventure Education Course
Chang-Hsin Lin and Ju-Ling Shih
Social Networking Sites as Formal Learning Environments in Business Education
Abida Ellahi
Factors Related to ICT Competencies for Students with Learning Disabilities
Ting-Fang Wu, Cheng-Ming Chen, Hui-Shan Lo, Yao-Ming Yeh and Ming-Chung Chen
Mediating Effects of Individuals’ Ability Levels on the Relationship of Reflective-Impulsive Cognitive Style and Item Response Time in CAT
         Chao Wang and Hong Lu
Increasing Information Reposting Behavior in Online Learning Community
         Omid R. B. Speily and Ahmad A. Kardan
Guest Editorial                                                                                                             
Authentic Edutainment with Advanced Technologies
Rustam Shadiev, Wu-Yuin Hwang, George Ghinea and Maiga Chang
Special Issue Articles                                                                                                   
Development of a SoLoMo Game-Based Application for Supporting Local Cultural Learning in Taiwan
Yen-Ting Lin, Yu-Ming Tseng, Yi-Sheng Lee, Tz-Chi Wang, Shu-I Tsai and Yun-Jhih Yi
User-Oriented EFL Speaking through Application and Exercise: Instant Speech Translation and Shadowing in Authentic Context
         Thi-Huyen Nguyen, Wu-Yuin Hwang, Xuan-Lam Pham and Zhao-Heng Ma
Application and Analysis of a Mobile E-Book System Based on Project-Based Learning in Community Health Nursing Practice Courses
         Ting-Ting Wu, Yueh-Min Huang, Chen-Ying Su, Lei Chang and Yi Chen Lu
Enhanced Agility of E-Learning Adoption in High Schools
         Gebremariam Mesfin, Gheorghita Ghinea, Tor-Morten Grønli and Wu-Yuin Hwang
Educational Games to Enhance Museum Visits for Schools 
         Benoît Bossavit, Alfredo Pina, Isabel Sanchez-Gil and Aitziber Urtasun
Using Exaggerated Feedback in a Virtual Reality Environment to Enhance Behavior Intention of Water-Conservation
         Wei-Che Hsu, Ching-Mei Tseng and Shih-Chung Kang
Gender-Related Differences in Collaborative Learning in a 3D Virtual Reality Environment by Elementary School Students
         Yi-Lien Yeh, Yu-Ju Lan and Yen-Ting R. Lin
A Study of the Use of Wearable Devices for Healthy and Enjoyable English as a Foreign Language Learning in Authentic Contexts 
         Rustam Shadiev, Wu-Yuin Hwang and Tzu-Yu Liu
Investigating Flipped Classroom and Problem-based Learning in a Programming Module for Computing Conversion Course
Adriana Elena Chis, Arghir-Nicolae Moldovan, Lisa Murphy, Pramod Pathak and Cristina Hava Muntean
iAbstract: Game-driven Keyword Auction and Summarization for Academic Reading 
         Hercy N. H. Cheng, Calvin C. Y. Liao and Wan-Chen Chang
Pedagogical Change in Mathematics Learning: Harnessing the Power of Digital Game-Based Learning 
Siew Pei Hwa
Gamifying and Mobilising Social Enquiry-based Learning in Authentic Outdoor Environments
         Morris Siu-Yung Jong, To Chan, Ming-Tak Hue and Vincent W. L. Tam
You will automatically be emailed the Table of Contents whenever a new journal issue is placed in the ETS Journal WebSite.

Editorial Assistant, Journal of Educational Technology and Society.
ET&S website:

October 20, 2018

Open Learning: The Journal Of Open, Distance And e-Learning, Volume 33, Issue 3, November 2018 Is Now Available Online On Taylor & Francis Online

No K-12 distance, online, and/or blended learning articles in this issue.

Taylor & Francis Online - The new journals and reference work platform for Taylor & Francis
The online platform for Taylor & Francis Online content

Open Learning: The Journal of Open, Distance and e-Learning, Volume 33, Issue 3, November 2018 is now available online on Taylor & Francis Online.

This new issue contains the following articles:

Christopher Douce
Pages: 173-176 | DOI: 10.1080/02680513.2018.1520632

Case ReportSavings without sacrifice: a case report on open-source textbook adoption
Virginia Clinton
Pages: 177-189 | DOI: 10.1080/02680513.2018.1486184

ArticlesOpen educational resources: an analysis of Minnesota State Colleges and Universities student preferences
Caroline Kinskey, Hunter King & Carrie Lewis Miller
Pages: 190-202 | DOI: 10.1080/02680513.2018.1500887

It’s the learning, stupid! Discussing the role of learning outcomes in MOOCs
Daniel Otto, Alexander Bollmann, Sara Becker & Kirsten Sander
Pages: 203-220 | DOI: 10.1080/02680513.2018.1486183

Attitude towards e-assessment: influence of gender, computer usage and level of education
Mustafa Bahar & Mustafa Asil
Pages: 221-237 | DOI: 10.1080/02680513.2018.1503529

Chinese whispers? Investigating the consistency of the language of assessment between a distance education institution, its tutors and students
Laura Hills, Anactoria Clarke, Jonathan Hughes, John Butcher, Isobel Shelton & Elaine McPherson
Pages: 238-249 | DOI: 10.1080/02680513.2018.1500278

Learning design in diverse institutional and cultural contexts: suggestions from a participatory workshop with higher education professionals in Africa | Open Access
Jenna Mittelmeier, Dianne Long, Firdevs Melis Cin, Katharine Reedy, Ashley Gunter, Parvati Raghuram & Bart Rienties
Pages: 250-266 | DOI: 10.1080/02680513.2018.1486185

Book ReviewLearning Analytics Explained
Matthew D. Pistilli
Pages: 267-269 | DOI: 10.1080/02680513.2018.1486187

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September 29, 2018

IRRODL Announcement

The second of those two journal announcements.

IRRODL Issue 19(4)
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Dear IRRODL readers,

The September issue of IRRODL is now available. Find it at


Vol 19, No 4 (2018)

Full Issue

View or download the full issue PDF

Table of Contents


Editorial – Volume 19, Issue 4
Rory McGreal

Research Articles

Shazia K Jan, Panos Vlachopoulos
Bakare Kazeem Kayode
Daniëlle Verstegen, Amber Dailey-Hebert, Herco Fonteijn, Geraldine Clarebout, Annemarie Spruijt
Marina Lepp, Tauno Palts, Piret Luik, Kaspar Papli, Reelika Suviste, Merilin Säde, Kaspar Hollo, Vello Vaherpuu, Eno Tõnisson
Stephanie Blackmon
Curtis J. Bonk, Meina Zhu, Minkyoung Kim, Najia Sabir, Annisa R Sari
Juan Antonio Valdivia Vázquez, María Soledad Ramírez-Montoya, Jaime Ricardo Valenzuela González
John Levi Hilton III, David Wiley
Dongho Kim
Wei-Hsi Hung, Pei-Hsuan Hsieh, Yao-De Huang
Tami Oliphant, Jennifer Branch-Mueller
Mpine Makoe, Thulile Shandu
Sha Zhu, Harrison Hao Yang, Jason MacLeod, Yinghui Shi, Di Wu
Fengliang Li

Book Notes

Book Review: Open: The Philosophy and Practices that are Revolutionizing Education and Science
Nelson R. Jorge, Martijn Ouwehand

Technical Notes

Rory McGreal
You are receiving this email because you subscribed to the International Review of Research in Open and Distributed Learning.
Our mailing address is:
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International Review of Research in Open and Distributed Learning (IRRODL)
1 University Drive
Athabasca, AB  T9S 3A3

September 5, 2018

Article Notice – Connected Teaching and Learning in K-16+ Contexts: An Annotated Bibliography

Please note this article that came across my electronic desk.  When the authors write about “connected teaching and learning,” in a broad sense they are referring to blended learning.

Watulak, S. L., Woodard, R., Smith, A., Johnson, L., Phillips, N., & Wargo, K. (2018). Connected teaching and learning in K-16+ contexts: An annotated bibliography. Contemporary Issues in Technology and Teacher Education, 18(2). Retrieved from

Connected Teaching and Learning in K-16+ Contexts: An Annotated Bibliography

by Sarah Lohnes Watulak, Towson University; Rebecca Woodard, University of Illinois at Chicago; Anna Smith, Illinois State University; Lindy Johnson, College of William & Mary; Nathan Phillips, University of Illinois at Chicago; & Katalin Wargo, College of William & Mary


Connected learning is “an emerging, synthetic model of learning whose principles are consistent with those of positive youth development, sociocultural learning theory, and findings from ethnographic studies of young people’s interest-related interactions with digital media” (Maul et al., 2017, p. 2). It seeks to harness new media technologies and human networks to support interest-driven, production-centered learning that bridges in- and out-of-school and intergenerational disconnects. As such, “it is a fundamentally different mode of learning than education centered on fixed subjects, one-to-many instruction, and standardized testing…” (Connected Learning Alliance, n.d.). The connected learning model has spread rapidly and widely; it has been taken up in the design of programs, courses, and research across interdisciplinary, international, and in- and out-of-school contexts. The goal for this annotated bibliography is to provide an overview of connected learning theory and research that is most relevant to teaching and learning in K-16+ school settings, which can serve as a resource for those interested in connected learning practice and outcomes.

To read the full article, visit

September 1, 2018

New Issue Of Human Technology Ready For Reading

No K-12 distance, online, and/or blended learning items in this issue.  But some interesting articles all the same.

Dear subscriber of the Human Technology e-notification service,

The research focus of Human Technology’s second issue in our 14th volume is work engagement: A multifaceted concept reflecting a positive, motivated, and fulfilled state of well-being within one’s work. The manuscripts submitted to this thematic issue present both theoretical and practical explorations of the conditions and research and applied design means to identify and support aspects of the work engagement phenomenon. This special issue was edited by Virpi Roto, Torkil Clemmensen, Heli Väätäjä, and Effie Lai-Chong Law.

       In addition to the Guest Editors’ Introduction, the issue contains four original papers. The article by Katharina M. Zeiner, Michael Burmester, Kristin Haasler, Julian Henschel, Magdalena Laib, and Katharina Schippert explored positive user experiences at work as one facet of their ongoing research into experience categories. As part of their research, they present a series of experience cards that detail 17 work-related experience categories with essential and optional attributes.

       The paper by Niko Vegt, Valentijn Visch. Arnold Vermeeren, and Huib de Ridder presents the outcome of a case study of the use of gamification at a factory. In parallel studies, they investigated whether game-like designs and activities could enhance team coherence and increase coworker interaction.

       Thomas Meneweger, Daniela Wurhofer, Verena Fuchsberger and Manfred Tscheligi contributed a paper on their analysis of mundane use of technology in factory work reliant on robotics. The authors conclude that the ordinariness of technology use is frequently overlooked even though the use of technology for mundane tasks represents a significant aspect of many workers’ experiences over time.

       Finally, Päivi Heikkilä, Elina Mattila, and Mari Ainasoja investigated Finnish entrepreneurs’ experience with eustress, that is, positive stress. Over four separate phases of their research, they drew on entrepreneurs’ lived experience in identifying and activating eustress in their work and personal lives resulting in the Eustress Toolbox, an online service designed to assist entrepreneurs in improving eustress.

       You can access the issue at

Volume 14, Issue 2 — Human Technology

August 2018: Special Issue on Designing Interactive Systems for Work Engagement (pp. 135–257)


Guest Editors’ Introduction

Designing Interactive Systems for Work Engagement

Virpi Roto, Torkil Clemmensen, Heli Väätäjä, & Effie Lai-Chong Law


Original Articles

Designing for Positive User Experience in Work Contexts: Experience Categories and their Applications

Katharina M. Zeiner, Michael Burmester, Kristin Haasler,

Julian Henschel, Magdalena Laib, & Katharina Schippert


A Case Study on Gamified Interventions for Team Cohesion in Factory Work

Niko Vegt, Valentijn Visch, Arnold Vermeeren, & Huib de Ridder


Factory Workers’ Ordinary User Experiences: An Overlooked Perspective

Thomas Meneweger, Daniela Wurhfer, Verena Fuchsberger,  & Manfred Tscheligi


Designing a Eustress Toolbox: From Entrepreneur Experiences to an Online Service

Päivi Heikkilä, Elina Mattila, & Mari Ainasoja

As always, we ask that you please forward information on our journal to your your colleagues who might be interested in the topics within this issue or available in our archives. And Human Technology welcomes submissions on a diversity of topics under our open call for papers. We also seek special issue topics, particularly those funded through research projects. Please contact us at to discuss how Human Technology can become a dissemination partner for research projects.

And Human Technology is on both FaceBook and Twitter. You can Like and follow us at and

Ms. Barbara Crawford
Managing Editor
Human Technology

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