• 20 years of autonomy and technology : how far have we come and where to next? 

      Reinders, Hayo; White, Cynthia (University of Hawaii, 2016-06-01)
      Learner autonomy has become an assumed goal of language education in many parts of the world. In the 20 years since the launch of Language Learning & Technology, the relationship among computer-assisted language learning ...
    • Affect and willingness to communicate in digital game-based learning 

      Reinders, Hayo; Wattana, Sorada (Cambridge Journals Online (Cambridge University Press), 2014-05-20)
      The possible benefits of digital games for language learning and teaching have received increasing interest in recent years. Games are said, amongst others, to be motivating, to lower affective barriers in learning, and ...
    • Asynchronous instructional videos during COVID-19 emergency remote teaching: Student experiences within a New Zealand ITP 

      Dassanayake, Wajira; Hewagama, Gayani; Kirk, Sarah (Unitec ePress, 2021-08-02)
      The COVID-19 pandemic created unprecedented challenges for tertiary education institutions worldwide. The crisis placed enormous pressure on educational institutions as they were required to pivot suddenly to teaching fully ...
    • Autonomous language learning in self-access spaces : Moodle in action 

      Dofs, Kerstin; Hobbs, Moira (Self-Access Learning Centre (SALC) Kanda University of International Studies (Chiba, Japan), 2016-03)
      Over the past few decades language educators have experienced an enormous growth in the use of digital technology, both for themselves and for their students. Along with the internationalisation and stronger business focus ...
    • Bring your own device to secondary school : the perceptions of teachers, students and parents 

      Parsons, David; Adhikari, Janak (Academic Conferences and Publishing International (Reading,UK), 2016)
      This paper reports on the first two years of a Bring Your Own Device (BYOD) initiative in a New Zealand secondary school, using data derived from a series of surveys of teachers, parents and students, who are the main ...
    • Can I say something? The effects of digital game play on willingness to communicate. 

      Reinders, Hayo; Wattana, Sorada (Sponsored by the National Foreign Language Resource Center (NFLRC) at the University of Hawai’i, University of Hawai‘i Center for Language and Technology (CLT), and the Center for Language Education, and Research (CLEAR) at Michigan State University, 2014-06-01)
      This paper reports on a study into the effects of digital game play on learners’ Willingness to Communicate (WTC), or individuals’ “readiness to enter into discourse at a particular time with a specific person or persons, ...
    • Changes to teachers’ practice when using mobile technology with one-to-one classes 

      Lindsay, L.; Lee, K.; Hope, J. (Wilf Malcolm Institute of Educational Research, Faculty of Education, University of Waikato, 2016)
      Use of mobile technology in the classroom (m-learning) is a recent educational practice. This study reports on the insights of teachers in New Zealand classrooms about their m-learning practice. It targets the early adopter ...
    • Designing blended learning to foster students’ digital information literacy : developing an in(ter)vention 

      Schwenger, Bettina (2017-01)
      How to integrate online with face-to-face learning appropriately is an often-discussed question as New Zealand tertiary institutions increasingly offer blended learning. In this context, there is a need to develop students’ ...
    • Development and use of Moodle for online student support 

      Hobbs, Moira; Hynson, Yvonne (2013)
      In the current educational climate in the world today, there is an increasing use of technology and social media for learning, by both students and language teachers. With this in mind, and to meet the perceived associated ...
    • Development and Use of Moodle for Online Student Support 

      Hobbs, Moira; Hynson, Yvonne (Kanda University of International Studies, 2013-09)
      In the current educational climate in the world today, there is an increasing use of technology and social media for learning, by both students and language teachers. With this in mind, and to meet the perceived associated ...
    • Engaging children with educational content via gamification 

      Nand, Kalpana; Baghaei, Nilufar; Casey, John; Barmada, Bashar; Mehdipour, F.; Liang, H.N. (Springer Open, 2019-07-18)
      Gamification is the application of game mechanisms in non-gaming environments with the objective of enhancing user experience. In this paper, we investigate the effectiveness of gamification in an educational context, i.e. ...
    • Enhancing students' tertiary blended learning experience through embedding digital information literacy 

      Schwenger, Bettina (2016-01)
      This article argues that integrating practices of digital information literacy can support a learner-centred, developmental blended learning experience. It considers the consequences of blended learning delivery for teachers ...
    • Entry-level tertiary student perceptions of challenges when using a wiki : trust and peer teaching 

      Hammond, Kay; Powell, Catherine (Unitec ePress, 2017-09-07)
      Wikis are widely used in blended learning educational settings with varying degrees of success. Scholarly attention increasingly regards student perceptions and experiences of using wikis as part of ongoing development. ...
    • Exploring mobile learning success factors 

      Cochrane, Thomas Donald (2010)
      This paper is a comparative account and analysis of three mobile Web 2.0 projects instigated within a tertiary learning environment during 2008. Following the successful instigation of a mobile Web 2.0 project in the third ...
    • Fostering group autonomy through collaborative learning in an online environment 

      Zhong, Dr. Qunyan ( Maggie) (Kanda University of International Studies (KUIS), Chiba, Japan, 2021-03)
      Learner autonomy is recognised as being associated with effective and successful learning. Whilst significant scholarship has focused on individual learner autonomy, a review of the literature indicates that the interdependence ...
    • Learning to identify and actualize affordances in a new tool 

      Haines, Karen (the National Foreign Language Resource Center (NFLRC) at the University of Hawai’i, University of Hawai‘i Center for Language and Technology (CLT), and the Center for Language Education, and Research (CLEAR) at Michigan State University, 2015-02-01)
      Keeping abreast of new technologies and the opportunities they offer is a challenge for inservice teachers (Blake, 2008; Egbert, Akasha, Huff, & Lee, 2011; Hanson-Smith, 2006; Hubbard, 2007; Robb, 2006). An important aspect ...
    • Navigating learning worlds : using digital tools to learn in physical and virtual spaces 

      Parsons, David; Inkila, Milla; Lynch, J. (Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), 2019-08-24)
      This article explores the various ways that teachers and learners can navigate different learning worlds with the support of digital tools. Increasingly, teaching and learning takes place in spaces beyond the classroom, ...
    • Personal Learning Environments for Supporting Out-of-Class Language Learning 

      Reinders, Hayo (British Council, 2014)
      A Personal Learning Environment (PLE) is a combination of tools and resources chosen by a learner to support the learning process. The author discusses tools that help learners control their language-learning process—e.g., ...
    • Personal learning environments for supporting out-of-olass language learning 

      Reinders, Hayo (English Teaching Forum, 2015)
      A Personal Learning Environment (PLE) is a learner controlled environment for language learning. More specifically, it is a combination of tools (usually digital) and resources chosen by the learner to support different ...
    • Reflections on the use of iterative, agile and collaborative approaches for blended flipped learning development 

      Owen, Hazel; Dunham, Nicola (MDPI - Open Access Publishing, 2015-04-10)
      E-learning experiences are widely becoming common practice in many schools, tertiary institutions and other organisations. However despite this increased use of technology to enhance learning and the associated investment ...