Open and Shut: Open Access in Hybrid Educational Technology Journals 2010 – 2017

Costello, Eamon; Farrelly, Tom; Murphy, Tony

doi:10.19173/irrodl.v20i5.4383

Cited by 4 publications

(1 citation statement)

References 37 publications

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“…O modelo híbrido (Hybrid Open Access) é onde o artigo pode ser de acesso aberto pelo pagamento de uma licença dentro de uma revista de leitura por assinatura. Isto é, adquiriu-se para o artigo uma licença para a sua livre consulta e são os autores, normalmente, quem paga a licença para que o artigo seja de acesso aberto (Costello et al, 2020;Pennington, 2016;Piwowar et al, 2018), isto se conhece como APC (Article Processing…”

Section: Resultsunclassified

Produção Científica: um Guia Prático

2022

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O livro tem como objetivo esclarecer e orientar autores, revisores e editores sobre o processo de construção, revisão e publicação de artigos científicos. A produção do artigo começa muito antes de sua redação. Na verdade, começa na elaboração do projeto de pesquisa, quando o objetivo, o método e os cuidados éticos são definidos. Por isso, conversar sobre os tipos de delineamentos de pesquisas torna-se tão necessário quanto citar as publicações que resultam da aplicação de diferentes métodos. Sendo assim, esta publicação busca discutir sobre diferentes delineamentos de pesquisas e os elementos essenciais que possibilitam redigir um artigo de qualidade, que será aceito para publicação em revistas bem-conceituadas e que cumprem o notável papel de comunicar a ciência, trazendo evidências capazes de apoiar a tomada de decisão nas diversas áreas do conhecimento e, especialmente, na Psicologia.

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Section: Resultsunclassified

Produção Científica: um Guia Prático

2022

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Empowering active learning: A social annotation tool for improving student engagement

Cui,

Wang

2023

Brit J Educational Tech

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This study investigates the impact of Perusall, a social annotation tool, on an online postgraduate course conducted over two semesters at an Australian university. We examine the connection between students' pre‐class engagement and learning outcomes, utilizing both secondary data from Perusall platform and primary data through a survey. The findings indicate that pre‐class social annotations have a positive impact on students' performance on post‐class assessments. Notably, English as an Additional Language students with low English proficiency achieve comparable results in Perusall as those with high English proficiency. Additionally, the study identifies key aspects of social annotation that students highly value, providing insights for future implementation. Overall, this study highlights the potential of social annotation tools like Perusall to improve pre‐class engagement and enhance learning outcomes. Practitioner notesWhat is already known about this topic Student engagement with pre‐class activities is critical to their learning outcomes. The integration of social annotation tools for completing pre‐class reading has become progressively prevalent among teachers. The use of social annotation tools for reading and annotating has been found to have a positive influence on students' motivation, interactions, and academic performance. What this paper adds Online social annotation on lecture content has a short‐term positive impact on subsequent assessments, indicating that it is an effective way to engage students in pre‐class learning and improve their understanding and retention of course material. English as an Additional Language (EAL) students of varying levels of English proficiency achieve comparable results in social annotation assignments, highlighting the potential of this tool to provide an equitable learning experience for all students regardless of their language abilities. Social annotation activities promote a strong social presence with cohesive communication, positively impacting online learning's cognitive presence. This highlights the significance of collaborative learning and social interaction in online education, and the potential of social annotation tools to create an engaging and supportive learning environment. Students prefer receiving feedback from teachers within a Community of Inquiry (CoI) rather than through traditional modes of direct instruction or conversation initiation, highlighting the importance of teaching presence in refining their cognitive and social presences, and ultimately enhancing the quality of their learning experience. Implications for practice and/or policy This study provides practical suggestions for designing pre‐class learning activities that build upon pre‐class lessons, helping teachers to optimize students' learning experiences and outcomes. It sheds light on using inclusive and collaborative assessments as an effective way to enhance engagement and performance of EAL students. To cultivate a productive CoI within online educational contexts, teachers need to prioritize personalized feedback to students.

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More than two decades of community of inquiry research: A comprehensive bibliometric analysis

Khodabandelou,

Vahdani Asadi,

Ghasemi

et al. 2024

E-Learning and Digital Media

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The Community of Inquiry (CoI) has provided a useful tool for studying technology-enhanced learning environments. It has also been implemented as the theoretical framework for many types of relevant research. Since its development, the framework has generated substantial interest among scholars in many fields such as distance education, online and blended learning and computed-mediated instruction. Although extensive research has been carried out on the CoI, no single study has been conducted that statistically and mathematically examines all publications of the framework. This study aimed to comprehensively review more than two decades of publications on the CoI framework by applying the bibliometric analysis technique. Therefore, all the corresponding Scopus records (in total 5169) in the past 24 years (1999-2023) were analyzed using the VOSviewer, Bibliometrix, and CiteSpace tools. The study described various essential research indicators, such as the research categories (directions), most productive authors, journals, institutions, and countries, along with potential research hotspots. The thematic analysis highlighted the research themes that have attracted scholars in the field by visualization of the current CoI research landscape.

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Open and Shut: Open Access in Hybrid Educational Technology Journals 2010 – 2017

Cited by 4 publications

References 37 publications

Produção Científica: um Guia Prático

Produção Científica: um Guia Prático

Empowering active learning: A social annotation tool for improving student engagement

More than two decades of community of inquiry research: A comprehensive bibliometric analysis

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