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Games based learning is currently a hotly debated topic in education and is a fertile field of study (Holmes, 2011; Abrams, 2009). Many schools are exploring ways in which games can be embedded into the curriculum, to enhance learning through deeper engagement and higher levels of motivation (Miller & Robertson, 2010). This paper explores the use of game consoles to support learning for young students (ages 8-11) and evaluates their recent success in primary education. Over time game consoles and video games have been portrayed as a male oriented technology. This research investigated the current use of game consoles in learning and how it might positively affect a child's learning and motivation, but focused solely on female students' experiences. In the study we investigated the research question: "Do game consoles have a positive impact on girls' learning and motivation?" A semi-structured questionnaire was distributed to girls in Key Stage 2 (n = 49) across three schools that have already incorporated game consoles into their curriculum. The study found that game consoles and video games can have a positive impact on girls' learning and motivation and are key themes that have been raised by teachers. However, due to several limitations in this research some issues were not fully addressed, and we identify some future areas for research.

This paper explores the role played by communication technologies and study orientations in the amplification and reduction of transactional distance in blended learning. Factor analysis and structural equation modelling of different communication modes (face to face, email and telephone) revealed that students experience at least some transactional distance when separated from their tutors. Email was found to facilitate the highest levels of immediacy of dialogue for most students. The conclusion is that strategic students are best placed to benefit from blended learning, and that the effects of transactional distance could be analysed more deeply if two subvariables of dialogue were recognised. These are social presence (the perception of connectedness between students and their tutors) and immediacy (the temporal effects of dialogue). (Contains 2 tables and 3 figures.)

In this paper we describe the design of a managed learning environment called MTutor, which is used to teach an online Masters Module for teachers. In describing the design of MTutor pedagogic issues of problem-based learning, situated cognition and ill-structured problems are discussed. MTutor presents teachers with complex real-life teaching problems, which they are required to solve online through collaboration with other teachers. In order to explore the influence of this online learning experience on the identity and practice of teachers, we present the results from a small-scale study in which six students were interviewed about their online experiences. We conclude that, within the sample, students' engagement with online problem-based learning within their community of practice positively influenced their professional practice styles, but that there is little evidence to suggest that online identity influences real-life practice.

This paper reports on the learning experiences of a small group (n = 13) of teaching assistants who volunteered to participate in a pilot online Foundation Degree module. As part of the evaluation methodology, participating students were randomly assigned into two groups, with each group having clearly defined but different types of tutorial support. Data were gathered from a combination of formative and summative interviews with students, along with comments collected from e-mailed evaluations of the course. The aim of this study was to demonstrate whether online distance education can facilitate a positive and innovative learning environment for teaching assistants.

Reports on the New World Learning Symposium held in London in November, 2001 that discussed new learning technologies. Highlights include student preferences in distance education; developments in the United Kingdom and other countries; combining Web-based learning with traditional face-to-face classes and videoconferencing; and corporate perspectives on Just in Time training and lifelong learning. (LRW)

Focuses on distance learning developments in Great Britain. Developments in distance education that are affecting teaching and learning in the country; Information on the Integrated Master's Program of the University of Plymouth; Details on the University of the Highlands and Islands.

English: This article reviews a study conducted to establish the psychological basis for user responses to digital videoconferencing. Left and right brain laterality and the demographic factors of age and gender were examined as possible predictors of user response. Behavioural and affective responses were measured in a small group of distance learners (n=60). Affective measure 'A' concerned user perception of equipment functionality and usefulness, and the intention to repeat the experience, whilst behavioural measure 'B' examined anxiety level and self-consciousness. Significant differences were observed between age groups with older participants expressing greater satisfaction with functionality and less anxiety overall. A lesser effect was observed between males and females with the latter reporting higher satisfaction levels and lower anxiety with the technology. No significant difference between left and right brain lateralities was observed. Francais: Cet article rend compte d'une etude conduite pour etablir la base psychologique pour les responses des etudiants a la videoconference digitale. On a pris en compte la lateralite gauche et droite du cerveau et les facteurs demographiques d'age et de sexe afin d'essayer de mieux prevoir les reactions des usageurs. Les reponses concerenant les attitudes et les reactions affectives ont ete mesurees chez un group limite d'etudiants a distance (n=60). La mesure affective 'A' concernait la perception de la fonctionalite de l'equipement et de son utlite, ainsi que l'intention de repeter l'experience, tandis que les mesures d'attitude 'B' examinait le niveau d'anxiete et de conscience de soi. Des differences significatives ont ete observees entre les groupes d'age, les participants plus ages exprimant davantage leur satisfaction de l'equipement et faisant preuve de moins d'anxiete en general. Un effet moindre a ete observe entre les hommes et les fammes, ces dernieres etant plus satisfaites et etant moins anxieuses devant la technologie. Aucune difference significative entre les lateralites droite et gauche n'a ete observee. Deutsch: In diesem beitrag wird uber eine studie berichtet, die zur herstellung einer psychologischen basis fur nutzerreaktionen auf digitales videoconferencing diente. Linke und rechte hirnhalften und der demographische faktor bezuglich alter und geschlecht wurden als mogliche voreinstellungen fur das nutzerverhalten untersucht. Das verhalten und affektive reaktionen wurden in kleinen gruppen (N=60) von distance-lernern gemessen: die affektive messung 'A' bezog sich auf nutzereinsicht in die ausstattungsfunktionalitat und - nutzlichkeit sowie die einstellung zu einer wiederholung des experiments, wahrend die verhaltensmessung 'B' angstlevel und selbstbewusstsein untersuchte. Signifikante unterschiede wurden festgestellt bei gruppen mit alteren teilnehmern mit hoherer zufriedenheitsrate bei der funktionalitat und weniger angstuberschuss. Ein geringerer effekt wurde zwischen frauen und mannern beobachtet, wobei die ersteren uber hohere zufriedenheit und geringerer technologieangst berichteten. Kein signifikanter unterschied wurde zwischen der linken und der rechten gehirnhalfte beobachtet. [ABSTRACT FROM AUTHOR]