Module Title	ELearning and Blended Learning
Module code	EDU515
Credits	20
Pre-requisites	EDU514 – Learning and Educational Technology
Co-requisites	RES503 Research Methods in Education
Module Description	This module will consider the role of the educator and the learner in relation to online learning materials, online learning environments and computer based learning materials.  It is acknowledged that connectivity cannot be assumed for all educational institutions in the UAE therefore the remit of this module is to examine how technology can be used to assist teaching and learning in both networked settings and ones where there is no connectivity.  The overall aim of this module is to build on students experiences of ICT and teaching and learning in order to help them develop a critical understanding of the issues involved in the use of online and blended learning to support teaching and learning.  The module does not emphasise the technology but the application of pedagogic theory to the effective use of technology for educational purposes.  The module will expand the students critical understanding of pedagogic design and integration of online learning, virtual learning environments, online learning activities, evaluation of web based resources and educational CD Roms and the issues that must be considered when integrating these activities and resources into teaching and learning settings.
Instruction and Assessment	Study Format	Hours
	Lectures	36
	Tutorials	12
	Laboratories	0
	1Private Study	152
	Total	200
Assessment Weightings (%)	Assessment	%100
	Oral presentation and seminar report	30%
	Research Project	70%
Term
Module Coordinator
Office Hours

¹Private Study covers time spent reading over, class notes, texts, & recommended texts, writing drafts and reports, writing the Research paper, preparation for laboratory activities and presentations, library searches,…etc

Learning Outcomes

The module provides opportunities for learners to achieve the following outcomes

Module learning outcomes			PLO #	Delivered through	Assessed by / Assessment instrument used
Knowledge		1. the broad academic issues involved in the use of online and blended learning in teaching 2. the benefits and drawbacks of blended and networked learning 3. the role of re-usability in materials design 4. the complexities involved in tutoring students and mediating learning with online learning	1	Lecture   Classroom activities   Computer lab activities	Presentation and seminar report   Final research paper
Skills		5. reflect how instructional design relates to online learning theory   6. understand and explain the approaches taken when designing learning resources 7. identify learning outcomes that are aligned to the introduction or use of online/ebased materials and/or resources 8. reflect upon their own skills in creating, adapting and modifying online learning materials.	2, 3 & 4	Classroom activities   Research works activities	Presentation and seminar report   Final research paper
Aspects of competence	Autonomy and responsibility	9. critically examine and assess online resources for their pedagogic content 10. adapt or modify or create online learning resources using open resource software and applications 11. use online learning materials/resources with students in an educational context reflect upon and assess the skills that need to be developed in order to produce different online resources	5	Lecture   Classroom and lab activities   Research works   Presentation	Presentation and seminar report   Final research paper
	Role in context	12. Read and interpret primary sources. 13. Reflect critically on the relationship between theory and practice. 14. Synthesise and evaluate information from a variety and range of sources, establish and discern connections in order to solve problems.	6	Classroom activities   Computer lab	Presentation and seminar report   Final research paper
	Self-development	15. Demonstrate and exercise independence of thought and work independently 16. Manage time and resources and work to a deadline. 17. Communicate ideas and information to a variety of audiences using appropriate media. 18. Disseminate your findings in a format that is in line with accepted academic protocols and practises.	7 & 8	Research works Computer lab activities	Presentation and seminar report   Final research paper

Syllabus – breakdown by week  

1. What is elearning/blended learning?
2. IWBs
3. Interaction and Ethics
4. Evaluating Teaching Tools
5. Group Behaviour Dynamics (traditional learning environments vs online learning environments).
6. Evaluating web based materials and resources for group based learning Vs individual learning needs.
7. Laptops and Ipads
8. Assessing and evaluating online and blended learning
9. 21^st Century Education

 

Teaching and Learning Methods:

            The methods will include;

• Extensive reading of key articles on the subject
• Active evaluative and analytical discussions, deliberations, debates, about the contents, concepts and implications of the readings
• Class based debates and discussions of the material covered will be followed up on and consolidated by either short take home exercises and/or discussion board exercises
• Presentation of examples drawn from the students’ experience in educational organizations
• Presentation of web based videos and podcasts of a very highly quality on relevant subjects
• Specific presentations by students with comments and debates by other students.

 Assessment [1],[2]

1. There are two items of assessed coursework.

Assignment	Handed	Due	Topic
1	Week 1		Presentation – 20 minutes in length: A critical examination and assessment of an educational technology material/resource that could be used in a blended and/or online learning environment to support teaching and learning (relevant research evidence must be presented in critiquing and assessing the resource/material).  This contents of this presentation can be fed into seminar report (30%) of 1000 words.
2	Week 1		Research Project (4000 words): The focus of this research project is for students to investigate how they can use online materials or computer based learning materials (depending on connectivity issues within their institutions) to support the teaching and the learning of their students within an educational context (real or virtual).  Students will have a choice as to whether they develop their own materials or use existing available materials.  A design justification that is based upon the desired pedagogic learning outcomes for their session with their students (academic and intellectual knowledge) coupled with relevant research evidence regarding best practice for blended and/or elearning.  These materials must be trialled with students within an educational context (real classroom or virtual).  Observed interactions in relation to the proposed learning outcomes of their session must be reported and discussed in relation to research evidence as to how blended/elearning can affect learning and teaching.  Teacher and student perceptions of the teaching and learning experience should be reported and reflected upon. (70%)

 

 

Rubric for Presentation 30%

Areas of Assessment	Excellent	Good	Average	Fair	Need work	Mark %
Conceptual understanding (identify key points and arguments of the chapter and discuss clearly)	25-22	21-18	17-14	13-8	7-0	25%
Use of interaction and ability to handle questions	25-22	21-18	17-14	13-8	7-0	15%
Delivery of the article (clarity, language, level of confidence, facing the audience)	20-17	16-14	13-10	9-6	5-0	30%
Time management Min 10 mts, max 15 mts	15-13	12-10	9-7	6-4	4-0	10%
Organization, structure, format of the presentation	15-13	12-10	9-7	6-4	4-0	15%
Total						100%
Comments

 

One project report – 4000 words (70% of your final mark) – Description and Rubric

The purpose of this mini research project is for you to examine and report upon the role of computer based media and/or environments and instructional methods in delivering educational content.

Due to your different teaching and research interests, the scope for your research project is broad. I have provided a list of possible projects some of you may be interested in investigating. If you wish to negotiate your own research question you MUST email your tutor with your proposed research question and a brief summary of what you will be researching and writing on. Do not begin work until your negotiated research question has been agreed by your course tutor!

The aim of this module has been to allow you to develop a critical understanding of the role of pedagogic design, and integration of online learning, virtual learning environments, online conferencing, collaborative tools and the evaluation of web-based resources and online learning activities in relation to learning objectives. Your project should reflect one or more (a few) these themes.

This assignment will critically evaluate the proposed design project in relation to relevant theory and good practice guidelines. An appendix of any relevant electronic activities, portfolios or multimedia resources should be presented by the student on CD ROM, together with the assignment.

Below are some possible topic suggestions but these are for guidance only and students can formulate their own topic.

1. How effective are computer based simulations at facilitating the learning process?
2. Can computer games offer a powerful new resource to support teaching and learning in the information age?
3. Can usability principles assist in the selection of web based learning materials that are pedagogically valuable to teachers and students?
4. Encouraging group based learning in MLEs/VLEs – from theory to practice.
5. Supporting students in e-environments – do theory and practice converge?

NOTE: The focus of this assignment is not to provide a descriptive report or lengthy literature review per se, but to critically analyse the research evidence, underlying theories, personal experience (if relevant) in using technology in teaching and learning environments.

 

*You must demonstrate evidence of research and submit the resources/applications/data that you have analysed along with your work.

 

The following are the sections in which the assignment has to be organized;

• Cover page- use BUiD’s model posted on Blackboard- no names, use ID.
• Table of content
• Introduction: background to the study and motivation to study the specific problem or aspect, statement of problem, purpose, questions, rationale for the study.
• Literature review: You must use multiple references (min 20 references), including journal articles (recent articles, within last 10 years and few book references, connect review to the study’s main constructs or topic) – this section is the major part of the assignment and it can have several sub-sections. Identity a few similar previous studies and situate your current study. Find key theories, models, and concepts relevant for your research.
• Methodology: Research approach, data collection method, site, samples, instrument, design…etc; data analysis and results (what methods are used, how results are derived). You may also use second hand data (from government, institutions studied, and international organizations). Inform the limitations and ethical considerations of the study.
• Discussion of the results: interpret and discuss the significance of your findings, along the line of the literature exploration you have made. Discuss expected and unexpected findings, discuss how these findings are important and informing the ongoing debate.
• Conclusion: summary, major findings of the study and understanding from the literature, recommendations for future research or/and implications for practice if any. Address if you achieved the research purpose, answered the research questions.
• Follow BUiD Harvard Reference Guide

 

Research Paper Submission: This should be a comprehensive research paper and not simply be a summary of facts. Provide adequate analysis of information and discussion of results. Tighten your write up of the paper. Follow BUID’s format guidelines for writing and submission. Final assignment submission by: 1) Draft Submission: you may submit a draft to Turnitin Draft submission one time before final submission (fix similarity and plagiarism issues before final submission), 2) Final Submission: you will submit the final assignment as a word document to Turnitin Final Submission.

 

Key Module Texts

 

Ferdik, R.E., & Kennedy, K. (2014).Handbook of Research on K-12 online and blended learning. Halifax: ETC Press.

Khine, M.S., Saleh, I. M. (2010). New Science of Learning: Cognition, Computers and Collaboration in Education.  Springer

Valenza, J., Berger, P., & Trexler, S. (2010). Choosing Web 2.0 Tools for Learning and Teaching in a Digital World. Non Basic Stock Line

 

Other Module Texts

 

Jacques, D. & Salmon, G. (2007). Learning in groups: A handbook for face to face and online environments (4^th Edition).  UK: Routledge.

 

Littlejohn, A. & Pegl, C. (2007).  Preparing for Blended e-learning (Connecting with elearning).  UK: Routledge.

 

Signor, L. (2009). Blended Learning Versus Traditional Face-to-face Learning: A Four-year Study Exploring Students’ Learning Growth. VDM Verlag

 

Sharmak P., Barney, B. (2007). Blended Learning (MacMillan Books for Teachers). Macmillan Education.

 

 

Recommended Reading (arranged by weekly syllabus theme)

 

What is elearning/blended learning.

 

Carbonell, K. B., Dailey-Hebert, A., & Gijselaers, W. (2013). Unleashing the creative potential of faculty to create blended learning. Internet and Higher Education

 

Halverson, L. R., Graham, C. R., Spring, K. J., & Drysdale, J. S. (2010). An analysis of high impact scholarship and publication trends in blended learning. Distance Education, 33(3), 381-413

 

 

 

Group Behaviour Dynamics (traditional learning environments vs online learning environments).

 

Akyol, Z., & Garrison, D. R. (2011). Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning. British Journal of Educational Technology, 42, 233–250.

 

Barseghian, T. (2011). Three trends that define the Future of Teaching and Learning. Retrieved from http://blogs.kqed.org/mindshift/2011/02/three-trends-that-define-the-future-of-teachingand-learning/

 

Matzat, U. (2013). Do blended learning communities enhance teachers’ professional development more than purely virtual ones? A large scale empirical comparison. Computers & Education, 60(1), 40-51

 

 

 

Media and methods selection for course materials and content.

 

Bonk, C. (2013). Video Primers in an Online Repository for e-Teaching & Learning . School of Education, Indiana University. Retrieved from http://www.indiana.edu/~icy/media/de_series.html

 

Vai, M., Sosulski., K. (2011). Essentials of Online Course Design: A Standards-Based Guide.  Routledge

 

Martin, S. J. (2012). Final comparison study of teaching blended in-class courses vs. teaching distance education courses. Systems, Cybernetics and Informatics, 10, 40-46

 

 

 

Evaluating web based materials and resources for group based learning Vs individual learning needs. 

 

Joanna Poon, 2012, “Use of blended learning to enhance the student learning experience and engagement in property education”, Property Management, Vol. 30 Issn: 2, pp.129 – 156 10.1108/02637471211213398, Emerald Publishing Limited.

 

López-Pérez, M. V., Pérez-López, M. C., & Rodríguez-Ariza, L. (2011). Blended learning in higher education: Students’ perceptions and their relation to outcomes. Computers & Education, 56, 818-826

 

Lu, HP & Chiou, MJ, 2010, “The impact of individual differences on elearning system satisfaction: A contingency approach”. British Journal o Educational Technology, 41(2).

 

Shea, P., & Bidjerano, T. (2010). Learning presence: Towards a theory of selfefficacy, self-regulation, and the development of communities of inquiry in online and blended learning environments. Computers & Education, 55, 1721-1731

 

Yang, Y-F. (2012). Blended learning for college students with English reading difficulties. Computer Assisted Language Learning. 25, 393-406.

 

 

 

Evaluating CD Roms and Lesson Resource Information – integrating into lessons

 

Clark, R. C. & Mayer, R. E. (2011). e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning (3^rd Edition).  Jossey Bass

 

Moska, P., Dziuban, C., & Hartman, J. (in press, 2013). Blended learning: A dangerous idea? Internet and Higher Education, No. of pages 9.

 

Ocak, M. A. (2011). Why are faculty members not teaching blended courses? Insights from faculty members. Computers & Education, 56, 689–699.

 

 

 

Evaluating Web 2.0 in Education.  Interacting with educational social networking sites–experiences as a user

 

Khine, M.S., Saleh, I. M. (2010). New Science of Learning: Cognition, Computers and Collaboration in Education.  Springer

 

Solomon, G., & Schrum, L. (2010). Web 2.0: How-To for Educators.  International Society for Technology in Education.

 

Valenza, J., & Berger, P. (2010). Choosing Web 2.0 Tools for Learning and Teaching in a Digital World.  Libraries Unlimited

 

 

Smartboards

 

Schrum, L., M. & Levin, B. B. (2010). Leading 21st-Century Schools: Harnessing Technology for Engagement and Achievement.  Corwin Press

 

Taylor, J.A., Newton, D. (in press , 2012). Beyond blended learning: A case study of institutional change at Australian regional university. Internet and Higher Education, No. of Pages 7.

 

Owston, R., York, D., & Murtha, S. (in press, 2013). Student perceptions and achievement in a university blended learning strategic initiative. Internet and Higher Education, No. of Pages 9.

 

 

Laptops and Ipads

 

Donnelly, R. (2010). Harmonizing technology with interaction in blended problem based learning. Computers & Education, 59, 304-315

 

Staker, H. & Horn, M.B. (2012). Classifying K-12 Blended Learning. Innosight Institute. Retrieved from http://www.innosightinstitute.org/innosight/wpcontent/uploads/2012/05/Classifying-K-12-blended-learning2.pdf

 

Tamim, R.M., Bernard, R.M., Borokhovski, E., Abrami, P.C., & Schmid, R.F. (2011). What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational Research, 81, 4-28.

 

 

Assessing and evaluating online and blended learning

 

Cavanagh, T. B. (2011). The blended learning toolkit: Improving student performance and retention. Educause Review, 34(4), http://www.educause.edu/ero/article/blended-learning-toolkit-improvingstudent-performance-and-retention

 

Graham, C. R., Woodfield, W., & Harrison, J. B. (in press, 2013). A framework for institutional adoption and implementation of blended learning in higher education. Internet and Higher Education. No. of pages 11.

 

Kaplanis, D. (2013). 5 reasons why blended learning works. Retrieved from http http://blog.talentlms.com/5-reasons-why-blended-learning-works/ Quillen, I. (2013). The rise of blended learning. Smithsonian.com. Retrieved from http://www.smithsonianmag.com/ideas-innovations/The-Rise-of-Blended-Learning214602391.html

 

Karamizadeh et.al – 2012, “The Study of Effectiveness of Blended Learning Approach for Medical Training Courses” ISSN 1561-4395, Volume 14, Issue 1, Pages 41-44. Publication Iranian Red Crescent Medical Journal.

 

Wu, J-H., Tennyson, R. D., & Hsia, T.-L. (2010) A study of student satisfaction in a blended e-learning system environment. Computers and Education, 55, 155-164.

 

 

Additional Reading

 

1. Albalooshi, F. (Ed) (2003). Virtual education. Cases in learning and teaching technologies. UK: IRM Press.

 

1. Andrews, R., & Haythornthwaite, C. (Eds.) (2007).  The Sage Handbook of E-learning Research.  UK: Sage.

 

1. Bates, A. (2005). Technology, E-learning and Distance Education (2^nd Edition).  Oxon, Routledge

 

1. Bates, A. & Poole, G. (2003). Effective teaching with technology in higher education, Foundations for Success.  USA: Jossey Bass.

 

1. Bersin, J. (2004). The blended learning book. USA: John Wiley and Sons.

 

1. Brewer, T. (2004). WebQuests: The Secret to Guided Empowerment.  Visions Technology

 

1. Burrows, T. (2008). Blogs, Wikis, MySpace, & More: Everything You Want To Know About Using Web 2.0 but Are Afraid to Ask.  Chicago Press

 

1. Conole, G., & Oliver, M. (Eds).  (2006). Contemporary Perspectives in E-learning Research (Open & Flexible Learning) (Open and Flexible Learning Series).  UK: Routledge.

 

1. Crook, C. (1994) Computers and the Collaborative Experience of Learning. London: Routledge.

 

1. Daniels, H., & Edwards, A. (2004). The RoutledgeFalmer Reader in Psychology of Education. London: Routledge.

 

1. Davies, J., & Merchant, G. (2009). Web 2.0 for Schools: Learning and Social Participation (New Literacies and Digital Epistemologies).  Peter Lang Publishing

 

1. Dornfest, A. (2003). Frontpage 2003 for Dummies (Second Edition).  UK: John Wiley and Sons

 

1. Finger, G., Russell, G., Jamieson-Proctor, R. & Russell, N. (2007). Transforming learning with ICT. Making it happen.  Malaysia: Pearson Education Australia.

 

1. Forsyth, I. (1998). Teaching and learning materials and the internet. London: Kogan Page.

 

1. Forsyth, I., Jolliffe, A. & Stevens, D (1999). Evaluating a course: practical strategies for teachers, lecturers and trainers (2^nd Edition). London: Kogan Page.

 

1. Forsyth, I., Jolliffe, A. & Stevens, D (1999). Planning a course: practical strategies for teachers, lecturers and trainers (2^nd Edition). London: Kogan Page.

 

1. Forsyth, I., Jolliffe, A. & Stevens, D (1999). Delivering a course: practical strategies for teachers, lecturers and trainers (2^nd Edition). London: Kogan Page.

 

1. Hefzallah, I. M. (2004). The new educational technologies and learning. Empowering teachers to teach and students to learn in the information age (2^nd Edition). USA: Charles C Thomas Publishers.

 

1. Green, T. D., & Brown, H. A. & Robinson, A. K. (2008). Making the Most of the Web in Your Classroom: A Teacher’s Guide to Blogs, Podcasts, Wikis, Pages, and Sites.  Corwin Press

 

1. International Society for Technology in Education (2000).  Connecting Curriculum and Technology.  Publisher: International Society for Technology in Education.

 

1. Jacques, D. & Salmon, G. (2007). Learning in groups: A handbook for face to face and online environments (4^th Edition).  UK: Routledge.

 

1. Kidd, T. T., & Chen, I. (2009).  Wired for Learning: An Educators Guide to Web 2.0.  Information Age Publishing

 

1. Kist, W. R. (2009). The Socially Networked Classroom: Teaching in the New Media Age.  Corwin Press

 

1. Laurillard, D. (2002). Rethinking university teaching: a conversational framework for the effective use of learning technologies (2^nd Edition). London: RoutledgeFalmer.

 

1. Littlejohn, A. & Pegl, C. (2007).  Preparing for Blended e-learning (Connecting with elearning).  UK: Routledge.

 

1. Littleton, K. and Light, P. eds. (1999) Learning with Computers, analysing productive interaction. London:  Routledge      

 

1. Lockwood, F. & Gooley, A. (Eds) (2001). Innovation in Open and Distance Learning. London: Kogan Page.

 

1. Macdonald, J. (2006). Blended learning and online tutoring: a good practice guide. Hampshire: Gower Publishing.

 

1. McConnell, D. (2000) Implementing Computer Supported Cooperative Learning  (2^nd Edition) London: Kogan Page.

 

1. MacDonald, J. (2008). Blended Learning and Online Tutoring: Planning Learner Support and Activity Design.  (2^nd Edition). Gower Publishing

 

1. Pritchard, A. (2007). Effective Teaching with Internet Technologies: Pedagogy and Practice.  Sage

32.  Richardson, W. (2008). Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms (2^nd Edition).  Corwin Press

 

1. Rothwell, W. J., Butler, M. N., Hunt, D. L., Li, J., Maldonado, C., Peters, K. & King Stern, D. J. (2006). The handbook of training technologies.  An introductory guide to facilitating learning through technology-from planning through evaluation.  USA: John Wiley and Sons.

 

1. Rudestam, K. E., Schoenholtz-Read, J., & Rudestam, K. (2009). Handbook of Online Learning (2nd Edition).  Sage Publishers.

 

1. Salmon, G. (2004). E-moderating: The Key to Teaching and Learning Online. London: Taylor & Francis
2. Shank, P. (Ed.). (2007). The online learning idea book. 95 proven ways to enhance technology based and blended learning. USA: John Wiley and Sons.

 

1. Shelly, G. B., Cashman, T. J., Gunter, R. E. & Gunter, G. A. (2002). Integrating Technology in the Classroom (2^nd Edition).  USA:Thomson Learning.

 

1. Simpson O. (2002). Supporting Students in Online, Open and Distance Learning (2^nd Edition). London: Kogan Page.

 

1. Solomon, G. (2007). Web 2.0: New Tools, New Schools.  International Society for Technology in Education.

 

1. Somekh. B. & Davis. N. (Eds.) (1997). Using Information Technology effectively in Teaching and Learning; Studies in Pre-Service and In-Service Teacher Education. London: Routledge

 

1. Sonwalker, N. (2004). Changing the interface of education with revolutionary learning technologies. An effective guide for infusing technology enabled education for universities and corporations. USA:iUniverse.

 

1. Thombs, M. M., Gillis, M. M. & Canestrari, A. S. (2008). Using WebQuests in the Social Studies Classroom: A Culturally Responsive Approach.  Corwin Press

 

1. Wood. D. (1998).  How Children Think and Learn.  Oxford: Blackwell

 

 

 

ICT Lesson Plans and Resources

 

1. Adams, A. & Brindley, S. (2007). Teaching secondary English with ICT. Great Britain: Open University Press.

 

1. Barton, R. (2004). Teaching secondary science with ICT. Great Britain: Open University Press.

 

1. Bennett, R. (2006). Learning ICT with English. Great Britain: David Fulton Publishers.

 

1. Bennett, R. (2006). Learning ICT with Maths. Great Britain: David Fulton Publishers.

 

1. Florian, L. & Hegarty, J. (2004). ICT and special educational needs. A tool for inclusion. Great Britain: Open University Press.

 

1. Fox, B., Montague-Smith, A. & Wilkes, S. (2000). Using ICT in primary mathematics. Practice and possibilities. Great Britain: David Fulton Publishers.

 

1. Hamill, A. (2006). Learning ICT in the Arts. Great Britain: David Fulton Publishers.

 

1. Hamill, A. (2006). Learning ICT with Science. Great Britain: David Fulton Publishers.

 

1. Johnston-Wilder, S. & Pimm, D. (Eds.) (2005). Teaching secondary mathematics with ICT. Great Britain: Open University Press.

 

1. Kennewell, S., Connell, A., Edwards, A., Hammond, M. & Wickens, C. (Eds.) (2007). A practical guide to teaching ICT in the secondary school. Great Britain: Routledge.

 

1. Singleton, L., Ross, I. & Flavell, L. (2004). Access to ICT. Curriculum planning and practical activities for pupils with learning difficulties. Great Britain: David Fulton Publishers.

 

1. Taylor, N. & Chackfield, J. (2005). ICT for learners with special needs. A handbook for tutors. Great Britain: David Fulton Publishers.

 

1. Warwick, P., Wilson, E. & Winterbottom, M. (Eds.) (2006). Teaching and learning primary science with ICT. Great Britain: Open University Press.

 

1. Woollard, J. (2011). Psychology for the Classroom: E-Learning. Routledge

 

Appropriate Academic Journals

 

Journals in Technology and Education (some recommendations):

American Journal of Distance Education

Journal of ALN

The Asynchronous Learning Networks Magazine

Australian Journal of Educational Technology

British Journal of Educational Technology

Canadian Journal of Educational Technology

Canadian Journal of Learning Technology

Computers and Education

Journal of Educational Computing Research

Cyberpsychology and Behaviour

Computers in Human Behaviour

Computers in Libraries

Contemporary Issues in Technology and Teacher Education

Currents in Electronic Literacy

Education and Information Technologies

Educational Media International

Educational Technology Magazine

Educational Technology Research and Development

Educational Technology Review

EDUCAUSE Quarterly

EDUCAUSE Review

Electronic Journal for the Integration of Technology in Education

Human Computer Interaction

The Information Society: An international journal

Information Technology in Childhood Education Annual

Information Technology and Disability

Information Technology, Education and Society

Innovations in Education and Teaching International

Instructional Science

Interactive Multimedia Electronic Journal of Computer Enhanced Learning

International Journal of AI in Education

International Journal of Technology and Design Education

International Journal of Educational Technology

International Journal of Instructional Media

International Journal of e-learning

International Review of Research in Open and Distance Education

Internet and Higher Education

The Internet TESL Journal

ALN Magazine

Journal of Computer Assisted Learning

Journal of Computer Based Instruction

Interpersonal Computing and Technology Journal

Journal of Computing in Teacher Education

IT Journal Online

Journal of Computing in Higher Education

Journal of Computing Research

Journal of Distance Education

Journal of Educational Computing Research

Journal of Educational Media

Journal of Educational Multimedia and Hypermedia

Journal of Educational Technology Systems

Journal of IT Education

Journal of Information Technology for Teacher Education

Journal of Interactive Learning Research

Journal of Interactive Media in Education

Journal of Research on Computing in Education

Journal of Science and Educational Technology

Journal of Special Education Technology

Journal of Technology and Teacher Education

Journal of Technology Education

Journal of Technology Studies

Learning and Leading with Technology

Learning Environments Research

Learning with Technology

Learning Technology

Mathematics and Computer Education

Media and Methods

Multimedia Schools

New Review of Hypermedia and Multimedia

Online Chronicle of Distance Education and Communication

Open Learning: The Journal of Open and Distance Learning

The Quarterly Review of Distance Education

1. H. E. Journal

Teaching English with Technology: A Journal for Teachers of English

Technology and Children

Technology, Pedagogy and Education

Technos

TechTrends

THEN: Technology, Humanities, Education and Narrative

WebNet Journal

 

[1] Academic integrity is the key to academic success. Cheating is considered as a serious offence at the British University in Dubai. Please read the university polices and procedure carefully in the university student handbook so that you are aware of all university procedures and abide by them to avoid penalties. Please note that all written assignment will be checked using specified plagiarism detection software

 

[2] The module tutor is “lead academic monitor” for ethical aspects of ‘routine research’ undertaken within learning activities and assignments. If these include research participation by third parties or other ethical other ethical dimensions, the tutor is responsible for initial guidance and the student is directed to use relevant approval forms and procedures. (see policy 9.3.2  Frame Work for Research Ethics Approval )