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Importantly, flexible approaches to online learning are purported to be democratizing and liberatory, broadening access to higher education and enabling learners to participate in educational endeavours at “anytime” from “anyplace.” In this paper, we critique such narratives by showing that flexibility is neither universal nor neutral. Using critical theory, we demonstrate how flexibility assumes imagined autonomous learners that are self‐reliant and individualistic. Through relevant examples, we show how such a framing to flexibility is oppressive, and argue that a contextual, relative and relational understanding of flexibility may in fact be more liberatory. 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Thông qua các ví dụ liên quan, chúng tôi cho thấy cách nhìn nhận như vậy về tính linh hoạt là áp bức, và lập luận rằng một hiểu biết về tính linh hoạt có tính bối cảnh, tương đối và quan hệ có thể thực sự giải phóng hơn. Một cách tiếp cận như vậy về tính linh hoạt, chẳng hạn, có thể liên quan đến những nỗ lực bối cảnh và quan hệ để làm mềm các chương trình giảng dạy được quy định trong các khóa học hoặc chương trình học.",{"EN":153,"VI":154},"A posthumanist critique of flexible online learning and its “anytime anyplace” claims","Sự chỉ trích hậu nhân bản về học online linh hoạt và những tuyên bố \"bất cứ lúc nào, bất cứ nơi đâu\"",{"VI":156},"",{"VOID":158},"10.1111\u002Fbjet.12779","PUBLICATION","2024-11-25T15:00:34.971+00:00","Author affiliation is blank",[163],"EN",[165],"VI","https:\u002F\u002Fbera-journals.onlinelibrary.wiley.com\u002Fdoi\u002F10.1111\u002Fbjet.12779",[168,179],{"id":169,"sortIndex":25,"researcher":24,"roles":170,"affiliations":171,"properties":172,"displayName":176,"givenName":24,"familyName":24},"2feec93e-5e34-447b-8632-ddc3bdeb5234",[],[],{"orcid":173,"title":175,"openalex":177},{"VOID":174},"https:\u002F\u002Forcid.org\u002F0000-0003-1873-6609",{"EN":176},"Shandell 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E., 2018, Grade increase: Tracking distance education in the United States",{},{"id":24,"text":414,"url":24,"identifiers":415},"10.1080\u002F02601370.2011.570873",{"doi":414},{"id":24,"text":417,"url":24,"identifiers":418},"Serhan D., 2010, Online learning; Through their eyes, International Journal of Instructional Media, 37, 19",{},{"id":24,"text":420,"url":24,"identifiers":421},"10.1080\u002F01587919.2018.1520039",{"doi":420},{"id":24,"text":423,"url":24,"identifiers":424},"10.1080\u002F17439884.2017.1387139",{"doi":423},{"id":24,"text":426,"url":24,"identifiers":427},"10.37119\u002Fojs2010.v16i1.42",{"doi":426},{"id":24,"text":429,"url":24,"identifiers":430},"10.19173\u002Firrodl.v15i1.1357",{"doi":429},{"id":24,"text":432,"url":24,"identifiers":433},"10.1080\u002F15505170.2013.783889",{"doi":432},{"id":24,"text":435,"url":24,"identifiers":436},"Snaza N., 2014, Toward a posthumanist education, Journal of Curriculum Theorizing, 30, 39",{},{"id":24,"text":438,"url":24,"identifiers":439},"Thelin J., 2013, The rising costs of higher education, 10.5040\u002F9798216009313",{"doi":440},"10.5040\u002F9798216009313",{"id":24,"text":442,"url":24,"identifiers":443},"Tuck E., 2012, Decolonization is not a metaphor, Decolonization: Indigeneity, Education & Society, 1, 1",{},{"id":24,"text":445,"url":24,"identifiers":446},"10.1111\u002Fj.1467-8535.2010.01138.x",{"doi":445},{"id":24,"text":448,"url":24,"identifiers":449},"University of British Columbia, 2018, Flexible learning at UBC",{},{"id":24,"text":451,"url":24,"identifiers":452},"University of Wisconsin‐Madison, 2018, UW flexible option",{},{"id":24,"text":454,"url":24,"identifiers":455},"10.19173\u002Firrodl.v13i4.1313",{"doi":454},{"id":24,"text":457,"url":24,"identifiers":458},"Veletsianos G., 2017, The rise of educational technology as a sociocultural and ideological phenomenon, Educause Review",{},{"id":24,"text":460,"url":24,"identifiers":461},"10.1177\u002F2332858416657002",{"doi":460},{"id":24,"text":463,"url":24,"identifiers":464},"Watkins C., 2016, Lifelong learning and the future of work, Udacity",{},{"id":24,"text":466,"url":24,"identifiers":467},"10.1163\u002F9789460910951",{"doi":466},{"id":24,"text":469,"url":24,"identifiers":470},"10.1353\u002Fncr.2004.0015",{"doi":469},false,{"id":473,"createTime":474,"updateTime":475,"relativeEntities":476,"slug":477,"properties":478,"entityType":159,"verifyStatus":23,"verifyTime":474,"verifyNote":161,"languages":492,"translateLanguages":493,"viewCount":25,"primaryUrl":494,"fullTextUrl":24,"authors":495,"publicationType":198,"publisherRelationship":560,"citationCount":615,"citationInfo":616,"publishDate":623,"publishYear":617,"citationAnalyzeStatus":23,"lastCitationAnalyze":24,"indexDatabases":624,"openAccess":24,"references":625,"isForceReanalyzing":471},"b30e95b9-15b5-4724-9708-7ea1f6132e3c","2024-11-25T20:49:44.269+00:00","2025-02-15T03:09:36.877+00:00",[],"Play-and-creativity-in-young-children-s-use-of-apps",{"openalex":479,"mag":481,"abstract":483,"title":486,"keywords":489,"doi":490},{"VOID":480},"W2884565814",{"VOID":482},"2884565814",{"EN":484,"VI":485},"\u003Cjats:title>Abstract\u003C\u002Fjats:title>\u003Cjats:p>This study is the first to systematically investigate the extent to which apps for children aged 0–5 foster play and creativity. There is growing evidence of children's use of tablets, but limited knowledge of the use of apps by children of children of this age. This ESRC‐funded study undertook research that identified how UK children aged from 0 to 5 use apps, and how far the use of apps promotes play and creativity, given the importance of these for learning and development. A survey was conducted with 2000 parents of under 5s in the UK, using a random, stratified sample, and ethnographic case studies of children in six families were undertaken. Over 17 hours of video films of children using apps were analysed. Findings indicate that children of this age are using a variety of apps, some of which are not aimed at their age range. The design features of such apps can lead to the support or inhibition of play and creativity. The study makes an original contribution to the field in that it offers an account of how apps contribute to the play and creativity of children aged five and under.\u003C\u002Fjats:p>","\u003Cjats:title>Tóm tắt\u003C\u002Fjats:title>\u003Cjats:p>Nghiên cứu này là nghiên cứu đầu tiên khám phá một cách có hệ thống mức độ mà các ứng dụng dành cho trẻ em từ 0-5 tuổi thúc đẩy chơi và sự sáng tạo. Có nhiều bằng chứng cho thấy trẻ em đang sử dụng máy tính bảng, nhưng còn hạn chế kiến thức về việc sử dụng các ứng dụng bởi trẻ em trong độ tuổi này. Nghiên cứu được tài trợ bởi ESRC đã tiến hành nghiên cứu để xác định cách mà trẻ em ở Vương quốc Anh từ 0 đến 5 tuổi sử dụng ứng dụng, và mức độ sử dụng ứng dụng thúc đẩy chơi và sự sáng tạo, với sự quan trọng của những yếu tố này cho việc học tập và phát triển. Một cuộc khảo sát đã được thực hiện với 2000 phụ huynh có con dưới 5 tuổi ở Vương quốc Anh, sử dụng mẫu ngẫu nhiên có phân tầng, và thực hiện các nghiên cứu tình huống dân tộc học về trẻ em trong sáu gia đình. Hơn 17 giờ video ghi hình trẻ em sử dụng ứng dụng đã được phân tích. Các phát hiện chỉ ra rằng trẻ em trong độ tuổi này đang sử dụng nhiều loại ứng dụng, một số trong số đó không dành cho độ tuổi của chúng. Các đặc điểm thiết kế của các ứng dụng như vậy có thể dẫn đến việc hỗ trợ hoặc cản trở chơi và sự sáng tạo. Nghiên cứu này mang đến một đóng góp nguyên bản cho lĩnh vực vì nó cung cấp một cái nhìn về cách mà các ứng dụng đóng góp vào sự chơi và sáng tạo của trẻ em từ năm tuổi trở xuống.\u003C\u002Fjats:p>",{"EN":487,"VI":488},"Play and creativity in young children's use of apps","Chơi và sáng tạo trong việc sử dụng ứng dụng của trẻ nhỏ",{"VI":156},{"VOID":491},"10.1111\u002Fbjet.12622",[163],[165],"https:\u002F\u002Fbera-journals.onlinelibrary.wiley.com\u002Fdoi\u002F10.1111\u002Fbjet.12622",[496,507,518,529,540,549],{"id":497,"sortIndex":25,"researcher":24,"roles":498,"affiliations":499,"properties":500,"displayName":504,"givenName":24,"familyName":24},"a0a32c9a-320f-44b5-95ad-46e95b5fad62",[],[],{"orcid":501,"title":503,"openalex":505},{"VOID":502},"https:\u002F\u002Forcid.org\u002F0000-0001-6192-6198",{"EN":504},"Jackie 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Educational Research Association, 2011, Ethical guidelines for educational research",{},{"id":24,"text":636,"url":24,"identifiers":637},"Caillois R., 2001, Man, play and games",{},{"id":24,"text":639,"url":24,"identifiers":640},"Chaudron S. Beutel M. E. Černikova M. Donoso Navarette V. Dreier M. Fletcher‐Watson B. …Wölfling K.(2015).Young children (0–8) and digital technology: a qualitative exploratory study across seven countriesRetrieved April 10 2018 fromhttp:\u002F\u002Fpublications.jrc.ec.europa.eu\u002Frepository\u002Fhandle\u002FJRC93239",{},{"id":24,"text":642,"url":24,"identifiers":643},"10.1080\u002F15391523.2010.10782562",{"doi":642},{"id":24,"text":645,"url":24,"identifiers":646},"Csikszentmihalyi M., 2002, Flow",{},{"id":24,"text":648,"url":24,"identifiers":649},"Department for Education and Employment and Department for Culture, Media and Sport, 1999, All our futures: creativity, culture & education",{},{"id":24,"text":651,"url":24,"identifiers":652},"10.4324\u002F9781315771830",{"doi":651},{"id":24,"text":654,"url":24,"identifiers":655},"10.1007\u002Fs12187-010-9084-0",{"doi":654},{"id":24,"text":657,"url":24,"identifiers":658},"10.1177\u002F1468798414533560",{"doi":657},{"id":24,"text":660,"url":24,"identifiers":661},"Geist E. A., 2012, A qualitative examination of two‐year‐olds' interaction with tablet based interactive technology, Journal of Instructional Psychology, 39, 26",{},{"id":24,"text":663,"url":24,"identifiers":664},"10.1177\u002F1468798416653175",{"doi":663},{"id":24,"text":666,"url":24,"identifiers":667},"Harwood D., 2015, Intersecting spaces in early childhood education: inquiry‐based pedagogy and tablets, The International Journal of Holistic Early Learning and Development, 1, 53",{},{"id":24,"text":669,"url":24,"identifiers":670},"Herr‐Stephenson B., 2013, T is for transmedia: learning through trans‐ media play",{},{"id":24,"text":672,"url":24,"identifiers":673},"Hughes B., 2002, A playworker's taxonomy of play types",{},{"id":24,"text":675,"url":24,"identifiers":676},"Hutt C., 1979, Modern perspectives in the psychiatry of infancy, 94",{},{"id":24,"text":678,"url":24,"identifiers":679},"10.1542\u002Fpeds.2015-2151",{"doi":678},{"id":24,"text":681,"url":24,"identifiers":682},"10.1080\u002F0305764X.2015.1118441",{"doi":681},{"id":24,"text":684,"url":24,"identifiers":685},"10.1111\u002Fbjet.12543",{"doi":684},{"id":24,"text":687,"url":24,"identifiers":688},"Marsh J., 2014, Children's games in the new media age",{},{"id":24,"text":690,"url":24,"identifiers":691},"10.1177\u002F016146811711901206",{"doi":690},{"id":24,"text":693,"url":24,"identifiers":694},"Marsh J. Plowman L. Yamada‐Rice D. Bishop J. C. Lahmar J. Scott F. …Winter P.(2015).Exploring play and creativity in pre‐schoolers' use of apps: final project report. Retrieved April 10 2018 fromhttp:\u002F\u002Fwww.techandplay.org\u002Freports\u002FTAP_Final_Report.pdf",{},{"id":24,"text":696,"url":24,"identifiers":697},"10.1080\u002F09575146.2016.1167675",{"doi":696},{"id":24,"text":699,"url":24,"identifiers":700},"10.1080\u002F09575146.2016.1161601",{"doi":699},{"id":24,"text":702,"url":24,"identifiers":703},"Ofcom. (2017).Children and parents: media use and attitudes report. London: Ofcom. Retrieved April 10 2018 fromhttps:\u002F\u002Fwww.ofcom.org.uk\u002F__data\u002Fassets\u002Fpdf_file\u002F0020\u002F108182\u002Fchildren-parents-media-use-attitudes-2017.pdf",{},{"id":24,"text":705,"url":24,"identifiers":706},"10.1007\u002Fs10826-016-0413-x",{"doi":705},{"id":24,"text":708,"url":24,"identifiers":709},"10.1016\u002Fj.compedu.2011.11.014",{"doi":708},{"id":24,"text":711,"url":24,"identifiers":712},"10.1016\u002Fj.compedu.2015.04.003",{"doi":711},{"id":24,"text":714,"url":24,"identifiers":715},"10.1002\u002Fberj.3033",{"doi":714},{"id":24,"text":717,"url":24,"identifiers":718},"10.18261\u002FISSN1891-943X-2012-03-05",{"doi":717},{"id":24,"text":720,"url":24,"identifiers":721},"10.1080\u002F0305764960260206",{"doi":720},{"id":24,"text":723,"url":24,"identifiers":724},"Sutton‐Smith B., 1997, The ambiguity of play",{},{"id":24,"text":726,"url":24,"identifiers":727},"Torrance E. P., 1974, Torrance tests of creative thinking",{},{"id":24,"text":729,"url":24,"identifiers":730},"Verenikina I., 2011, iPads, digital play and preschoolers, He Kupu, 2, 4",{},{"id":24,"text":732,"url":24,"identifiers":733},"10.1080\u002F10610405.2004.11059210",{"doi":732},{"id":24,"text":735,"url":24,"identifiers":736},"Yelland N., 2014, iPlay, iLearn, iGrow",{},{"id":738,"createTime":739,"updateTime":740,"relativeEntities":741,"slug":742,"properties":743,"entityType":159,"verifyStatus":23,"verifyTime":757,"verifyNote":161,"languages":758,"translateLanguages":759,"viewCount":25,"primaryUrl":760,"fullTextUrl":24,"authors":761,"publicationType":198,"publisherRelationship":793,"citationCount":847,"citationInfo":848,"publishDate":852,"publishYear":256,"citationAnalyzeStatus":23,"lastCitationAnalyze":24,"indexDatabases":853,"openAccess":24,"references":854,"isForceReanalyzing":471},"3be9aa57-ef18-4f07-9ea9-9ae7eb466c03","2024-12-04T10:33:02.715+00:00","2025-02-15T03:08:40.197+00:00",[],"Mobile-learning-in-higher-education-A-comparative-analysis-of-developed-and-developing-country-contexts",{"openalex":744,"mag":746,"abstract":748,"title":751,"keywords":754,"doi":755},{"VOID":745},"W2767719889",{"VOID":747},"2767719889",{"EN":749,"VI":750},"\u003Cjats:title>Abstract\u003C\u002Fjats:title>\u003Cjats:p>The purpose of this paper is to compare and contrast characteristics of use and adoption of mobile learning in higher education in developed and developing countries. A comparative case study based on a survey questionnaire was conducted with 189 students (undergraduate and postgraduate) from Makerere University in Uganda and the University of Adelaide in Australia. The Unified Theory of Acceptance and Use of Technology (UTAUT) was employed as the theoretical framework. The results indicated that higher education students in developed and developing countries use a range of technologies for learning, with major differences between Uganda and Australia. The study concludes that mobile learning in higher education in developed and developing country contexts is still at an experimental stage with students using mobile devices in pedagogically limited ways.\u003C\u002Fjats:p>","\u003Cjats:title>Thông tin tóm tắt\u003C\u002Fjats:title>\u003Cjats:p>Mục đích của bài báo này là so sánh và đối chiếu các đặc điểm về việc sử dụng và áp dụng học tập di động trong giáo dục đại học ở các quốc gia phát triển và đang phát triển. Một nghiên cứu trường hợp so sánh dựa trên bảng khảo sát đã được tiến hành với 189 sinh viên (cử nhân và sau đại học) từ Đại học Makerere tại Uganda và Đại học Adelaide tại Úc. Lý thuyết thống nhất về sự chấp nhận và sử dụng công nghệ (UTAUT) đã được sử dụng làm khung lý thuyết. Kết quả cho thấy sinh viên giáo dục đại học ở các quốc gia phát triển và đang phát triển sử dụng một loạt các công nghệ để học tập, với những khác biệt lớn giữa Uganda và Úc. Nghiên cứu kết luận rằng học tập di động trong giáo dục đại học tại các ngữ cảnh của các quốc gia phát triển và đang phát triển vẫn đang trong giai đoạn thử nghiệm, với sinh viên sử dụng thiết bị di động theo những cách hạn chế về mặt sư phạm.\u003C\u002Fjats:p>",{"EN":752,"VI":753},"Mobile learning in higher education: A comparative analysis of developed and developing country contexts","Học tập di động trong giáo dục đại học: Phân tích so sánh giữa các ngữ cảnh của các nước phát triển và đang phát triển",{"VI":156},{"VOID":756},"10.1111\u002Fbjet.12583","2024-12-04T10:33:02.714+00:00",[163],[165],"https:\u002F\u002Fbera-journals.onlinelibrary.wiley.com\u002Fdoi\u002F10.1111\u002Fbjet.12583",[762,773,784],{"id":763,"sortIndex":25,"researcher":24,"roles":764,"affiliations":765,"properties":766,"displayName":770,"givenName":24,"familyName":24},"dc146ba7-e9b8-4713-8201-4f0c19d6fe7d",[],[],{"orcid":767,"title":769,"openalex":771},{"VOID":768},"https:\u002F\u002Forcid.org\u002F0000-0001-6528-8517",{"EN":770},"Rogers Kaliisa",{"VOID":772},"A5029483339",{"id":774,"sortIndex":107,"researcher":24,"roles":775,"affiliations":776,"properties":777,"displayName":781,"givenName":24,"familyName":24},"68dea3ac-e510-4e42-806d-26a7f55291ea",[],[],{"orcid":778,"title":780,"openalex":782},{"VOID":779},"https:\u002F\u002Forcid.org\u002F0000-0001-9654-5213",{"EN":781},"Edward Palmer",{"VOID":783},"A5017838778",{"id":785,"sortIndex":96,"researcher":24,"roles":786,"affiliations":787,"properties":788,"displayName":790,"givenName":24,"familyName":24},"8a8f8cae-74fc-4ed8-9dab-7e7bad812384",[],[],{"title":789,"openalex":791},{"EN":790},"J. Wesley Miller",{"VOID":792},"A5034672216",{"url":24,"publisher":794,"properties":841},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":795,"slug":10,"properties":796,"entityType":22,"verifyStatus":23,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":25,"subjectFields":801,"manageAffiliations":810,"indexDatabases":821,"url":91,"thumbnailPath":24,"statistic":836,"gsStatistic":24,"type":24,"analyzePriority":24},[],{"country":797,"eissn":798,"issn":799,"title":800},{"VOID":13},{"VOID":15},{"VOID":17},{"EN":19},[802,806],{"id":28,"createTime":24,"updateTime":24,"relativeEntities":803,"label":804,"description":805,"parentId":24,"standard":24,"scholarHubFieldId":24},[],{"EN":31},{},{"id":34,"createTime":24,"updateTime":24,"relativeEntities":807,"label":808,"description":809,"parentId":24,"standard":24,"scholarHubFieldId":24},[],{"EN":37,"VI":38},{},[811,816],{"id":42,"createTime":24,"updateTime":24,"relativeEntities":812,"slug":24,"properties":813,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":815,"statistic":24},[],{"title":814},{"EN":46},[],{"id":49,"createTime":24,"updateTime":24,"relativeEntities":817,"slug":24,"properties":818,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":820,"statistic":24},[],{"title":819},{"EN":53},[],[822,829],{"id":57,"indexDatabase":823,"url":68,"indexYears":69,"academicFieldIds":828,"indexDatabaseRanking":73},{"id":59,"createTime":24,"updateTime":24,"relativeEntities":824,"label":825,"description":826,"key":65,"publicationTags":827,"standard":24},[],{"EN":62,"VI":62},{"EN":62,"VI":64},[67],[71,72],{"id":75,"indexDatabase":830,"url":88,"indexYears":24,"academicFieldIds":835,"indexDatabaseRanking":24},{"id":77,"createTime":24,"updateTime":24,"relativeEntities":831,"label":832,"description":833,"key":84,"publicationTags":834,"standard":24},[],{"EN":80,"VI":80},{"EN":82,"VI":83},[86,87],[90],{"impactFactor":25,"impactFactorByYear":837,"i10Index":103,"i10IndexLast5Year":104,"totalPublication":105,"totalPublicationByYear":838,"totalCitation":110,"totalCitationByYear":839,"totalCitationPerPublication":125,"totalCitationPerPublicationByYear":840,"hindexLast5Year":133,"hindex":133},{"2012":94,"2013":95,"2014":94,"2015":96,"2016":97,"2017":98,"2018":99,"2019":97,"2020":100,"2021":101,"2022":102},{"1984":107,"1994":107,"2003":107,"2005":107,"2007":107,"2011":107,"2012":96,"2013":107,"2015":96,"2016":96,"2018":96,"2019":108,"2020":109},{"1984":112,"1994":113,"2003":114,"2005":115,"2007":116,"2011":117,"2012":118,"2013":119,"2015":120,"2016":121,"2018":122,"2019":123,"2020":124},{"1984":112,"1994":113,"2003":114,"2005":115,"2007":116,"2011":117,"2012":127,"2013":119,"2015":128,"2016":129,"2018":130,"2019":131,"2020":132},{"issue":842,"pages":844,"volume":846},{"VOID":843},"2",{"VOID":845},"546-561",{"VOID":253},122,{"total":847,"publishYear":256,"statisticByYear":849},{"2019":104,"2020":133,"2021":259,"2022":850,"2023":851,"2024":105},30,26,"2019-03-01",[86,73],[855,858,861,864,867,870,873,876,879,882,885,888,891,894,897,900,903,906,909,912,915,918,921,924,927,930,933,936,939,942,945,948,951,954,957,960,964,967,970,973,976,979,982,985],{"id":24,"text":856,"url":24,"identifiers":857},"10.1007\u002F978-3-319-25684-9_26",{"doi":856},{"id":24,"text":859,"url":24,"identifiers":860},"10.1080\u002F07294360500284672",{"doi":859},{"id":24,"text":862,"url":24,"identifiers":863},"10.7238\u002Frusc.v11i1.2033",{"doi":862},{"id":24,"text":865,"url":24,"identifiers":866},"AnzMLearn. (2012).Australian and New Zealand Mobile Learning Group Projects. Retrieved September 19 2016 fromhttp:\u002F\u002Fresearch.it.uts.edu.au\u002Ftedd\u002Fanzmlearn\u002Fprojects\u002F",{},{"id":24,"text":868,"url":24,"identifiers":869},"Australian Bureau of Statistics. (2016).Internet activity Australia. Retrieved fromwww.abs.gov.au\u002Fausstats\u002Fabs@.nsf",{},{"id":24,"text":871,"url":24,"identifiers":872},"Bansal D., 2014, A study of students' experiences of WhatsApp mobile learning, Global Journal of Human‐Social Science Research, 14, 27",{},{"id":24,"text":874,"url":24,"identifiers":875},"10.1080\u002F14703297.2014.997778",{"doi":874},{"id":24,"text":877,"url":24,"identifiers":878},"Briggs S.(2014).How educators around the world are implementing mobile learning and what you can learn from them [Online blog post]. Retrieved July 19 2014 fromhttp:\u002F\u002Fwww.opencolleges.edu.au\u002Finformed\u002Ffeatures\u002Fhow-educators-are-practicing-mobile-learning\u002F",{},{"id":24,"text":880,"url":24,"identifiers":881},"Crompton H., 2013, A historical overview of mobile learning: toward learner‐centered education, Handbook of Mobile Learning, 1, 3",{},{"id":24,"text":883,"url":24,"identifiers":884},"Cohen L., 2011, Research methods in education",{},{"id":24,"text":886,"url":24,"identifiers":887},"Corbeil J. R., 2007, Are you ready for mobile learning?, Educause Quarterly, 30, 51",{},{"id":24,"text":889,"url":24,"identifiers":890},"eLearning Research Centre. (2013).Questionnaire on student experiences of using technologies in their studies. Retrieved fromhttp:\u002F\u002Fwww.jisc.ac.uk\u002Fmedia\u002Fdocuments\u002Fprogrammes\u002Felearningpedagogy\u002Fappendix_a_online_survey.pdf",{},{"id":24,"text":892,"url":24,"identifiers":893},"10.21061\u002Fjots.v41i1.a.4",{"doi":892},{"id":24,"text":895,"url":24,"identifiers":896},"10.19173\u002Firrodl.v17i1.2111",{"doi":895},{"id":24,"text":898,"url":24,"identifiers":899},"10.1016\u002Fj.iheduc.2013.06.002",{"doi":898},{"id":24,"text":901,"url":24,"identifiers":902},"Google & Ipsos. (2012).Our mobile planet: Australia. Understanding the mobile consumer. Retrieved May 2012 fromhttp:\u002F\u002Fservices.google.com\u002Ffh\u002Ffiles\u002Fblogs\u002Four_mobile_planet_australia_en.pdf",{},{"id":24,"text":904,"url":24,"identifiers":905},"Herrick C.(2011). iPads have reduced costs improved communication for Uni of Adelaide.Computerworld. Retrieved fromhttps:\u002F\u002Fwww.computerworld.com.au\u002Farticle\u002F404175\u002Fipads_reduced_costs_improved_communication_uni_adelaide\u002F",{},{"id":24,"text":907,"url":24,"identifiers":908},"International Telecommunication Union (ITU)(2015).ICT facts and figures. The world in 2015. Retrieved 15 August 2016 from:www.itu.int\u002Fen\u002FITU-D\u002FStatistics\u002FDocuments\u002Ffacts\u002FICTFactsFigures2015.pdf",{},{"id":24,"text":910,"url":24,"identifiers":911},"Isaacs S., 2012, Turning on mobile learning in Africa and the Middle East – illustrative initiatives and policy implications",{},{"id":24,"text":913,"url":24,"identifiers":914},"Jolliffe I., 2002, Principal component analysis",{},{"id":24,"text":916,"url":24,"identifiers":917},"10.1007\u002Fs11423-016-9436-7",{"doi":916},{"id":24,"text":919,"url":24,"identifiers":920},"10.3402\u002Frlt.v20i0.14406",{"doi":919},{"id":24,"text":922,"url":24,"identifiers":923},"Kukulska‐Hulme A., 2014, Atos do Segundo Encontro sobre Jogos e Mobile Learning, 12",{},{"id":24,"text":925,"url":24,"identifiers":926},"Makerere University., 2016, E‐learning environment",{},{"id":24,"text":928,"url":24,"identifiers":929},"10.1108\u002FEL-03-2015-0044",{"doi":928},{"id":24,"text":931,"url":24,"identifiers":932},"McCaffrey M., 2011, Why mobile is a must: we need a new educational model that makes learning personal and motivating, and helps secure our students' future in the knowledge economy. Mobile technology opens the door to it, THE Journal (Technological Horizons in Education), 38, 21",{},{"id":24,"text":934,"url":24,"identifiers":935},"Muyinda B. P., 2009, A model for scaffolding traditional distance learners for constructivist online learning, Makerere University Journal for Higher Education, 2, 3",{},{"id":24,"text":937,"url":24,"identifiers":938},"10.5539\u002Fass.v10n1p209",{"doi":937},{"id":24,"text":940,"url":24,"identifiers":941},"10.14742\u002Fajet.64",{"doi":940},{"id":24,"text":943,"url":24,"identifiers":944},"10.3109\u002F0142159X.2012.733454",{"doi":943},{"id":24,"text":946,"url":24,"identifiers":947},"10.1111\u002Fbjet.12064",{"doi":946},{"id":24,"text":949,"url":24,"identifiers":950},"10.1007\u002Fs11336-008-9101-0",{"doi":949},{"id":24,"text":952,"url":24,"identifiers":953},"Sutch D.(2010).Education futures teachers and technology. Futurelab Report. Retrieved fromhttp:\u002F\u002Fwww2futurelab.org.uk\u002Fresources\u002Fdocuments\u002Fother_research_reports\u002FEducation_futures.pdf",{},{"id":24,"text":955,"url":24,"identifiers":956},"Thomas T. D., 2013, The utility of the UTAUT model in explaining mobile learning adoption in higher education in Guyana, International Journal of Education and Development Using Information and Communication Technology, 9, 71",{},{"id":24,"text":958,"url":24,"identifiers":959},"10.1111\u002Fbjet.12176",{"doi":958},{"id":24,"text":961,"url":24,"identifiers":962},"Traxler J. &Leach. J.(2006).Innovative and sustainable learning in Africa. Retrieved fromwww.ingedewaard.net\u002Fpapers\u002F2006_jtraxlerLeach2006_mobilelearninginAfrica.pdf",{"doi":963},"10.1109\u002FWMTE.2006.261354",{"id":24,"text":965,"url":24,"identifiers":966},"10.19173\u002Firrodl.v8i2.346",{"doi":965},{"id":24,"text":968,"url":24,"identifiers":969},"Tsinakos A., 2013, Global mobile learning implementation and trends",{},{"id":24,"text":971,"url":24,"identifiers":972},"Uganda Communications Commission. (2015).The spread of internet and mobile phones in Uganda. Retrieved fromhttp:\u002F\u002Fwww.ucc.co.ug\u002F",{},{"id":24,"text":974,"url":24,"identifiers":975},"10.2307\u002F30036540",{"doi":974},{"id":24,"text":977,"url":24,"identifiers":978},"10.1080\u002F1097198X.2010.10856507",{"doi":977},{"id":24,"text":980,"url":24,"identifiers":981},"10.1016\u002Fj.ijmedinf.2016.01.006",{"doi":980},{"id":24,"text":983,"url":24,"identifiers":984},"10.33151\u002Fajp.8.3.93",{"doi":983},{"id":24,"text":986,"url":24,"identifiers":987},"10.1016\u002Fj.compedu.2015.11.001",{"doi":986},{"id":989,"createTime":990,"updateTime":991,"relativeEntities":992,"slug":993,"properties":994,"entityType":159,"verifyStatus":23,"verifyTime":990,"verifyNote":161,"languages":1008,"translateLanguages":1009,"viewCount":25,"primaryUrl":1010,"fullTextUrl":24,"authors":1011,"publicationType":198,"publisherRelationship":1054,"citationCount":1108,"citationInfo":1109,"publishDate":1113,"publishYear":256,"citationAnalyzeStatus":23,"lastCitationAnalyze":24,"indexDatabases":1114,"openAccess":24,"references":1115,"isForceReanalyzing":471},"463536e7-300a-45bc-b052-d1d2cf71b1db","2024-12-14T18:30:18.615+00:00","2025-02-15T03:07:44.164+00:00",[],"Lifelong-learning-Formal-non-formal-and-informal-learning-in-the-context-of-the-use-of-problem-solving-skills-in-technology-rich-environments",{"openalex":995,"mag":997,"abstract":999,"title":1002,"keywords":1005,"doi":1006},{"VOID":996},"W2945786149",{"VOID":998},"2945786149",{"EN":1000,"VI":1001},"\u003Cjats:title>Abstract\u003C\u002Fjats:title>\u003Cjats:p>The evolving technological landscape in the digital era has a crucial influence on lifelong learning and the demand for problem‐solving skills. In this paper, we identify associations between formal, non‐formal and informal learning with sufficient problem‐solving skills in technology‐rich environments (TRE). We focus on adults' problem‐solving skills in TRE as a novel approach to investigate formal, non‐formal and informal learning based on data from the Programme for the International Assessment of Adult Competencies. This programme measured 16–64‐year‐old adults' proficiency in problem‐solving skills in TRE. The total sample size was 61 654 individuals from 13 European countries. Our results clearly indicate that the skill levels of more than 50% of adults aged 16–64 years old seem to be insufficient to cope effectively in TRE. The findings suggest that the learning ecologies of adults are a combination of formal, non‐formal and informal learning activities. The overall level of problem‐solving skills in TRE was higher among individuals who indicated that they have participated either formal or non‐formal learning activities, compared to those who have not. However, interestingly, the association between formal learning and problem‐solving skills in TRE was not major. Instead, our results clearly indicate that informal learning seems to be highly associated with sufficient problem‐solving skills in TRE. In practice, we outline those formal, non‐formal and informal learning activities that adults perform when applying the skills in TRE. By recognising these activities undertaken by sufficient problem solvers, we can promote lifelong learning skills. Our findings can also be used as a starting point for future studies on lifelong learning.\u003C\u002Fjats:p>","\u003Cjats:title>Tóm tắt\u003C\u002Fjats:title>\u003Cjats:p>Cảnh quan công nghệ đang phát triển trong kỷ nguyên số có ảnh hưởng quan trọng đến việc học suốt đời và nhu cầu về kỹ năng giải quyết vấn đề. Trong bài báo này, chúng tôi xác định mối liên hệ giữa học chính thức, không chính thức và không quy chuẩn với những kỹ năng giải quyết vấn đề đầy đủ trong các môi trường giàu công nghệ (TRE). Chúng tôi tập trung vào kỹ năng giải quyết vấn đề của người lớn trong TRE như một cách tiếp cận mới để nghiên cứu học chính thức, không chính thức và không quy chuẩn dựa trên dữ liệu từ Chương trình Đánh giá Quốc tế về Năng lực Người trưởng thành. Chương trình này đã đo lường khả năng giải quyết vấn đề của những người trưởng thành trong độ tuổi từ 16 đến 64 ở TRE. Quy mô mẫu tổng thể là 61.654 cá nhân từ 13 quốc gia châu Âu. Kết quả của chúng tôi chỉ ra rõ ràng rằng trình độ kỹ năng của hơn 50% người lớn ở độ tuổi từ 16 đến 64 dường như không đủ để đối phó hiệu quả trong TRE. Những phát hiện gợi ý rằng sinh thái học học tập của người lớn là sự kết hợp giữa các hoạt động học chính thức, không chính thức và không quy chuẩn. Mức độ tổng thể của kỹ năng giải quyết vấn đề trong TRE cao hơn ở những cá nhân cho biết họ đã tham gia vào các hoạt động học chính thức hoặc không chính thức, so với những người không tham gia. Tuy nhiên, điều thú vị là mối liên hệ giữa học chính thức và kỹ năng giải quyết vấn đề trong TRE không phải là lớn. Ngược lại, kết quả của chúng tôi chỉ ra rõ ràng rằng học không chính thức dường như có mối liên hệ mạnh với những kỹ năng giải quyết vấn đề đầy đủ trong TRE. Trong thực tế, chúng tôi chỉ ra những hoạt động học chính thức, không chính thức và không quy chuẩn mà người lớn thực hiện khi áp dụng các kỹ năng trong TRE. Bằng cách nhận ra những hoạt động mà những người giải quyết vấn đề đầy đủ thực hiện, chúng tôi có thể thúc đẩy kỹ năng học tập suốt đời. Các phát hiện của chúng tôi cũng có thể được sử dụng như một điểm khởi đầu cho các nghiên cứu trong tương lai về việc học suốt đời.\u003C\u002Fjats:p>",{"EN":1003,"VI":1004},"Lifelong learning: Formal, non‐formal and informal learning in the context of the use of problem‐solving skills in technology‐rich environments","Học tập suốt đời: Học chính thức, không chính thức và không chính quy trong bối cảnh việc sử dụng kỹ năng giải quyết vấn đề trong môi trường công nghệ phong phú",{"VI":156},{"VOID":1007},"10.1111\u002Fbjet.12807",[163],[165],"https:\u002F\u002Fbera-journals.onlinelibrary.wiley.com\u002Fdoi\u002F10.1111\u002Fbjet.12807",[1012,1021,1032,1043],{"id":1013,"sortIndex":25,"researcher":24,"roles":1014,"affiliations":1015,"properties":1016,"displayName":1018,"givenName":24,"familyName":24},"9a8286ee-34b1-469a-a264-3179a303f3c7",[],[],{"title":1017,"openalex":1019},{"EN":1018},"Hanna 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(PIAAC)",{},{"id":24,"text":1144,"url":24,"identifiers":1145},"10.1007\u002Fs10956-006-9027-1",{"doi":1144},{"id":24,"text":1147,"url":24,"identifiers":1148},"Fevre R., 2000, The necessity of informal learning, 64",{},{"id":24,"text":1150,"url":24,"identifiers":1151},"Frank T. H. J., 2017, From digital literacies to digital problem solving: Expanding technology‐rich learning opportunities for adults, Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 6, 66",{},{"id":24,"text":1153,"url":24,"identifiers":1154},"Goos M., 2013, How the world of work is changing: A review of the evidence, 1",{},{"id":24,"text":1156,"url":24,"identifiers":1157},"10.1016\u002Fj.compedu.2015.04.013",{"doi":1156},{"id":24,"text":1159,"url":24,"identifiers":1160},"10.1016\u002Fj.compedu.2018.10.013",{"doi":1159},{"id":24,"text":1162,"url":24,"identifiers":1163},"Jackson N. J., 2013, Lifewide learning, education & personal development. Learning ecology narratives, 1",{},{"id":24,"text":1165,"url":24,"identifiers":1166},"10.5465\u002Famle.2005.17268566",{"doi":1165},{"id":24,"text":1168,"url":24,"identifiers":1169},"10.1016\u002Fj.sbspro.2011.11.084",{"doi":1168},{"id":24,"text":1171,"url":24,"identifiers":1172},"10.1007\u002FBF00598444",{"doi":1171},{"id":24,"text":1174,"url":24,"identifiers":1175},"10.1007\u002F978-981-287-113-8_24",{"doi":1174},{"id":24,"text":1177,"url":24,"identifiers":1178},"10.1111\u002Fj.1467-8535.2008.00912.x",{"doi":1177},{"id":24,"text":1180,"url":24,"identifiers":1181},"10.1108\u002F13665620310504783",{"doi":1180},{"id":24,"text":1183,"url":24,"identifiers":1184},"10.1111\u002Fjcal.12007",{"doi":1183},{"id":24,"text":1186,"url":24,"identifiers":1187},"10.1002\u002Face.5",{"doi":1186},{"id":24,"text":1189,"url":24,"identifiers":1190},"10.1787\u002F9789264204027-en",{"doi":1189},{"id":24,"text":1192,"url":24,"identifiers":1193},"OECD, 2014, Skills and jobs in the internet economy",{},{"id":24,"text":1195,"url":24,"identifiers":1196},"10.1787\u002F9789264258051-en",{"doi":1195},{"id":24,"text":1198,"url":24,"identifiers":1199},"Rosen D., 2014, Digital literacy and problem solving in technology‐rich environments: A report of a national meeting held by the Canadian Literacy and Learning Network",{},{"id":24,"text":1201,"url":24,"identifiers":1202},"Schugurensky D., 2000, The form of informal learning: Towards a conceptualization of the field",{},{"id":24,"text":1204,"url":24,"identifiers":1205},"10.1080\u002F02601370304835",{"doi":1204},{"id":24,"text":1207,"url":24,"identifiers":1208},"10.1016\u002FS0360-1315(99)00044-5",{"doi":1207},{"id":24,"text":1210,"url":24,"identifiers":1211},"Sharples M., 2006, Big issues in mobile learning, 21",{},{"id":24,"text":1213,"url":24,"identifiers":1214},"10.1016\u002Fj.chb.2017.03.010",{"doi":1213},{"id":24,"text":1216,"url":24,"identifiers":1217},"Yasar Ö., 2011, Education in a technological world: Communicating current and emerging research and technological efforts, 531",{},{"id":24,"text":1219,"url":24,"identifiers":1220},"10.1111\u002Fbjet.12211",{"doi":1219},{"id":1222,"createTime":1223,"updateTime":1224,"relativeEntities":1225,"slug":1226,"properties":1227,"entityType":159,"verifyStatus":23,"verifyTime":1241,"verifyNote":161,"languages":1242,"translateLanguages":1243,"viewCount":25,"primaryUrl":1244,"fullTextUrl":24,"authors":1245,"publicationType":198,"publisherRelationship":1268,"citationCount":1323,"citationInfo":1324,"publishDate":1328,"publishYear":1325,"citationAnalyzeStatus":23,"lastCitationAnalyze":24,"indexDatabases":1329,"openAccess":24,"references":1330,"isForceReanalyzing":471},"af91a423-dc0a-431d-ac68-25e59cf0e6b4","2025-01-23T10:09:32.139+00:00","2025-02-15T03:06:46.536+00:00",[],"The-role-of-informal-digital-learning-of-English-and-L2-motivational-self-system-in-foreign-language-enjoyment",{"openalex":1228,"mag":1230,"abstract":1232,"title":1235,"keywords":1238,"doi":1239},{"VOID":1229},"W3021886458",{"VOID":1231},"3021886458",{"EN":1233,"VI":1234},"\u003Cjats:title>Abstract\u003C\u002Fjats:title>\u003Cjats:p>This interdisciplinary research examines how Informal Digital Learning of English (\u003Cjats:italic>IDLE\u003C\u002Fjats:italic>) and the L2 Motivational Self System (consisting of \u003Cjats:italic>the ideal L2 self\u003C\u002Fjats:italic> and \u003Cjats:italic>the ought‐to L2 self\u003C\u002Fjats:italic>) are linked with Foreign Language Enjoyment (\u003Cjats:italic>FLE\u003C\u002Fjats:italic>). Together, these are flourishing research areas in computer‐assisted language learning, second language acquisition and positive psychology. Using a purposive sampling technique, three cohorts of English‐as‐a‐foreign‐language learners (\u003Cjats:italic>N\u003C\u002Fjats:italic> = 661) are surveyed in South Korea: middle school (\u003Cjats:italic>n\u003C\u002Fjats:italic> = 173), high school (\u003Cjats:italic>n\u003C\u002Fjats:italic> = 374) and university students (\u003Cjats:italic>n\u003C\u002Fjats:italic> = 114). Results of hierarchical regression analyses show that \u003Cjats:italic>IDLE\u003C\u002Fjats:italic> and \u003Cjats:italic>the ideal L2 self\u003C\u002Fjats:italic> are significantly predictive of all groups’ FLE, while \u003Cjats:italic>the ought‐to L2 self\u003C\u002Fjats:italic> predicts only middle school students’ FLE. These results suggest that students’ engagement in extramural digital activities and their motivational mindset (shaped through different socio‐educational contexts) may have influenced their emotions in learning their target language. Informed by these results, teachers can help increase students’ L2 learning enjoyment by supporting their language learning in out‐of‐class digital settings as well as promoting their ideal L2 self‐images. Concurrently, teachers and parents can enhance younger learners’ enjoyment of learning L2—especially in test‐oriented Asian contexts—by setting higher L2 learning expectations.\u003C\u002Fjats:p>","\u003Cjats:title>Abstract\u003C\u002Fjats:title>\u003Cjats:p>Nghiên cứu liên ngành này khảo sát mối liên hệ giữa Việc Học Tiếng Anh Không Chính Thức Qua Kỹ Thuật Số (\u003Cjats:italic>IDLE\u003C\u002Fjats:italic>) và Hệ Thống Động Lực L2 (bao gồm \u003Cjats:italic>hình ảnh lý tưởng L2\u003C\u002Fjats:italic> và \u003Cjats:italic>hình ảnh cần đạt L2\u003C\u002Fjats:italic>) với Tận Hưởng Ngoại Ngữ (\u003Cjats:italic>FLE\u003C\u002Fjats:italic>). Những lĩnh vực này đang phát triển mạnh mẽ trong việc học ngôn ngữ bằng công nghệ, việc tiếp thu ngôn ngữ thứ hai và tâm lý học tích cực. Sử dụng kỹ thuật lấy mẫu có mục đích, ba nhóm học sinh học tiếng Anh như ngôn ngữ ngoại (\u003Cjats:italic>N\u003C\u002Fjats:italic> = 661) đã được khảo sát tại Hàn Quốc: học sinh trung học cơ sở (\u003Cjats:italic>n\u003C\u002Fjats:italic> = 173), học sinh trung học phổ thông (\u003Cjats:italic>n\u003C\u002Fjats:italic> = 374) và sinh viên đại học (\u003Cjats:italic>n\u003C\u002Fjats:italic> = 114). Kết quả phân tích hồi quy bậc cao cho thấy rằng \u003Cjats:italic>IDLE\u003C\u002Fjats:italic> và \u003Cjats:italic>hình ảnh lý tưởng L2\u003C\u002Fjats:italic> có khả năng dự đoán FLE của tất cả các nhóm một cách đáng kể, trong khi \u003Cjats:italic>hình ảnh cần đạt L2\u003C\u002Fjats:italic> chỉ dự đoán FLE của học sinh trung học cơ sở. Những kết quả này cho thấy rằng sự tham gia của học sinh vào các hoạt động kỹ thuật số ngoài lớp học và tâm lý động lực của họ (được hình thành từ các bối cảnh xã hội giáo dục khác nhau) có thể đã ảnh hưởng đến cảm xúc của họ trong việc học ngôn ngữ mục tiêu. Được thông tin từ những kết quả này, giáo viên có thể giúp tăng cường niềm vui học L2 của học sinh bằng cách hỗ trợ việc học ngôn ngữ của họ trong các môi trường kỹ thuật số ngoài lớp học cũng như khuyến khích hình ảnh lý tưởng về bản thân L2 của họ. Đồng thời, giáo viên và phụ huynh có thể nâng cao sự thích thú của các học sinh nhỏ tuổi trong việc học L2—đặc biệt trong các bối cảnh Á Châu có trọng tâm vào thi cử—bằng cách đặt ra những kỳ vọng cao hơn trong việc học L2.",{"EN":1236,"VI":1237},"The role of informal digital learning of English and L2 motivational self system in foreign language enjoyment","Vai trò của việc học tiếng Anh không chính thức qua kỹ thuật số và hệ thống động lực L2 trong việc tận hưởng ngoại ngữ",{"VI":156},{"VOID":1240},"10.1111\u002Fbjet.12955","2025-01-23T10:09:32.138+00:00",[163],[165],"https:\u002F\u002Fbera-journals.onlinelibrary.wiley.com\u002Fdoi\u002F10.1111\u002Fbjet.12955",[1246,1257],{"id":1247,"sortIndex":25,"researcher":24,"roles":1248,"affiliations":1249,"properties":1250,"displayName":1254,"givenName":24,"familyName":24},"6ec5c40b-4699-4a13-9b1e-c2e790482531",[],[],{"orcid":1251,"title":1253,"openalex":1255},{"VOID":1252},"https:\u002F\u002Forcid.org\u002F0000-0002-8756-0910",{"EN":1254},"Ju Seong Lee",{"VOID":1256},"A5000304674",{"id":1258,"sortIndex":107,"researcher":24,"roles":1259,"affiliations":1260,"properties":1261,"displayName":1265,"givenName":24,"familyName":24},"b69fc913-d8e6-455e-ad5f-e26635d70e27",[],[],{"orcid":1262,"title":1264,"openalex":1266},{"VOID":1263},"https:\u002F\u002Forcid.org\u002F0000-0002-4028-4613",{"EN":1265},"Kilryoung Lee",{"VOID":1267},"A5063626312",{"url":24,"publisher":1269,"properties":1316},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":1270,"slug":10,"properties":1271,"entityType":22,"verifyStatus":23,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":25,"subjectFields":1276,"manageAffiliations":1285,"indexDatabases":1296,"url":91,"thumbnailPath":24,"statistic":1311,"gsStatistic":24,"type":24,"analyzePriority":24},[],{"country":1272,"eissn":1273,"issn":1274,"title":1275},{"VOID":13},{"VOID":15},{"VOID":17},{"EN":19},[1277,1281],{"id":28,"createTime":24,"updateTime":24,"relativeEntities":1278,"label":1279,"description":1280,"parentId":24,"standard":24,"scholarHubFieldId":24},[],{"EN":31},{},{"id":34,"createTime":24,"updateTime":24,"relativeEntities":1282,"label":1283,"description":1284,"parentId":24,"standard":24,"scholarHubFieldId":24},[],{"EN":37,"VI":38},{},[1286,1291],{"id":42,"createTime":24,"updateTime":24,"relativeEntities":1287,"slug":24,"properties":1288,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":1290,"statistic":24},[],{"title":1289},{"EN":46},[],{"id":49,"createTime":24,"updateTime":24,"relativeEntities":1292,"slug":24,"properties":1293,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":1295,"statistic":24},[],{"title":1294},{"EN":53},[],[1297,1304],{"id":57,"indexDatabase":1298,"url":68,"indexYears":69,"academicFieldIds":1303,"indexDatabaseRanking":73},{"id":59,"createTime":24,"updateTime":24,"relativeEntities":1299,"label":1300,"description":1301,"key":65,"publicationTags":1302,"standard":24},[],{"EN":62,"VI":62},{"EN":62,"VI":64},[67],[71,72],{"id":75,"indexDatabase":1305,"url":88,"indexYears":24,"academicFieldIds":1310,"indexDatabaseRanking":24},{"id":77,"createTime":24,"updateTime":24,"relativeEntities":1306,"label":1307,"description":1308,"key":84,"publicationTags":1309,"standard":24},[],{"EN":80,"VI":80},{"EN":82,"VI":83},[86,87],[90],{"impactFactor":25,"impactFactorByYear":1312,"i10Index":103,"i10IndexLast5Year":104,"totalPublication":105,"totalPublicationByYear":1313,"totalCitation":110,"totalCitationByYear":1314,"totalCitationPerPublication":125,"totalCitationPerPublicationByYear":1315,"hindexLast5Year":133,"hindex":133},{"2012":94,"2013":95,"2014":94,"2015":96,"2016":97,"2017":98,"2018":99,"2019":97,"2020":100,"2021":101,"2022":102},{"1984":107,"1994":107,"2003":107,"2005":107,"2007":107,"2011":107,"2012":96,"2013":107,"2015":96,"2016":96,"2018":96,"2019":108,"2020":109},{"1984":112,"1994":113,"2003":114,"2005":115,"2007":116,"2011":117,"2012":118,"2013":119,"2015":120,"2016":121,"2018":122,"2019":123,"2020":124},{"1984":112,"1994":113,"2003":114,"2005":115,"2007":116,"2011":117,"2012":127,"2013":119,"2015":128,"2016":129,"2018":130,"2019":131,"2020":132},{"issue":1317,"pages":1319,"volume":1321},{"VOID":1318},"1",{"VOID":1320},"358-373",{"VOID":1322},"52",93,{"total":1323,"publishYear":1325,"statisticByYear":1326},2021,{"2021":622,"2022":259,"2023":1327,"2024":620},27,"2021-01-01",[86,73],[1331,1334,1337,1340,1343,1346,1349,1352,1355,1358,1361,1364,1367,1370,1373,1376,1379,1382,1385,1388,1391,1394,1397,1400,1403,1406,1409,1412,1415,1418,1421,1424,1427,1430,1433,1436,1439,1442,1445,1448,1451,1454,1457,1460,1463,1466,1469,1472,1475,1478,1481,1484,1487,1490,1493],{"id":24,"text":1332,"url":24,"identifiers":1333},"10.1111\u002Fj.1467-1770.1975.tb00115.x",{"doi":1332},{"id":24,"text":1335,"url":24,"identifiers":1336},"10.1111\u002Fj.1741-3729.2012.00754.x",{"doi":1335},{"id":24,"text":1338,"url":24,"identifiers":1339},"10.1007\u002F978-1-4899-2271-7",{"doi":1338},{"id":24,"text":1341,"url":24,"identifiers":1342},"10.1111\u002Fj.1540-4781.2013.12036.x",{"doi":1341},{"id":24,"text":1344,"url":24,"identifiers":1345},"10.14746\u002Fssllt.2018.8.1.1",{"doi":1344},{"id":24,"text":1347,"url":24,"identifiers":1348},"10.14746\u002Fssllt.2014.4.2.5",{"doi":1347},{"id":24,"text":1350,"url":24,"identifiers":1351},"10.1177\u002F1362168817692161",{"doi":1350},{"id":24,"text":1353,"url":24,"identifiers":1354},"Dörnyei Z., 2005, The psychology of the language learner: Individual differences in second language acquisition",{},{"id":24,"text":1356,"url":24,"identifiers":1357},"10.21832\u002F9781847691293-003",{"doi":1356},{"id":24,"text":1359,"url":24,"identifiers":1360},"10.4324\u002F9781315779553",{"doi":1359},{"id":24,"text":1362,"url":24,"identifiers":1363},"10.1002\u002F9781119472384",{"doi":1362},{"id":24,"text":1365,"url":24,"identifiers":1366},"Dulay H., 1977, Viewpoints on English as a second language, 95",{},{"id":24,"text":1368,"url":24,"identifiers":1369},"Fabrigar L. R., 2012, Exploratory factor analysis (understanding statistics)",{},{"id":24,"text":1371,"url":24,"identifiers":1372},"10.1037\u002F0003-066X.56.3.218",{"doi":1371},{"id":24,"text":1374,"url":24,"identifiers":1375},"Gardner R. C., 1985, Social psychology and second language learning: The role of attitudes and motivation",{},{"id":24,"text":1377,"url":24,"identifiers":1378},"10.1037\u002Fh0083787",{"doi":1377},{"id":24,"text":1380,"url":24,"identifiers":1381},"10.21832\u002F9781783097722",{"doi":1380},{"id":24,"text":1383,"url":24,"identifiers":1384},"Hair J., 1995, Multivariate data analysis",{},{"id":24,"text":1386,"url":24,"identifiers":1387},"10.1037\u002F0033-295X.94.3.319",{"doi":1386},{"id":24,"text":1389,"url":24,"identifiers":1390},"Hong S., 2017, A study on convergence factors related with academic burnout of students in health majors in studying for TOEIC, Journal of Digital Convergence, 15, 315",{},{"id":24,"text":1392,"url":24,"identifiers":1393},"10.1111\u002Fj.1540-4781.1986.tb05256.x",{"doi":1392},{"id":24,"text":1395,"url":24,"identifiers":1396},"10.1016\u002Fj.system.2019.02.017",{"doi":1395},{"id":24,"text":1398,"url":24,"identifiers":1399},"Kim T.‐Y., 2018, Relationships among perceptual learning style, the ideal L2 self, and motivated L2 behavior in college language learners, Porta Linguarum, 30, 7",{},{"id":24,"text":1401,"url":24,"identifiers":1402},"Kim T.‐Y., 2016, EFL learning demotivation in the Korean context: Similarities and differences across school levels, English Language & Literature Teaching, 22, 135",{},{"id":24,"text":1404,"url":24,"identifiers":1405},"10.1016\u002Fj.system.2017.11.005",{"doi":1404},{"id":24,"text":1407,"url":24,"identifiers":1408},"Korean Statistical Information Service, 2019, Foreign residents status",{},{"id":24,"text":1410,"url":24,"identifiers":1411},"Krashen S., 1982, Principles and Practice in Second Language Acquisition",{},{"id":24,"text":1413,"url":24,"identifiers":1414},"Lai C., 2017, Autonomous language learning with technology beyond the classroom",{},{"id":24,"text":1416,"url":24,"identifiers":1417},"10.1002\u002Ftesq.171",{"doi":1416},{"id":24,"text":1419,"url":24,"identifiers":1420},"10.1080\u002F09588221.2018.1535509",{"doi":1419},{"id":24,"text":1422,"url":24,"identifiers":1423},"Lee J. S., 2019, Quantity and diversity of informal digital learning of English, Language Learning & Technology, 23, 114",{},{"id":24,"text":1425,"url":24,"identifiers":1426},"10.1111\u002Fbjet.12599",{"doi":1425},{"id":24,"text":1428,"url":24,"identifiers":1429},"Lee J. S., 2019, Affective variables and informal digital learning of English: Keys to willingness to communicate in a second language, Australasian Journal of Educational Technology, 35, 168",{},{"id":24,"text":1431,"url":24,"identifiers":1432},"10.1002\u002Ftesq.422",{"doi":1431},{"id":24,"text":1434,"url":24,"identifiers":1435},"Li C., 2019, A positive Psychology perspective on Chinese EFL students' trait emotional intelligence, foreign language enjoyment and EFL learning achievement, Journal of Multilingual and Multicultural Development, 1",{},{"id":24,"text":1437,"url":24,"identifiers":1438},"10.1016\u002Fj.system.2018.06.004",{"doi":1437},{"id":24,"text":1440,"url":24,"identifiers":1441},"10.21832\u002F9781783095360",{"doi":1440},{"id":24,"text":1443,"url":24,"identifiers":1444},"10.1037\u002F0003-066X.41.9.954",{"doi":1443},{"id":24,"text":1446,"url":24,"identifiers":1447},"Maslow A. H., 1970, Motivation and personality",{},{"id":24,"text":1449,"url":24,"identifiers":1450},"10.21832\u002F9781847697042",{"doi":1449},{"id":24,"text":1452,"url":24,"identifiers":1453},"Mortel T. F. v, D., 2008, Faking it: Social desirability response bias in self‐report research, Australian Journal of Advanced Nursing, 25, 40",{},{"id":24,"text":1455,"url":24,"identifiers":1456},"10.1007\u002Fs10902-004-1278-z",{"doi":1455},{"id":24,"text":1458,"url":24,"identifiers":1459},"10.1177\u002F0033688214561621",{"doi":1458},{"id":24,"text":1461,"url":24,"identifiers":1462},"Rogers C. R., 1951, Client‐centered therapy: Its current practice, implications and theory",{},{"id":24,"text":1464,"url":24,"identifiers":1465},"10.1159\u002F000289026",{"doi":1464},{"id":24,"text":1467,"url":24,"identifiers":1468},"Safdari S., 2019, Operationalizing L2 motivational self system: Improving EFL learners' motivation through a vision enhancement program, Language Teaching Research, 1",{},{"id":24,"text":1470,"url":24,"identifiers":1471},"Sauro S., 2019, What are the digital wilds?, Language Learning & Technology, 23, 1",{},{"id":24,"text":1473,"url":24,"identifiers":1474},"10.1037\u002F0003-066X.55.1.5",{"doi":1473},{"id":24,"text":1476,"url":24,"identifiers":1477},"10.1057\u002F9781137414885",{"doi":1476},{"id":24,"text":1479,"url":24,"identifiers":1480},"Sundqvist P., 2019, Commercial‐off‐the‐shelf games in the digital wild and L2 learner vocabulary, Language Learning & Technology, 23, 87",{},{"id":24,"text":1482,"url":24,"identifiers":1483},"10.1057\u002F978-1-137-46048-6",{"doi":1482},{"id":24,"text":1485,"url":24,"identifiers":1486},"10.21832\u002F9781847691293-005",{"doi":1485},{"id":24,"text":1488,"url":24,"identifiers":1489},"10.1080\u002F01443410601066669",{"doi":1488},{"id":24,"text":1491,"url":24,"identifiers":1492},"10.1016\u002Fj.system.2013.12.022",{"doi":1491},{"id":24,"text":1494,"url":24,"identifiers":1495},"10.1016\u002Fj.system.2018.11.003",{"doi":1494},{"id":1497,"createTime":1498,"updateTime":1499,"relativeEntities":1500,"slug":1501,"properties":1502,"entityType":159,"verifyStatus":1516,"verifyTime":1517,"verifyNote":1518,"languages":1519,"translateLanguages":1520,"viewCount":25,"primaryUrl":1521,"fullTextUrl":24,"authors":1522,"publicationType":198,"publisherRelationship":1610,"citationCount":1664,"citationInfo":1665,"publishDate":1677,"publishYear":1666,"citationAnalyzeStatus":23,"lastCitationAnalyze":24,"indexDatabases":1678,"openAccess":24,"references":1679,"isForceReanalyzing":471},"7a0d23a1-de83-468c-b6f7-bd3f86dfa85f","2025-01-25T04:38:54.529+00:00","2025-02-15T03:05:48.068+00:00",[],"Using-the-Facebook-group-as-a-learning-management-system-An-exploratory-study",{"openalex":1503,"mag":1505,"abstract":1507,"title":1510,"keywords":1513,"doi":1514},{"VOID":1504},"W1700257412",{"VOID":1506},"1700257412",{"EN":1508,"VI":1509},"\u003Cjats:sec>\u003Cjats:title>Abstract\u003C\u002Fjats:title>\u003Cjats:p>Facebook is a popular social networking site. It, like many other new technologies, has potential for teaching and learning because of its unique built‐in functions that offer pedagogical, social and technological affordances. In this study, the Facebook group was used as a learning management system (LMS) in two courses for putting up announcements, sharing resources, organizing weekly tutorials and conducting online discussions at a teacher education institute in Singapore. This study explores using the Facebook group as an LMS and the students' perceptions of using it in their courses. Results showed that students were basically satisfied with the affordances of Facebook as the fundamental functions of an LMS could be easily implemented in the Facebook group. However, using the Facebook group as an LMS has certain limitations. It did not support other format files to be uploaded directly, and the discussion was not organized in a threaded structure. Also, the students did not feel safe and comfortable as their privacy might be revealed. Constraints of using the Facebook group as an LMS, implications for practice and limitations of this study are discussed.\u003C\u002Fjats:p>\u003C\u002Fjats:sec>\u003Cjats:sec>\u003Cjats:title>Practitioner notes\u003C\u002Fjats:title>\u003Cjats:p>What is already known about this topic\u003C\u002Fjats:p>\u003Cjats:p>\u003Cjats:list list-type=\"explicit-label\">\n\u003Cjats:list-item>\u003Cjats:p>Facebook has been popularly used by tertiary students, but many students do not want their teachers to be friends on Facebook\u003C\u002Fjats:p>\u003C\u002Fjats:list-item>\n\u003Cjats:list-item>\u003Cjats:p>Teacher's self‐disclosure on Facebook can promote classroom atmosphere, teacher's credibility and student–teacher relationship\u003C\u002Fjats:p>\u003C\u002Fjats:list-item>\n\u003Cjats:list-item>\u003Cjats:p>Commercial learning management systems (LMSs) have limitations\u003C\u002Fjats:p>\u003C\u002Fjats:list-item>\n\u003C\u002Fjats:list>\u003C\u002Fjats:p>\u003Cjats:p>What this paper adds\u003C\u002Fjats:p>\u003Cjats:p>\u003Cjats:list list-type=\"explicit-label\">\n\u003Cjats:list-item>\u003Cjats:p>The Facebook group can be used an LMS as it has certain pedagogical, social and technological affordances\u003C\u002Fjats:p>\u003C\u002Fjats:list-item>\n\u003Cjats:list-item>\u003Cjats:p>Students are satisfied with the way of using the Facebook group as an LMS\u003C\u002Fjats:p>\u003C\u002Fjats:list-item>\n\u003Cjats:list-item>\u003Cjats:p>Younger students are more acceptable with the idea of using the Facebook group as an LMS\u003C\u002Fjats:p>\u003C\u002Fjats:list-item>\n\u003Cjats:list-item>\u003Cjats:p>Using the Facebook group as an LMS has limitations: it does not support other format files; its discussions are not listed in threads; and it is not perceived as a safe environment\u003C\u002Fjats:p>\u003C\u002Fjats:list-item>\n\u003C\u002Fjats:list>\u003C\u002Fjats:p>\u003Cjats:p>Implications for practice and\u002For policy\u003C\u002Fjats:p>\u003Cjats:p>\u003Cjats:list list-type=\"explicit-label\">\n\u003Cjats:list-item>\u003Cjats:p>The Facebook group can be used an LMS substitute or supplement\u003C\u002Fjats:p>\u003C\u002Fjats:list-item>\n\u003Cjats:list-item>\u003Cjats:p>Third‐party applications are needed to extend the capability of the Facebook group as an LMS\u003C\u002Fjats:p>\u003C\u002Fjats:list-item>\n\u003Cjats:list-item>\u003Cjats:p>Using Facebook seems to be more appropriate for young learners than adults\u003C\u002Fjats:p>\u003C\u002Fjats:list-item>\n\u003Cjats:list-item>\u003Cjats:p>Teachers do not have to be students' friends on Facebook.\u003C\u002Fjats:p>\u003C\u002Fjats:list-item>\n\u003C\u002Fjats:list>\u003C\u002Fjats:p>\u003C\u002Fjats:sec>","\u003Cjats:sec>\u003Cjats:title>Tóm tắt\u003C\u002Fjats:title>\u003Cjats:p>Facebook là một trang mạng xã hội phổ biến. Giống như nhiều công nghệ mới khác, nó có tiềm năng cho việc giảng dạy và học tập nhờ vào các chức năng tích hợp độc đáo mà nó cung cấp, mang lại những khả năng sư phạm, xã hội và công nghệ. Trong nghiên cứu này, nhóm Facebook được sử dụng như một hệ thống quản lý học tập (LMS) trong hai khóa học để đăng thông báo, chia sẻ tài nguyên, tổ chức các buổi hướng dẫn hàng tuần và tiến hành thảo luận trực tuyến tại một viện đào tạo giáo viên ở Singapore. Nghiên cứu này khám phá việc sử dụng nhóm Facebook như một LMS và cảm nhận của sinh viên về việc sử dụng nó trong các khóa học của họ. Kết quả cho thấy sinh viên chủ yếu hài lòng với những khả năng của Facebook bởi vì các chức năng cơ bản của một LMS có thể được triển khai dễ dàng trong nhóm Facebook. Tuy nhiên, việc sử dụng nhóm Facebook như một LMS cũng có những hạn chế nhất định. Nó không hỗ trợ việc tải lên các định dạng tệp khác trực tiếp, và các thảo luận không được tổ chức theo cấu trúc có chuỗi. Hơn nữa, sinh viên không cảm thấy an toàn và thoải mái vì quyền riêng tư của họ có thể bị lộ. Các hạn chế trong việc sử dụng nhóm Facebook như một LMS, các ứng dụng thực tiễn và các giới hạn của nghiên cứu này sẽ được thảo luận.\u003C\u002Fjats:p>\u003C\u002Fjats:sec>\u003Cjats:sec>\u003Cjats:title>Ghi chú thực hành\u003C\u002Fjats:title>\u003Cjats:p>Những điều đã được biết đến về chủ đề này\u003C\u002Fjats:p>\u003Cjats:p>\u003Cjats:list list-type=\"explicit-label\">\n\u003Cjats:list-item>\u003Cjats:p>Facebook đã được sử dụng phổ biến bởi sinh viên đại học, nhưng nhiều sinh viên không muốn thầy cô trở thành bạn bè trên Facebook\u003C\u002Fjats:p>\u003C\u002Fjats:list-item>\n\u003Cjats:list-item>\u003Cjats:p>Sự tự công khai của giáo viên trên Facebook có thể thúc đẩy bầu không khí lớp học, uy tín của giáo viên và mối quan hệ sinh viên – giáo viên\u003C\u002Fjats:p>\u003C\u002Fjats:list-item>\n\u003Cjats:list-item>\u003Cjats:p>Các hệ thống quản lý học tập thương mại (LMS) có những hạn chế\u003C\u002Fjats:p>\u003C\u002Fjats:list-item>\n\u003C\u002Fjats:list>\u003C\u002Fjats:p>\u003Cjats:p>Điều mà bài báo này cung cấp\u003C\u002Fjats:p>\u003Cjats:p>\u003Cjats:list list-type=\"explicit-label\">\n\u003Cjats:list-item>\u003Cjats:p>Nhóm Facebook có thể được sử dụng như một LMS vì nó có những khả năng sư phạm, xã hội và công nghệ nhất định\u003C\u002Fjats:p>\u003C\u002Fjats:list-item>\n\u003Cjats:list-item>\u003Cjats:p>Sinh viên hài lòng với cách sử dụng nhóm Facebook như một LMS\u003C\u002Fjats:p>\u003C\u002Fjats:list-item>\n\u003Cjats:list-item>\u003Cjats:p>Sinh viên trẻ có tâm lý chấp nhận tốt hơn với ý tưởng sử dụng nhóm Facebook như một LMS\u003C\u002Fjats:p>\u003C\u002Fjats:list-item>\n\u003Cjats:list-item>\u003Cjats:p>Sử dụng nhóm Facebook như một LMS có những hạn chế: nó không hỗ trợ việc tải lên các tệp định dạng khác; các thảo luận không được liệt kê theo chuỗi; và nó không được coi là môi trường an 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M., 2009, Proceedings of society for information technology & teacher education international conference, 329",{},{"id":24,"text":1690,"url":24,"identifiers":1691},"Dwyer C. Hiltz S. R.&Passerini K.(2007).Trust and privacy concern within social networking sites: a comparison of Facebook and MySpace. Retrieved September 2 2009 fromhttp:\u002F\u002Fcsis.pace.edu\u002F~dwyer\u002Fresearch\u002FDwyerAMCIS2007.pdf",{},{"id":24,"text":1693,"url":24,"identifiers":1694},"10.1111\u002Fj.1444-0938.2005.tb06663.x",{"doi":1693},{"id":24,"text":1696,"url":24,"identifiers":1697},"Hewitt A.&Forte A.(2006).Crossing boundaries: identity management and student\u002Ffaculty relationships on the Facebook. 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Using virtual office hours to enhance student‐faculty interaction, Journal of Information Systems Education, 20, 175",{},{"id":24,"text":1717,"url":24,"identifiers":1718},"10.1016\u002Fj.compedu.2009.04.008",{"doi":1717},{"id":24,"text":1720,"url":24,"identifiers":1721},"10.1080\u002F17439880902923606",{"doi":1720},{"id":24,"text":1723,"url":24,"identifiers":1724},"10.1080\u002F03634520601009710",{"doi":1723},{"id":24,"text":1726,"url":24,"identifiers":1727},"10.1080\u002F17439880902923655",{"doi":1726},{"id":24,"text":1729,"url":24,"identifiers":1730},"10.1016\u002Fj.compedu.2010.02.008",{"doi":1729},{"id":24,"text":1732,"url":24,"identifiers":1733},"Mori I.(2007).Student expectations study. Convertry: Joint Information Systems Committee. Retrieved January 5 2011 fromhttp:\u002F\u002Fwww.jisc.ac.uk\u002Fmedia\u002Fdocuments\u002Fpublications\u002Fstudentexpectations.pdf",{},{"id":24,"text":1735,"url":24,"identifiers":1736},"10.1046\u002Fj.0266-4909.2003.00047.x",{"doi":1735},{"id":24,"text":1738,"url":24,"identifiers":1739},"10.1177\u002F0261927X04269588",{"doi":1738},{"id":24,"text":1741,"url":24,"identifiers":1742},"Ooi C. Y., 2010, Workshop Proceedings of the 14th Global Conference on Computers in Education, 72",{},{"id":24,"text":1744,"url":24,"identifiers":1745},"10.1016\u002Fj.compedu.2009.06.011",{"doi":1744},{"id":24,"text":1747,"url":24,"identifiers":1748},"10.1089\u002Fcpb.2007.0056",{"doi":1747},{"id":24,"text":1750,"url":24,"identifiers":1751},"10.1016\u002Fj.compedu.2009.07.005",{"doi":1750},{"id":24,"text":1753,"url":24,"identifiers":1754},"Schroeder J., 2009, The chemistry of Facebook: using social networking to create an online community for the organic chemistry laboratory, Journal of Online Education, 5",{},{"id":24,"text":1756,"url":24,"identifiers":1757},"10.1080\u002F17439880902923622",{"doi":1756},{"id":24,"text":1759,"url":24,"identifiers":1760},"Teclehaimanot B., 2009, Proceedings of world conference on e‐learning in corporate, government, healthcare, and higher education 2009, 3181",{},{"id":24,"text":1762,"url":24,"identifiers":1763},"10.1287\u002Fisre.1100.0324",{"doi":1762},{"id":24,"text":1765,"url":24,"identifiers":1766},"10.1111\u002Fj.1365-2729.2001.00163.x",{"doi":1765},{"id":24,"text":1768,"url":24,"identifiers":1769},"10.1080\u002F14703290802377307",{"doi":1768},{"id":24,"text":1771,"url":24,"identifiers":1772},"10.1007\u002Fs11423-006-9018-1",{"doi":1771},{"id":24,"text":1774,"url":24,"identifiers":1775},"10.1016\u002Fj.compedu.2003.12.013",{"doi":1774},{"id":1777,"createTime":1778,"updateTime":1779,"relativeEntities":1780,"slug":1781,"properties":1782,"entityType":159,"verifyStatus":23,"verifyTime":1778,"verifyNote":161,"languages":1796,"translateLanguages":1797,"viewCount":25,"primaryUrl":1798,"fullTextUrl":24,"authors":1799,"publicationType":198,"publisherRelationship":1822,"citationCount":1875,"citationInfo":1876,"publishDate":1878,"publishYear":256,"citationAnalyzeStatus":23,"lastCitationAnalyze":24,"indexDatabases":1879,"openAccess":24,"references":1880,"isForceReanalyzing":471},"7e4c09f5-11a4-4650-92f7-a79b0b8e4396","2025-01-29T16:58:06.167+00:00","2025-02-15T03:04:47.027+00:00",[],"Digital-badges-do-they-live-up-to-the-hype-",{"openalex":1783,"mag":1785,"abstract":1787,"title":1790,"keywords":1793,"doi":1794},{"VOID":1784},"W2893420013",{"VOID":1786},"2893420013",{"EN":1788,"VI":1789},"\u003Cjats:title>Abstract\u003C\u002Fjats:title>\u003Cjats:sec>\u003Cjats:label \u002F>\u003Cjats:p>There has been much hype in relation to the emergence of digital badging in education. This paper seeks to determine whether digital badges indeed live up to this hype through a systematic review of 23 empirical studies. A series of evaluative research questions have been formulated to guide the analysis of the research literature along with selection criteria to unearth relevant studies. Analysis of this body of work suggests that digital badges can improve student engagement and motivation. However, this finding is not universal with some studies determining no benefit and others reporting negative outcomes. It is clear that further research is necessary particularly with more diverse disciplinary contexts.\u003C\u002Fjats:p>\u003C\u002Fjats:sec>\u003Cjats:sec>\u003Cjats:label \u002F>\u003Cjats:p>\n\u003Cjats:boxed-text content-type=\"box\" position=\"anchor\">\u003Cjats:caption>\u003Cjats:title>Practitioner Notes\u003C\u002Fjats:title>\u003C\u002Fjats:caption>\u003Cjats:p>What is already known about the topic.\n\u003Cjats:list list-type=\"bullet\">\n\u003Cjats:list-item>\u003Cjats:p>There is much hype about the benefits to be gained from introducing digital badges into the learning environment.\u003C\u002Fjats:p>\u003C\u002Fjats:list-item>\n\u003Cjats:list-item>\u003Cjats:p>Much of the literature available offers theoretical backgrounding, principles and good‐practice suggestions as well as generalised guidelines for using digital badges in education.\u003C\u002Fjats:p>\u003C\u002Fjats:list-item>\n\u003Cjats:list-item>\u003Cjats:p>Empirical studies using digital badges are limited.\u003C\u002Fjats:p>\u003C\u002Fjats:list-item>\n\u003C\u002Fjats:list>\u003C\u002Fjats:p>\u003Cjats:p>What this paper adds.\n\u003Cjats:list list-type=\"bullet\">\n\u003Cjats:list-item>\u003Cjats:p>Most research studies support the proposition that digital badges positively influence learning by encouraging participation and also task completion.\u003C\u002Fjats:p>\u003C\u002Fjats:list-item>\n\u003Cjats:list-item>\u003Cjats:p>But there isn’t consensus with some studies reporting no change while others highlighting negative implications.\u003C\u002Fjats:p>\u003C\u002Fjats:list-item>\n\u003Cjats:list-item>\u003Cjats:p>There is a concentration of STEM (Science, Technology, Engineering and Mathematics) and humanities & social sciences discipline areas within the studies suggesting that broader research is necessary to determine wider applicability of the results.\u003C\u002Fjats:p>\u003C\u002Fjats:list-item>\n\u003Cjats:list-item>\u003Cjats:p>Positive effects are identified throughout the studies such as improved: Student Engagement, Skills Recognition and Transferability, Personalised Learning, Personal Empowerment, and Work‐related activities and advancement.\u003C\u002Fjats:p>\u003C\u002Fjats:list-item>\n\u003C\u002Fjats:list>\u003C\u002Fjats:p>\u003Cjats:p>Implications for practice and\u002For policy\n\u003Cjats:list list-type=\"bullet\">\n\u003Cjats:list-item>\u003Cjats:p>The literature identified that digital badges can positively impact learner engagement and motivation, however these positive outcomes are not universal and further research is needed.\u003C\u002Fjats:p>\u003C\u002Fjats:list-item>\n\u003Cjats:list-item>\u003Cjats:p>The lack of consensus in relation to educational benefits highlights the need for the implementation of digital badges to be well planned and in line with the learning and teaching strategy of the praxis.\u003C\u002Fjats:p>\u003C\u002Fjats:list-item>\n\u003Cjats:list-item>\u003Cjats:p>Further research is necessary across a broader cross‐section of educational disciplines to determine whether digital badge suitability is cross‐disciplinary or rather focused on niche educational contexts such as STEM.\u003C\u002Fjats:p>\u003C\u002Fjats:list-item>\n\u003C\u002Fjats:list>\u003C\u002Fjats:p>\u003C\u002Fjats:boxed-text>\n\u003C\u002Fjats:p>\u003C\u002Fjats:sec>","\u003Cjats:title>Tóm tắt\u003C\u002Fjats:title>\u003Cjats:sec>\u003Cjats:label \u002F>\u003Cjats:p>Có rất nhiều sự phấn khích liên quan đến sự xuất hiện của huy hiệu số trong giáo dục. Bài báo này nhằm xác định liệu huy hiệu số có thực sự xứng đáng với sự phấn khích này hay không thông qua một cuộc xem xét hệ thống 23 nghiên cứu thực nghiệm. Một loạt các câu hỏi nghiên cứu đánh giá đã được hình thành để hướng dẫn phân tích tài liệu nghiên cứu cùng với tiêu chí lựa chọn để khám phá những nghiên cứu liên quan. Phân tích về khối lượng công việc này gợi ý rằng huy hiệu số có thể cải thiện sự tham gia và động lực của sinh viên. Tuy nhiên, phát hiện này không phổ quát khi một số nghiên cứu xác định không có lợi ích và những nghiên cứu khác báo cáo kết quả tiêu cực. Rõ ràng rằng cần phải có thêm nghiên cứu, đặc biệt là trong các ngữ cảnh ngành nghề đa dạng hơn.\u003C\u002Fjats:p>\u003C\u002Fjats:sec>\u003Cjats:sec>\u003Cjats:label \u002F>\u003Cjats:p>\n\u003Cjats:boxed-text content-type=\"box\" position=\"anchor\">\u003Cjats:caption>\u003Cjats:title>Ghi chú cho người thực hành\u003C\u002Fjats:title>\u003C\u002Fjats:caption>\u003Cjats:p>Những gì đã được biết đến về chủ đề.\n\u003Cjats:list list-type=\"bullet\">\n\u003Cjats:list-item>\u003Cjats:p>Có rất nhiều sự phấn khích về những lợi ích mà huy hiệu số mang lại khi được đưa vào môi trường học tập.\u003C\u002Fjats:p>\u003C\u002Fjats:list-item>\n\u003Cjats:list-item>\u003Cjats:p>Nhiều tài liệu hiện có cung cấp nền tảng lý thuyết, nguyên tắc và gợi ý thực tiễn tốt cũng như các hướng dẫn tổng quát về việc sử dụng huy hiệu số trong giáo dục.\u003C\u002Fjats:p>\u003C\u002Fjats:list-item>\n\u003Cjats:list-item>\u003Cjats:p>Các nghiên cứu thực nghiệm sử dụng huy hiệu số còn hạn chế.\u003C\u002Fjats:p>\u003C\u002Fjats:list-item>\n\u003C\u002Fjats:list>\u003C\u002Fjats:p>\u003Cjats:p>Điều bài báo này bổ sung.\n\u003Cjats:list list-type=\"bullet\">\n\u003Cjats:list-item>\u003Cjats:p>Hầu hết các nghiên cứu đều ủng hộ quan điểm rằng huy hiệu số có ảnh hưởng tích cực đến việc học bằng cách khuyến khích sự tham gia và hoàn thành nhiệm vụ.\u003C\u002Fjats:p>\u003C\u002Fjats:list-item>\n\u003Cjats:list-item>\u003Cjats:p>Tuy nhiên, không có sự đồng thuận khi một số nghiên cứu báo cáo không có sự thay đổi trong khi những nghiên cứu khác nhấn mạnh những ảnh hưởng tiêu cực.\u003C\u002Fjats:p>\u003C\u002Fjats:list-item>\n\u003Cjats:list-item>\u003Cjats:p>Có sự tập trung vào các lĩnh vực STEM (Khoa học, Công nghệ, Kỹ thuật và Toán học) và nhân văn & khoa học xã hội trong các nghiên cứu cho thấy rằng cần có nghiên cứu rộng hơn để xác định tính khả dụng rộng rãi của các kết quả.\u003C\u002Fjats:p>\u003C\u002Fjats:list-item>\n\u003Cjats:list-item>\u003Cjats:p>Các tác động tích cực được xác định xuyên suốt các nghiên cứu như cải thiện: Sự tham gia của sinh viên, Nhận diện và Tính chuyển giao kỹ năng, Học tập cá nhân hóa, Nâng cao quyền hạn cá nhân, và các hoạt động cũng như tiến bộ liên quan đến công việc.\u003C\u002Fjats:p>\u003C\u002Fjats:list-item>\n\u003C\u002Fjats:list>\u003C\u002Fjats:p>\u003Cjats:p>Ý nghĩa thực tiễn và\u002Fhoặc chính sách\n\u003Cjats:list list-type=\"bullet\">\n\u003Cjats:list-item>\u003Cjats:p>Tài liệu đã chỉ ra rằng huy hiệu số có thể tác động tích cực đến sự tham gia và động lực của người học; tuy nhiên, những kết quả tích cực này không phải là phổ quát và cần có thêm nghiên cứu.\u003C\u002Fjats:p>\u003C\u002Fjats:list-item>\n\u003Cjats:list-item>\u003Cjats:p>Thiếu sự đồng thuận liên quan đến lợi ích giáo dục nhấn mạnh nhu cầu cần thiết phải triển khai huy hiệu số phải được lập kế hoạch tốt và phù hợp với chiến lược học tập và giảng dạy của thực hành.\u003C\u002Fjats:p>\u003C\u002Fjats:list-item>\n\u003Cjats:list-item>\u003Cjats:p>Cần có thêm nghiên cứu trên một phổ ngành giáo dục rộng hơn để xác định liệu tính phù hợp của huy hiệu số có thuộc về các lĩnh vực đa ngành hay chỉ tập trung vào các ngữ cảnh giáo dục ngách như STEM.\u003C\u002Fjats:p>\u003C\u002Fjats:list-item>\n\u003C\u002Fjats:list>\u003C\u002Fjats:p>\u003C\u002Fjats:boxed-text>\n\u003C\u002Fjats:p>\u003C\u002Fjats:sec>",{"EN":1791,"VI":1792},"Digital badges, do they live up to the hype?","Huy hiệu số, liệu chúng có đáng giá như những gì đã quảng cáo?",{"VI":156},{"VOID":1795},"10.1111\u002Fbjet.12709",[163],[165],"https:\u002F\u002Fbera-journals.onlinelibrary.wiley.com\u002Fdoi\u002F10.1111\u002Fbjet.12709",[1800,1811],{"id":1801,"sortIndex":25,"researcher":24,"roles":1802,"affiliations":1803,"properties":1804,"displayName":1808,"givenName":24,"familyName":24},"88daa112-8b8b-4a38-9489-91ac568a8526",[],[],{"orcid":1805,"title":1807,"openalex":1809},{"VOID":1806},"https:\u002F\u002Forcid.org\u002F0000-0002-4952-5858",{"EN":1808},"Sherre Roy",{"VOID":1810},"A5077745702",{"id":1812,"sortIndex":107,"researcher":24,"roles":1813,"affiliations":1814,"properties":1815,"displayName":1819,"givenName":24,"familyName":24},"52887695-70cb-4447-bb89-a9df52200bb7",[],[],{"orcid":1816,"title":1818,"openalex":1820},{"VOID":1817},"https:\u002F\u002Forcid.org\u002F0000-0002-5766-3281",{"EN":1819},"Damien 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K.,, 2013, From stars to constellations, Learning and Leading with Technology, 41, 12",{},{"id":24,"text":1912,"url":24,"identifiers":1913},"Gamrat C., 2015, Presented at the CEUR Workshop Proceedings, 12",{},{"id":24,"text":1915,"url":24,"identifiers":1916},"10.1111\u002Fbjet.12200",{"doi":1915},{"id":24,"text":1918,"url":24,"identifiers":1919},"Gibson D., 2013, Digital badges in education, Education and Information Technologies, 20, 1",{},{"id":24,"text":1921,"url":24,"identifiers":1922},"Grant S., 2014, Badges: Show what you know, Young Adult Library Services, 12, 28",{},{"id":24,"text":1924,"url":24,"identifiers":1925},"Grant S., 2013, Digital badges: An annotated research bibliography v1",{},{"id":24,"text":1927,"url":24,"identifiers":1928},"10.1111\u002Fj.1471-1842.2009.00848.x",{"doi":1927},{"id":24,"text":1930,"url":24,"identifiers":1931},"Grimmer M., 2009, 23rd Annual Australian & New Zealand Academy of Management (ANZAM) Conference",{},{"id":24,"text":1933,"url":24,"identifiers":1934},"10.1109\u002FLaTiCE.2013.34",{"doi":1933},{"id":24,"text":1936,"url":24,"identifiers":1937},"10.1108\u002F03090560710718111",{"doi":1936},{"id":24,"text":1939,"url":24,"identifiers":1940},"10.1080\u002F15228959.2014.914864",{"doi":1939},{"id":24,"text":1942,"url":24,"identifiers":1943},"10.1002\u002Fj.1681-4835.2014.tb00465.x",{"doi":1942},{"id":24,"text":1945,"url":24,"identifiers":1946},"10.1109\u002FFIE.2014.7044389",{"doi":1945},{"id":24,"text":1948,"url":24,"identifiers":1949},"10.1007\u002F978-3-319-09635-3_6",{"doi":1948},{"id":24,"text":1951,"url":24,"identifiers":1952},"10.1080\u002F03075079.2011.598505",{"doi":1951},{"id":24,"text":1954,"url":24,"identifiers":1955},"10.1057\u002Fs41307-016-0034-4",{"doi":1954},{"id":24,"text":1957,"url":24,"identifiers":1958},"10.5944\u002Fopenpraxis.7.4.247",{"doi":1957},{"id":24,"text":1960,"url":24,"identifiers":1961},"McDaniel R. Lindgren R. &Friskics J.(2012).Using badges for shaping interactions in online learning environments. InProfessional Communication Conference (IPCC) 2012 IEEE International(pp.1–4).Orlando USA:IEEE Computer Society.",{"doi":1962},"10.1109\u002FIPCC.2012.6408619",{"id":24,"text":1964,"url":24,"identifiers":1965},"Mewburn I., 2014, Rhetoric and Reality",{},{"id":24,"text":1967,"url":24,"identifiers":1968},"Niemand M. Ouma S. Botha A. &Meraka C.(2015).Developing a conceptual model for receiving and authenticating digital badges in a resource constrained environment. InBeyond development. Time for a new ICT4D paradigm?Nungwi Zanzibar:International Development Informatics Association. Retrieved fromhttps:\u002F\u002Fwww.developmentinformatics.org\u002Fconferences\u002F2015\u002Fpapers\u002F8-Niemand-Botha-Ouma.pdf",{},{"id":24,"text":1970,"url":24,"identifiers":1971},"10.2190\u002FET.42.2.b",{"doi":1970},{"id":24,"text":1973,"url":24,"identifiers":1974},"10.4018\u002F978-1-4666-6046-5.ch055",{"doi":1973},{"id":24,"text":1976,"url":24,"identifiers":1977},"Oliver B., 2016, Better 21C credentials: Evaluating the promise, perils and disruptive potentials of digital credentials",{},{"id":24,"text":1979,"url":24,"identifiers":1980},"10.1016\u002Fj.chb.2015.03.024",{"doi":1979},{"id":24,"text":1982,"url":24,"identifiers":1983},"10.1007\u002Fs11528-013-0706-5",{"doi":1982},{"id":24,"text":1985,"url":24,"identifiers":1986},"Santos C., 2013, 2013 IEEE 13th International Conference on Advanced Learning Technologies (ICALT), 351, 10.1109\u002FICALT.2013.108",{"doi":1987},"10.1109\u002FICALT.2013.108",{"id":24,"text":1989,"url":24,"identifiers":1990},"10.1021\u002Facs.jchemed.5b00464",{"doi":1989},{"id":24,"text":1992,"url":24,"identifiers":1993},"Tran C., 2014, Design principles for motivating learning with digital badges: Consideration of contextual factors of recognition and assessment, Proceedings of International Conference of the Learning Sciences, ICLS, 2, 1027",{},{"id":24,"text":1995,"url":24,"identifiers":1996},"10.1080\u002F1533290X.2014.946355",{"doi":1995},{"id":24,"text":1998,"url":24,"identifiers":1999},"10.1007\u002Fs10984-016-9204-y",{"doi":1998},{"id":24,"text":2001,"url":24,"identifiers":2002},"10.1145\u002F2504776.2504805",{"doi":2001},{"id":24,"text":2004,"url":24,"identifiers":2005},"10.1177\u002F0735633115620433",{"doi":2004},{"id":24,"text":2007,"url":24,"identifiers":2008},"Yildirim S., 2016, The effect of digital badges specialization level of the subject on the achievement, satisfaction and motivation levels of the students, Turkish Online Journal of Educational Technology, 15, 169",{},{"id":2010,"createTime":2011,"updateTime":2012,"relativeEntities":2013,"slug":2014,"properties":2015,"entityType":159,"verifyStatus":1516,"verifyTime":2011,"verifyNote":1518,"languages":2028,"translateLanguages":2029,"viewCount":25,"primaryUrl":2030,"fullTextUrl":24,"authors":2031,"publicationType":198,"publisherRelationship":2102,"citationCount":2157,"citationInfo":2158,"publishDate":2163,"publishYear":2159,"citationAnalyzeStatus":23,"lastCitationAnalyze":24,"indexDatabases":2164,"openAccess":24,"references":2165,"isForceReanalyzing":471},"b20e87d7-7744-48f4-a170-78f60f9dd71a","2025-01-29T16:58:17.895+00:00","2025-02-15T03:03:40.575+00:00",[],"Personalized-workplace-learning-An-exploratory-study-on-digital-badging-within-a-teacher-professional-development-program",{"openalex":2016,"mag":2018,"abstract":2020,"title":2023,"keywords":2026,"doi":2027},{"VOID":2017},"W1935779492",{"VOID":2019},"1935779492",{"EN":2021,"VI":2022},"\u003Cjats:title>Abstract\u003C\u002Fjats:title>\u003Cjats:p>To provide customized workplace learning opportunities, a digital badge system was designed by a university, governmental agency and national professional association to support teachers' implementation of professional development (\u003Cjats:styled-content style=\"fixed-case\">PD\u003C\u002Fjats:styled-content>). Teacher Learning Journeys (\u003Cjats:styled-content style=\"fixed-case\">TLJ\u003C\u002Fjats:styled-content>) is an approach that allows for teachers to customize their \u003Cjats:styled-content style=\"fixed-case\">PD\u003C\u002Fjats:styled-content> experience to their workplace and make decisions about what \u003Cjats:styled-content style=\"fixed-case\">PD\u003C\u002Fjats:styled-content> they need based on their expertise and interests. The digital badging provided and assessed experiences in online PD. Using a theoretical framework that focused on decision making and customization as part of personalization, researchers conducted a theory‐driven thematic analysis on teachers' \u003Cjats:styled-content style=\"fixed-case\">TLJ\u003C\u002Fjats:styled-content> artifacts (goal statements, interviews and reflective activity logs). Data came from 36 teachers who completed 154 \u003Cjats:styled-content style=\"fixed-case\">PD\u003C\u002Fjats:styled-content> activities over a 3‐month period. A case study was developed from an in‐depth analysis of eight teachers' artifacts and interviews. Using \u003Cjats:styled-content style=\"fixed-case\">TLJ\u003C\u002Fjats:styled-content> as a \u003Cjats:styled-content style=\"fixed-case\">PD\u003C\u002Fjats:styled-content> tool, teachers made decisions when selecting learning goals they identified as personally relevant. Teachers customized the level of assessment and the specific content depth to personalize the \u003Cjats:styled-content style=\"fixed-case\">PD\u003C\u002Fjats:styled-content> training for workplace constraints. This project informs future research aiming to understand how personalized learning activities support teachers and other professional learners in a variety of workplaces.\u003C\u002Fjats:p>","\u003Cjats:title>Tóm tắt\u003C\u002Fjats:title>\u003Cjats:p>Để cung cấp những cơ hội học tập tại nơi làm việc được tùy chỉnh, một hệ thống huy hiệu số đã được thiết kế bởi một trường đại học, cơ quan chính phủ và hiệp hội nghề nghiệp quốc gia nhằm hỗ trợ giáo viên triển khai phát triển nghề nghiệp (\u003Cjats:styled-content style=\"fixed-case\">PD\u003C\u002Fjats:styled-content>). Hành trình học tập của giáo viên (\u003Cjats:styled-content style=\"fixed-case\">TLJ\u003C\u002Fjats:styled-content>) là một phương pháp cho phép giáo viên tùy chỉnh trải nghiệm \u003Cjats:styled-content style=\"fixed-case\">PD\u003C\u002Fjats:styled-content> của họ theo nơi làm việc và đưa ra quyết định về những gì \u003Cjats:styled-content style=\"fixed-case\">PD\u003C\u002Fjats:styled-content> họ cần dựa trên chuyên môn và sở thích của mình. Việc cung cấp và đánh giá trải nghiệm qua huy hiệu số đã diễn ra trong môi trường \u003Cjats:styled-content style=\"fixed-case\">PD\u003C\u002Fjats:styled-content> trực tuyến. Sử dụng một khung lý thuyết tập trung vào việc ra quyết định và tùy chỉnh như một phần của cá nhân hóa, các nhà nghiên cứu đã tiến hành phân tích chủ đề có định hướng lý thuyết đối với các tài liệu của \u003Cjats:styled-content style=\"fixed-case\">TLJ\u003C\u002Fjats:styled-content> của giáo viên (các tuyên bố mục tiêu, phỏng vấn và nhật ký hoạt động phản tư). Dữ liệu thu thập từ 36 giáo viên đã hoàn thành 154 hoạt động \u003Cjats:styled-content style=\"fixed-case\">PD\u003C\u002Fjats:styled-content> trong vòng 3 tháng. Một nghiên cứu trường hợp đã được xây dựng từ phân tích sâu về tài liệu và phỏng vấn của tám giáo viên. Bằng cách sử dụng \u003Cjats:styled-content style=\"fixed-case\">TLJ\u003C\u002Fjats:styled-content> như một công cụ \u003Cjats:styled-content style=\"fixed-case\">PD\u003C\u002Fjats:styled-content>, giáo viên đã đưa ra quyết định khi lựa chọn các mục tiêu học tập mà họ xác định là có liên quan cá nhân. Giáo viên đã tùy chỉnh mức độ đánh giá và chiều sâu nội dung cụ thể để cá nhân hóa đào tạo \u003Cjats:styled-content style=\"fixed-case\">PD\u003C\u002Fjats:styled-content> cho các ràng buộc tại nơi làm việc. Dự án này cung cấp thông tin cho các nghiên cứu trong tương lai nhằm hiểu cách các hoạt động học tập được cá nhân hóa hỗ trợ giáo viên và các nhân viên chuyên nghiệp khác trong nhiều môi trường làm việc khác nhau.\u003C\u002Fjats:p>",{"EN":2024,"VI":2025},"Personalized workplace learning: An exploratory study on digital badging within a teacher professional development program","Học tập tại nơi làm việc cá nhân hóa: Nghiên cứu khám phá về hệ thống huy hiệu số trong chương trình phát triển nghề nghiệp cho giáo viên",{"VI":156},{"VOID":1915},[163],[165],"https:\u002F\u002Fbera-journals.onlinelibrary.wiley.com\u002Fdoi\u002F10.1111\u002Fbjet.12200",[2032,2049,2068,2085],{"id":2033,"sortIndex":25,"researcher":24,"roles":2034,"affiliations":2035,"properties":2044,"displayName":2046,"givenName":24,"familyName":24},"f03af9fb-a1ee-4b73-8b02-86b96b44f164",[],[2036],{"id":2037,"sortIndex":25,"affiliation":2038,"properties":24},"a22fde44-2242-4aa8-b058-2a681d50fe60",{"id":2037,"createTime":24,"updateTime":24,"relativeEntities":2039,"slug":24,"properties":2040,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":2043,"statistic":24},[],{"title":2041},{"EN":2042},"Pennsylvania State Univ#TAB#",[],{"title":2045,"openalex":2047},{"EN":2046},"Christopher Gamrat",{"VOID":2048},"A5007753407",{"id":2050,"sortIndex":107,"researcher":24,"roles":2051,"affiliations":2052,"properties":2061,"displayName":2065,"givenName":24,"familyName":24},"026e9d4b-4589-41ab-b4da-b0f3191e5624",[],[2053],{"id":2054,"sortIndex":25,"affiliation":2055,"properties":24},"115feb0b-58ad-439b-9e22-03e1f6db5bbb",{"id":2054,"createTime":24,"updateTime":24,"relativeEntities":2056,"slug":24,"properties":2057,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":2060,"statistic":24},[],{"title":2058},{"EN":2059},"Learning & Performance Systems",[],{"orcid":2062,"title":2064,"openalex":2066},{"VOID":2063},"https:\u002F\u002Forcid.org\u002F0000-0001-7402-4126",{"EN":2065},"Heather Toomey Zimmerman",{"VOID":2067},"A5026862823",{"id":2069,"sortIndex":96,"researcher":24,"roles":2070,"affiliations":2071,"properties":2078,"displayName":2082,"givenName":24,"familyName":24},"ec3229b3-40ee-46b4-8922-9c4b49dab79f",[],[2072],{"id":2037,"sortIndex":25,"affiliation":2073,"properties":24},{"id":2037,"createTime":24,"updateTime":24,"relativeEntities":2074,"slug":24,"properties":2075,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":2077,"statistic":24},[],{"title":2076},{"EN":2042},[],{"orcid":2079,"title":2081,"openalex":2083},{"VOID":2080},"https:\u002F\u002Forcid.org\u002F0000-0003-4780-763X",{"EN":2082},"Jaclyn Dudek",{"VOID":2084},"A5080731950",{"id":2086,"sortIndex":109,"researcher":24,"roles":2087,"affiliations":2088,"properties":2095,"displayName":2099,"givenName":24,"familyName":24},"3c02f0ac-20b8-4b2e-af82-90cd418ac950",[],[2089],{"id":2054,"sortIndex":25,"affiliation":2090,"properties":24},{"id":2054,"createTime":24,"updateTime":24,"relativeEntities":2091,"slug":24,"properties":2092,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":2094,"statistic":24},[],{"title":2093},{"EN":2059},[],{"orcid":2096,"title":2098,"openalex":2100},{"VOID":2097},"https:\u002F\u002Forcid.org\u002F0000-0002-0981-7020",{"EN":2099},"Kyle L. 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recognition and communication for reducing second-language speaking anxiety in a web-based one-to-one synchronous learning environment",{"VOID":2273},"10.1111\u002Fj.1467-8535.2009.01035.x",[163],"https:\u002F\u002Fonlinelibrary.wiley.com\u002Fdoi\u002F10.1111\u002Fj.1467-8535.2009.01035.x",[2277,2296],{"id":2278,"sortIndex":25,"researcher":24,"roles":2279,"affiliations":2280,"properties":2289,"displayName":2293,"givenName":24,"familyName":24},"89a6a4d5-21ef-43bb-b533-4e2eaee8690b",[],[2281],{"id":2282,"sortIndex":25,"affiliation":2283,"properties":24},"693bea6b-eab2-4f3c-9a1b-6f91192a7ce3",{"id":2282,"createTime":24,"updateTime":24,"relativeEntities":2284,"slug":24,"properties":2285,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":2288,"statistic":24},[],{"title":2286},{"VI":2287},"Graduate Institute of Library, Information and Archival Studies, National Chengchi 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Lee",{"VOID":2312},"A5043759956",{"url":24,"publisher":2314,"properties":2361},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":2315,"slug":10,"properties":2316,"entityType":22,"verifyStatus":23,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":25,"subjectFields":2321,"manageAffiliations":2330,"indexDatabases":2341,"url":91,"thumbnailPath":24,"statistic":2356,"gsStatistic":24,"type":24,"analyzePriority":24},[],{"country":2317,"eissn":2318,"issn":2319,"title":2320},{"VOID":13},{"VOID":15},{"VOID":17},{"EN":19},[2322,2326],{"id":28,"createTime":24,"updateTime":24,"relativeEntities":2323,"label":2324,"description":2325,"parentId":24,"standard":24,"scholarHubFieldId":24},[],{"EN":31},{},{"id":34,"createTime":24,"updateTime":24,"relativeEntities":2327,"label":2328,"description":2329,"parentId":24,"standard":24,"scholarHubFieldId":24},[],{"EN":37,"VI":38},{},[2331,2336],{"id":42,"createTime":24,"updateTime":24,"relativeEntities":2332,"slug":24,"properties":2333,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":2335,"statistic":24},[],{"title":2334},{"EN":46},[],{"id":49,"createTime":24,"updateTime":24,"relativeEntities":2337,"slug":24,"properties":2338,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":2340,"statistic":24},[],{"title":2339},{"EN":53},[],[2342,2349],{"id":57,"indexDatabase":2343,"url":68,"indexYears":69,"academicFieldIds":2348,"indexDatabaseRanking":73},{"id":59,"createTime":24,"updateTime":24,"relativeEntities":2344,"label":2345,"description":2346,"key":65,"publicationTags":2347,"standard":24},[],{"EN":62,"VI":62},{"EN":62,"VI":64},[67],[71,72],{"id":75,"indexDatabase":2350,"url":88,"indexYears":24,"academicFieldIds":2355,"indexDatabaseRanking":24},{"id":77,"createTime":24,"updateTime":24,"relativeEntities":2351,"label":2352,"description":2353,"key":84,"publicationTags":2354,"standard":24},[],{"EN":80,"VI":80},{"EN":82,"VI":83},[86,87],[90],{"impactFactor":25,"impactFactorByYear":2357,"i10Index":103,"i10IndexLast5Year":104,"totalPublication":105,"totalPublicationByYear":2358,"totalCitation":110,"totalCitationByYear":2359,"totalCitationPerPublication":125,"totalCitationPerPublicationByYear":2360,"hindexLast5Year":133,"hindex":133},{"2012":94,"2013":95,"2014":94,"2015":96,"2016":97,"2017":98,"2018":99,"2019":97,"2020":100,"2021":101,"2022":102},{"1984":107,"1994":107,"2003":107,"2005":107,"2007":107,"2011":107,"2012":96,"2013":107,"2015":96,"2016":96,"2018":96,"2019":108,"2020":109},{"1984":112,"1994":113,"2003":114,"2005":115,"2007":116,"2011":117,"2012":118,"2013":119,"2015":120,"2016":121,"2018":122,"2019":123,"2020":124},{"1984":112,"1994":113,"2003":114,"2005":115,"2007":116,"2011":117,"2012":127,"2013":119,"2015":128,"2016":129,"2018":130,"2019":131,"2020":132},{"issue":2362,"pages":2363,"volume":2365},{"VOID":249},{"VOID":2364},"417-440",{"VOID":2366},"42",72,{"total":2367,"publishYear":2369,"statisticByYear":2370},2011,{"2012":96,"2013":109,"2014":109,"2015":109,"2016":1111,"2017":96,"2018":104,"2019":109,"2020":104,"2021":258,"2022":2371,"2023":104,"2024":108},9,"2011-05-01",[86,73],[2375,2378,2381,2384,2388,2391,2394,2398,2401,2405,2409,2413,2417,2420,2424,2427,2431,2435,2439,2443,2446,2450,2454,2457,2461,2464,2467,2471,2474,2478,2482,2485,2489,2493,2497,2501],{"id":24,"text":2376,"url":24,"identifiers":2377},"Barlow, 2002, Anxiety and its disorders: the nature and treatment of anxiety and panic",{},{"id":24,"text":2379,"url":24,"identifiers":2380},"Chang , C. C. Lin , C. J. 2001 LIBSVM: a library for support vector machines http:\u002F\u002Fwww.csie.ntu.edu.tw\u002F~cjlin\u002Flibsvm",{},{"id":24,"text":2382,"url":24,"identifiers":2383},"Coles, 1998, Reading lessons: the debate over literacy",{},{"id":24,"text":2385,"url":24,"identifiers":2386},"De Vicente, 2002, Informing the detection of the students' motivational state: an empirical study, International Conference on Intelligent Tutoring Systems, 933, 10.1007\u002F3-540-47987-2_93",{"doi":2387},"10.1007\u002F3-540-47987-2_93",{"id":24,"text":2389,"url":24,"identifiers":2390},"Ekman, 1994, The nature of emotion",{},{"id":24,"text":2392,"url":24,"identifiers":2393},"Emmanuel, 2007, Towards advanced learner modeling: discussions on quasi real-time adaptation with physiological data, The Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007), 809",{},{"id":24,"text":2395,"url":24,"identifiers":2396},"Frigo, 2005, The design and implementation of FFTW3, Proceedings of the IEEE, 93, 216, 10.1109\u002FJPROC.2004.840301",{"doi":2397},"10.1109\u002FJPROC.2004.840301",{"id":24,"text":2399,"url":24,"identifiers":2400},"Goleman, 1995, Emotional intelligence",{},{"id":24,"text":2402,"url":24,"identifiers":2403},"Horwitz, 1986, Preliminary evidence for the reliability and validity of a foreign language anxiety scale, TESOL Quarterly, 20, 559, 10.2307\u002F3586302",{"doi":2404},"10.2307\u002F3586302",{"id":24,"text":2406,"url":24,"identifiers":2407},"Horwitz, 2001, Language anxiety and achievement, Annual Review of Applied Linguistics, 21, 112, 10.1017\u002FS0267190501000071",{"doi":2408},"10.1017\u002FS0267190501000071",{"id":24,"text":2410,"url":24,"identifiers":2411},"Horwitz, 1986, Foreign language classroom anxiety, The Morden Language Journal, 70, 125, 10.2307\u002F327317",{"doi":2412},"10.2307\u002F327317",{"id":24,"text":2414,"url":24,"identifiers":2415},"Hsieh, 2007, Study of human affective response on multimedia contents, World Congress on Medical Physics and Biomedical Engineering, 14, 787, 10.1007\u002F978-3-540-36841-0_186",{"doi":2416},"10.1007\u002F978-3-540-36841-0_186",{"id":24,"text":2418,"url":24,"identifiers":2419},"Izard, 1984, Emotions, cognition and behavior, 17",{},{"id":24,"text":2421,"url":24,"identifiers":2422},"Kim, 2005, The psychobiology of anxiety, Clinical Neuroscience Research, 4, 335, 10.1016\u002Fj.cnr.2005.03.008",{"doi":2423},"10.1016\u002Fj.cnr.2005.03.008",{"id":24,"text":2425,"url":24,"identifiers":2426},"Kopecek, 2000, Emotions and prosody in dialogues: an algebraic approach based on user modelling, The Proceedings of the ISCA Workshop on Speech and Emotions, 184",{},{"id":24,"text":2428,"url":24,"identifiers":2429},"Kort, 2001, An affective model of interplay between emotions and learning: reengineering educational pedagogy-building a learning companion, IEEE International Conference on Advanced Learning Technologies, 43, 10.1109\u002FICALT.2001.943850",{"doi":2430},"10.1109\u002FICALT.2001.943850",{"id":24,"text":2432,"url":24,"identifiers":2433},"LeDoux, 1994, Emotion, memory, and the brain, Scientific American, 270, 50, 10.1038\u002Fscientificamerican0694-50",{"doi":2434},"10.1038\u002Fscientificamerican0694-50",{"id":24,"text":2436,"url":24,"identifiers":2437},"Lekkas, 2008, The role of emotions in the design of personalized educational systems, The Eighth IEEE International Conference on Advanced Learning Technologies, 886, 10.1109\u002FICALT.2008.278",{"doi":2438},"10.1109\u002FICALT.2008.278",{"id":24,"text":2440,"url":24,"identifiers":2441},"Lin, 2001, Web-based teaching and learner control: a research review, Computers & Education, 37, 377, 10.1016\u002FS0360-1315(01)00060-4",{"doi":2442},"10.1016\u002FS0360-1315(01)00060-4",{"id":24,"text":2444,"url":24,"identifiers":2445},"Mohamed, 2007, EMASPEL (emotional multi-agents system for peer to peer e-learning), International Conference on Information Communication Technologies and Accessibility, 201",{},{"id":24,"text":2447,"url":24,"identifiers":2448},"Noble , W. S. 2003 Support vector machine applications in computational biology",{"doi":2449},"10.7551\u002Fmitpress\u002F4057.003.0005",{"id":24,"text":2451,"url":24,"identifiers":2452},"Nosu, 2006, A multi-modal emotion-diagnosis system to support e-learning, Proceedings of the First International Conference on Innovative Computing, Information and Control (ICICIC ’06), 2, 274, 10.1109\u002FICICIC.2006.203",{"doi":2453},"10.1109\u002FICICIC.2006.203",{"id":24,"text":2455,"url":24,"identifiers":2456},"Ozcan , C. 2008 Anxiety in learning a language-part I http:\u002F\u002Fwww.eslteachersboard.com\u002Fcgi-bin\u002Farticles\u002Findex.pl?page=2;read=2611",{},{"id":24,"text":2458,"url":24,"identifiers":2459},"Pajares, 1996, Self-efficacy beliefs and mathematical problem-solving of gifted students, Contemporary Educational Psychology, 21, 325, 10.1006\u002Fceps.1996.0025",{"doi":2460},"10.1006\u002Fceps.1996.0025",{"id":24,"text":2462,"url":24,"identifiers":2463},"Parameswaran, 2002, Emotions in intelligent agents, Proceedings of the Fifteenth International Florida Artificial Intelligence Research Society Conference, 82",{},{"id":24,"text":2465,"url":24,"identifiers":2466},"Piaget, 1989, Les Émotions. Textes de base en psychologie, 75",{},{"id":24,"text":2468,"url":24,"identifiers":2469},"Picard, 2001, Toward machine emotional intelligence: analysis of affective physiological state, IEEE Transactions Pattern Analysis and Machine Intelligence, 23, 1175, 10.1109\u002F34.954607",{"doi":2470},"10.1109\u002F34.954607",{"id":24,"text":2472,"url":24,"identifiers":2473},"Reilly, 2004, Proceedings of Society for Information Technology and Teacher Education international conference, 3021",{},{"id":24,"text":2475,"url":24,"identifiers":2476},"Rosenberg, 1998, Levels of analysis and the organization of affect, Review of General Psychology, 2, 247, 10.1037\u002F1089-2680.2.3.247",{"doi":2477},"10.1037\u002F1089-2680.2.3.247",{"id":24,"text":2479,"url":24,"identifiers":2480},"Rouhani, 2008, An investigation into emotional intelligence, foreign language anxiety and empathy through a cognitive-affective course in an EFL context, Linguistik Online, 34, 41, 10.13092\u002Flo.34.526",{"doi":2481},"10.13092\u002Flo.34.526",{"id":24,"text":2483,"url":24,"identifiers":2484},"Shaikh, 2005, Modeling an affectionate virtual teacher for e-learning underpinning 3-dimensional emotion model, Proceedings of the 8th International Conference on Computer and Information Technology (ICCIT 2005), 280",{},{"id":24,"text":2486,"url":24,"identifiers":2487},"Sherebrin, 1990, Frequency analysis of the peripheral pulse wave detected in the finger with a photoplethysmograph, IEEE Transactions on Biomededical Engineering, 37, 313, 10.1109\u002F10.52332",{"doi":2488},"10.1109\u002F10.52332",{"id":24,"text":2490,"url":24,"identifiers":2491},"Wehrle, 2000, Affect in Interactions: Towards a new generation of interfaces, 49, 10.1007\u002F10720296_5",{"doi":2492},"10.1007\u002F10720296_5",{"id":24,"text":2494,"url":24,"identifiers":2495},"Winston, 2003, Common and distinct neural responses during direct and incidental processing of multiple facial emotions, NeuroImage, 20, 84, 10.1016\u002FS1053-8119(03)00303-3",{"doi":2496},"10.1016\u002FS1053-8119(03)00303-3",{"id":24,"text":2498,"url":24,"identifiers":2499},"Woodrow, 2006, Anxiety and speaking English as a second language, RELC Journal, 37, 308, 10.1177\u002F0033688206071315",{"doi":2500},"10.1177\u002F0033688206071315",{"id":24,"text":2502,"url":24,"identifiers":2503},"Young, 1990, An investigation of students' perspectives on anxiety and speaking, Foreign Language Annals, 23, 539, 10.1111\u002Fj.1944-9720.1990.tb00424.x",{"doi":2504},"10.1111\u002Fj.1944-9720.1990.tb00424.x",{"id":2506,"createTime":2507,"updateTime":2508,"relativeEntities":2509,"slug":2510,"properties":2511,"entityType":159,"verifyStatus":1516,"verifyTime":2507,"verifyNote":1518,"languages":2526,"translateLanguages":2527,"viewCount":25,"primaryUrl":2528,"fullTextUrl":24,"authors":2529,"publicationType":198,"publisherRelationship":2660,"citationCount":2714,"citationInfo":2715,"publishDate":2719,"publishYear":2716,"citationAnalyzeStatus":23,"lastCitationAnalyze":24,"indexDatabases":2720,"openAccess":24,"references":2721,"isForceReanalyzing":471},"c84d1eb0-fe35-41bb-a61c-7417a49c0423","2024-09-23T08:58:53.416+00:00","2024-12-26T13:24:44.304+00:00",[],"Engaging-preservice-primary-and-preprimary-school-teachers-in-digital-storytelling-for-the-teaching-and-learning-of-mathematics",{"openalex":2512,"mag":2514,"abstract":2516,"title":2519,"keywords":2522,"doi":2524},{"VOID":2513},"W1543799143",{"VOID":2515},"1543799143",{"EN":2517,"VI":2518},"\u003Cjats:title>Abstract\u003C\u002Fjats:title>\u003Cjats:p>A significant criticism made of preservice teacher education is that it fails to prepare teachers in such a way that they would feel confident in the use of information and communication technology (\u003Cjats:styled-content style=\"fixed-case\">ICT\u003C\u002Fjats:styled-content>) in teaching, despite the assumed digital literacy of student‐teachers and the children they will eventually teach. New technologies have enabled multimodal design and digital storytelling in meaning‐making and communication and are now often instrumental and influential in shaping students' social practices and identities. The purpose of this study was to explore an integrative approach in applying \u003Cjats:styled-content style=\"fixed-case\">ICT\u003C\u002Fjats:styled-content> in learning with specific reference to the formation of mathematics teaching capability in preservice teachers. It takes into consideration student‐teachers' lived experiences when introducing \u003Cjats:styled-content style=\"fixed-case\">ICT\u003C\u002Fjats:styled-content> supported learning into their classrooms as well as their exposure to related university courses such as educational technology, special didactics of mathematics and mathematics. This paper describes the instructional design framework and assessment criteria for mathematical problem solving and digital storytelling introduced to an \u003Cjats:styled-content style=\"fixed-case\">ICT\u003C\u002Fjats:styled-content> course for student‐teachers. Based on the analysis of pre‐ and posttesting of the subjects' capabilities and reports of their perceptions, it is suggested that preservice teachers can efficiently develop their content knowledge in mathematics problem solving and that an integrative approach such as that described here may facilitate both mathematical problem‐solving competences and pedagogical competences for applying digital storytelling in solving mathematical problems. The cohort of preservice teachers had no prior experiences of digital storytelling or multimodal design and perceived them as new practices. Their conceptions changed during the course from the passive recipients to active producers of media content. They demonstrated reflection relative to learning‐by‐design and representation modelling. They perceived digital storytelling as a strategy and means for empowering the “student‐voice” and the active construction of knowledge. The findings of the study contribute to preservice teacher education indicating that an integrated approach of instruction that deploys digital storytelling and multimodal design can help facilitate preservice teachers' pedagogical competencies and mathematical content knowledge.\u003C\u002Fjats:p>","Một chỉ trích quan trọng đối với giáo dục giáo viên tiền phục vụ là nó không giúp chuẩn bị giáo viên một cách tự tin trong việc sử dụng công nghệ thông tin và truyền thông (ICT) trong giảng dạy, bất chấp giả định về khả năng sử dụng kỹ thuật số của sinh viên-sinh viên và những đứa trẻ mà họ sẽ dạy trong tương lai. Các công nghệ mới đã cho phép thiết kế đa phương tiện và kể chuyện kỹ thuật số trong việc tạo ra ý nghĩa và giao tiếp, và hiện đang thường xuyên có vai trò quan trọng và ảnh hưởng trong việc định hình các thực hành xã hội và danh tính của sinh viên. Mục đích của nghiên cứu này là khám phá một cách tiếp cận tích hợp trong việc áp dụng ICT trong học tập, tập trung vào việc hình thành khả năng giảng dạy toán học của giáo viên tiền phục vụ. Nó xem xét các trải nghiệm thực tiễn của sinh viên-sinh viên khi giới thiệu học tập hỗ trợ ICT vào lớp học của họ cũng như sự tiếp xúc của họ với các khóa học đại học liên quan như công nghệ giáo dục, phương pháp giảng dạy toán học đặc biệt. Bài báo này mô tả khung thiết kế giảng dạy và tiêu chí đánh giá cho giải quyết vấn đề toán học và kể chuyện kỹ thuật số được giới thiệu trong khóa học ICT cho sinh viên-sinh viên. Dựa trên phân tích tiền và hậu kiểm tra về khả năng của các đối tượng và các báo cáo về nhận thức của họ, đề xuất rằng các giáo viên tiền phục vụ có thể phát triển hiệu quả kiến thức nội dung của họ trong giải quyết vấn đề toán học và rằng một cách tiếp cận tích hợp như được mô tả ở đây có thể tạo điều kiện cho cả năng lực giải quyết vấn đề toán học và năng lực sư phạm trong việc áp dụng kể chuyện kỹ thuật số để giải quyết vấn đề toán học. Nhóm giáo viên tiền phục vụ không có kinh nghiệm trước đây với kể chuyện kỹ thuật số hoặc thiết kế đa phương tiện và coi chúng như là các thực hành mới. Khái niệm của họ đã thay đổi trong khóa học từ người nhận thụ động thành người sản xuất chủ động nội dung truyền thông. Họ thể hiện sự phản ánh liên quan đến việc học qua thiết kế và mô hình hóa biểu diễn. Họ coi kể chuyện kỹ thuật số như một chiến lược và phương tiện để khuyến khích \"tiếng nói của học sinh\" và xây dựng kiến thức chủ động. Các phát hiện của nghiên cứu đóng góp vào giáo dục giáo viên tiền phục vụ, chỉ ra rằng cách tiếp cận giảng dạy tích hợp, kết hợp kể chuyện kỹ thuật số và thiết kế đa phương tiện có thể giúp tạo điều kiện cho các năng lực sư phạm của giáo viên tiền phục vụ và kiến thức nội dung toán học.",{"EN":2520,"VI":2521},"Engaging preservice primary and preprimary school teachers in digital storytelling for the teaching and learning of mathematics","Tham gia giảng dạy và học tập kể chuyện kỹ thuật số cho giáo viên tiểu học và mẫu giáo",{"VI":2523},"Giáo dục giảng viên, Công nghệ thông tin và truyền thông (ICT), Kể chuyện kỹ thuật số, Thiết kế đa phương tiện, Năng lực giảng dạy toán học, Giáo dục tiền phục vụ, Giải quyết vấn đề toán học",{"VOID":2525},"10.1111\u002Fbjet.12253",[163],[165],"https:\u002F\u002Fbera-journals.onlinelibrary.wiley.com\u002Fdoi\u002F10.1111\u002Fbjet.12253",[2530,2573,2592,2627],{"id":2531,"sortIndex":25,"researcher":24,"roles":2532,"affiliations":2533,"properties":2566,"displayName":2570,"givenName":24,"familyName":24},"a52c22a3-2526-425d-9bef-255c31b16378",[],[2534,2542,2550,2558],{"id":2535,"sortIndex":25,"affiliation":2536,"properties":24},"0d8c23e4-5eee-4ccb-aec5-02e8035b6ee4",{"id":2535,"createTime":24,"updateTime":24,"relativeEntities":2537,"slug":24,"properties":2538,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":2541,"statistic":24},[],{"title":2539},{"EN":2540},"Centre Macquarie University Sydney.",[],{"id":2543,"sortIndex":107,"affiliation":2544,"properties":24},"79d34780-79b9-4a36-8a7a-1474b6c025a8",{"id":2543,"createTime":24,"updateTime":24,"relativeEntities":2545,"slug":24,"properties":2546,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":2549,"statistic":24},[],{"title":2547},{"EN":2548},"Faculty of Education, University of Primorska, Cankarjeva 5, 6000, Koper, Slovenia",[],{"id":2551,"sortIndex":96,"affiliation":2552,"properties":24},"9bcdf6c6-9665-4013-837c-2578b037445f",{"id":2551,"createTime":24,"updateTime":24,"relativeEntities":2553,"slug":24,"properties":2554,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":2557,"statistic":24},[],{"title":2555},{"EN":2556},"University of Ljubljana, Faculty of Civil and Geodetic Engineering. 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