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Without the ability to analyze their own learning (metacognition), students can find it difficult to manage their educational journey. The good news is, future learning environments on online platforms offer innovative ways to develop these skills, even for those who are digital natives. This study aims to ascertain the effectiveness of online learning by using a website hyperlink-based teaching and learning scenario, especially using the Microsoft Teams platform towards students' metacognition during online learning. Both metacognition knowledge and awareness (regulation), representing the metacognition, were checked. Coordination systems in learning biology were the chosen topics to be taught in quasiexperimental research using a pretest-posttest nonequivalent control group design. Two classes were selected purposely based on the normality and homogeneity test to have the controlled and experimental classes. We examined the metacognitive knowledge and awareness using tests and questionnaires. We checked the effectiveness of the web hyperlink-based media on students' metacognition knowledge and awareness using MANOVA Regression analysis and N-Gain scores. Our developed web hyperlinkbased media has significantly enhanced students' cognitive knowledge and awareness.

The migration to online learning has brought about several new problems. Poor signal quality, large Internet quotas, and device compatibility with learning applications are the most common complaints among students. Additionally, students' poor self-directed learning skills, the excessive number of assignments given by teachers, and the use of monotonous teaching methods and media are also identified as issues. Therefore, the development of learning media that facilitate students' learning processes and support their active engagement becomes crucial. This research aimed to develop PDF hyperlink learning media for online Arabic language learning at Madrasah Aliyah Negeri 4 in Hulu Sungai Tengah District, South Kalimantan, Indonesia (MAN 4 HST). The research model used in this study is the 4D model, consisting of four stages: define, design, develop, and disseminate. In this research, layout and accessibility received good validation scores of 4.3, and the presentation of the contents received a good validation score of 4.2. Additionally, the Wilcoxon test results indicated that the use of PDF hyperlink media significantly influences learning outcomes and receives positive feedback from students. Thus, the use of PDF hyperlink media is recommended for educational institutions experiencing digital divides, as well as those implementing asynchronous learning.

In this study, 56 participants' (N=56) perceptions towards dual coding in design of audio-only listening texts (i.e. re-provision of the same audio-only listening texts in the form of audio-only listening texts + keywords or supplementary contextual visuals + keywords at non-initial phases of the while listening stage) in a hypermedia listening application for foreign language learning (FLL) were investigated. The study also investigated whether there were any differences between the participants' perceptions in terms of gender, age, job and FLL period. The study was both quantitative and qualitative in nature. The results of the study were analysed with SPSS (i.e. Mean, Std. Deviation, Independent Samples t Test, ANOVA, Pearson Correlation test, Chi-square). The results revealed that the language learners (LLs) were overwhelmingly in favour of the use of the dual coding in design of audio-only listening texts (i.e. re-provision of the same audio-only listening texts in the form of audio-only listening texts + keywords or supplementary contextual visuals + keywords at non-initial phases of while listening stage) in a hypermedia listening application for FLL. The majority of the LLs believed that not only did such a design benefit them in different ways, but it also contributed to the enhancement of their learning. The participants also felt that such a design could and should have been further improved. Moreover, the results revealed that there were significant differences between the participants' perceptions towards the re-provision of the same audio-only listening texts with keywords, and (supplementary contextual) visuals + keywords.

Context: This study investigates the perspective of vocational educators on the possibility of adopting augmented reality (AR) and hypervideo (HV) technologies to support their teaching practice. Vocational education and training (VET) is particularly concerned with the learning of resources (knowledge, skills and attitudes) that are immediately transposable into conduct and procedures in the workplace. AR and HV can provide means to answer this requirement, but both technological solutions are still not so diffused in VET. The purpose of this study is to inquire into the perception of educators on the main advantages and disadvantages of using AR and HV to support teaching-and-learning. Methods: A semi-structured interview protocol has been proposed to 73 teachers, intercompany trainers and in-company trainers in 10 professions (at least two per category within each profession). The interview was organized in two main steps: A need analysis, in which the most important and difficult operative skills are identified for the interviewee's profession; and a discussion of advantages and disadvantages of AR and HV. Content analysis was applied to the interview transcriptions. Results: The results show that the main advantages reported in the literature for the two technologies -- such as the ability to switch between 2D and 3D and carry out simulations -- are also found in the VET context by educators. For HV the main technical advantages (such as the use of active points, and non-linear navigation of video content) were autonomously recognised, while the potential of the instrument to support reflection has not been clearly identified. Conclusions: AR and HV are considered as tools able to support apprentices' procedural learning especially with regard to the operational skills which were judged by the educators to be most relevant for VET.

During traditional, in-person writing instruction, teachers can quickly model tasks for students, students have clear directions for following lesson sequences step-by-step, and partner or group collaboration can begin by simply asking students to turn to whomever is sitting next to them. Online instruction poses challenges to these typical classroom dynamics, especially for teaching writing. This article highlights some tools (HyperDocs, GIFs, and collaboration boards, including Jamboard and Padlet) that I have integrated into the National Writing Project's "College, Career, and Community Writer's Program" (C3WP), an argument writing curriculum. In addition to making the units of instruction generally effective for online instruction, these specific adaptations are also designed to support English learners (ELs) as they learn writing skills in an online setting. In each section, I discuss the given tool, provide a rationale for why the tool fits the task originally outlined in the writing program, and explain the effectiveness of the tool for ELs.

In this study, it was aimed to implement and evaluate an adaptive learning environment (ALE) designed according to the learner characteristics of 4th grade primary school students and integrate educational hypermedia environments with face-to-face teaching. Via a preliminary study carried out in accordance with this purpose, the variables that affect the academic achievement of the students in the primary school social studies course were analyzed, and as a result of this analysis, the design, application, and evaluation criteria of ALE were determined. In our study, which was modeled as an embedded-experimental mixed method, quantitative and qualitative data were obtained using different tools. The analysis of the data revealed that the designed learning environment had a positive effect on students' academic achievements, collaborative learning skills, and, partially, independent learning skills, and it was also effective in closing the achievement gap due to learning and cognitive styles.

This study explores the way translation crowdsourcing may contribute to metacognitive translator training through a teaching experiment where Global Voices Lingua was integrated into an undergraduate English-Chinese translation course. In doing so, the study investigates how translation students' awareness of conditional knowledge and its monitoring functions may be raised. Each of the 15 students enrolled in the translation course was asked to translate a Global Voices' English news post into Chinese and record the translation process. Then, the students were instructed to write self-reflections on their problem-solving and decision-making processes based on their recording files. The results reveal that the students solved approximately 73% of the 215 translation problems encountered by considering relevant situational demands explicitly or implicitly. Further, the monitoring functions recognised by the students include: (1) avoiding literal translation, (2) improving readability, and (3) choosing an appropriate translation. Among the 200 cases where the monitoring functions were at play, only 11.5% were misapplied or unjustifiable. Overall, this study's findings indicate that translation crowdsourcing can offer reliable authentic practices, strengthen students' metacognitive abilities, and help them produce translations that fulfil contextual demands.

The aim of this research is to determine the trends in the field of educational technology by analyzing the bibliometric analysis of the articles about Educational Technology published in the Web of Science Core database in the last 20 years. In this framework, a bibliometric analysis of the articles on educational technology published 2000-2019 was conducted. As a result of the preliminary examination, 96 most used themes in the field of educational technology were reached. These themes are gathered under the headings of Application, Design and Environments, Measurement and Evaluation, Pedagogy and Teaching and Learning. As a result of the findings, a bibliometric analysis of a total of 25 themes was made for 5 main theme findings with the highest number of articles under each main topic. During these analyzes, the most used concepts were analyzed with each theme. VOSViewer version 1.6.13 was used for analysis.

Background: Computer-based assessment allows for the monitoring of reader behaviour. The identification of patterns in this behaviour can provide insights that may be useful in informing educational interventions. Objectives: Our study aims to explore what different patterns of reading activity exist, and investigates their interpretation and consistency across different task sets (units), countries, and languages. Three patterns were expected: on-task, exploring and disengaged. Methods: Using log data from the PISA 2012 digital reading assessment (9226 students from seven countries), we conducted hierarchical cluster analyses with typical process indicators of digital reading assessments. We identified different patterns and explored whether they remained consistent across different units. To validate the interpretation of the identified patterns, we examined their relationship to performance and student characteristics (gender, socio-economic status, print reading skills). Results and Conclusions: The results indicate a small number of transnational clusters, with unit-specific differences. Cluster interpretation is supported by associations with student characteristics--for example, students with low print reading skills were more likely to show a disengaged pattern than proficient readers. Exploring behaviour tended to be exhibited only once across the three units: It occurred in the first unit for proficient readers and in later units for less skilled readers. Major Takeaways: Behavioural patterns can be identified in digital reading tasks that may prove useful for educational monitoring and intervention. Although task situations are designed to evoke certain behaviours, the interpretation of observed behavioural patterns requires validation based on task requirements, assessment context and relationships to other available information.

Background: While the use of digital technologies in collaborative design tasks have gained acceptance amongst educational researchers and instructors, few studies have analysed the application of video-supported collaborative learning-by-design (VSC-LBD) in the authentic setting of professional education and training. Objectives: This study on VSC-LBD investigated the learning processes and outcomes of nursing students who collaboratively used a hypervideo authoring tool to learn the procedure about urinary catheter insertion. We hypothesized that the students who collaboratively used a hypervideo authoring tool to learn about a professional procedure would outperform those exposed to a traditional lesson on the same procedure. Further, we assumed that the students who created an instructional video from scratch would obtain higher learning scores than those who worked on existing footage. Methods: Participants (N = 60) worked in groups and were assigned to three conditions--in the first each group recorded a video while simulating the procedure and then turned the footage into a hypervideo (VSC-LBD1); in the second condition each group already received the raw video to turn it into a hypervideo (VSC-LBD1); in the third participants attended a traditional lesson (control). Pre- and post-tests measured procedural knowledge acquisition. The co-regulation episodes within the groups that produced the best and worst videos were assessed and measured. Results and Conclusions: The students in the two VSC-LBD conditions significantly outperformed those in the control condition. No differences were found between making an original video and using existing footage. More co-regulatory processing episodes were found in the best video group compared to the other groups. Takeaways: This study supports theoretical assumptions on the value of VSC-LBD in authentic learning environments and provide useful information to instructors willing to adopt collaborative use of interactive video tools.

Ubiquitous learning has recently gained increasing popularity in the education sector, which significantly increased the efficiency of individual and collaborative learning. The aim of this study is to develop an Android version of science education-adaptive learning system (ScEd-ALS) as a science learning medium to accommodate various learning styles. The method used in this research is a mixed-method consisting of a qualitative method, which is a developmental method that provides illustrations concerning the process of creating the developed media, and a quantitative method, which utilizes quasi-experiments to determine the effectiveness of the developed media application. The study comprised 114 eighth-grade junior high school students and three integrated science teachers in South Tangerang. The final product of the study is an Android-based science learning medium that conforms to the visual, aural, reading/writing, and kinesthetic student learning styles. Hence, this Android-based ScEd-ALS was found to be feasible and useful, as assessed by five experts (two media experts and three science education material experts). Nonetheless, there were significant differences in the learning outcomes between the experimental class using the Android version of ScEd-ALS compared to the control class. The effectiveness of using ScEd-ALS in this study was measured based on the percentage of students' mastery level. ScEd-ALS Android based on visual and kinesthetic learning styles are the most effective media compared to aural and read/write.

The World Wide Web continuously provides rapid access to information, and numerous information resources, virtually unlimited. The convenience and interactivity of its usage encourage people to turn to it in the educational process rather often while teaching or studying unfamiliar topics. Hypertext resources of different kinds have become a virtual educational environment. They offer new opportunities for structuring, presenting, adapting, and integrating contemporary learning materials. Besides, hypermedia technologies have made a considerable breakthrough in the educational process, particularly in self-education, combining hitherto incompatible elements. The article focuses on practical experience in the introduction of hypertext in the educational process of higher education institutions in general and during pandemic periods, in particular, the world faces nowadays. In the course of the research, it was emphasized that such technologies are pretty significant in implementing distance learning. Hypermedia technologies create especially suitable conditions for the independent acquisition and quality assimilation of the necessary information, which can be easily integrated into the educational process. The provided analysis of the implementation of e-learning materials based on hypertext and multimedia tools made it possible to point out the advantages and disadvantages of the described technologies (compared to traditional usage of printed textbooks), thus identifying their didactic potential. They became especially of great importance during the coronavirus lockdown.

As intelligent systems demand for human-automation interaction increases, the need for learners' cognitive traits adaptation in adaptive educational hypermedia systems (AEHS) has dramatically increased. AEHS utilize learners' cognitive processes to attain fair human-automation interaction for their adaptive processes. However, obtaining accurate cognitive trait for the AEHS adaptation process has been a challenge due to the fact that it is difficult to determine what extent such traits can comprehend system functionalities. Hence, this study has explored correlation among learners' pupil size dilation, learners' reading time and endogenous blinking rate when using AEHS so as to enable cognitive load estimation in support of AEHS adaptive process. An eye-tracking sensor was used and the study found correlation among learners' pupil size dilation, reading time and learners' endogenous blinking rate. Thus, the results show that endogenous blinking rate, pupil size and reading time are not only AEHS reliable parameters for cognitive load measurement but can also support human-automation interaction at large.

The study was conducted in three phases that is testing, using multimedia and observation of the controlled group. Major objective of the research were to assess the implications of software development design on learners and to identify effects of interactive multimedia environment on learning patterns of learners' at graduate level. The researchers followed experimental design of research and selected a group of six learners from social science departments through purposive sampling technique. Researchers observed and interviewed the sampled learners who used LMS software. The analysis was made to find out results of patterns of multimedia interactions. It was found that in controlled environmental situations, the learners effectively learned by using interactive multimedia. Learners' capacity of learning was developed when they were given freedom to use variety of learning strategies. These learning strategies were based on the ability and cognition of individual learner. It was also found that the interface design also facilitated exploration as well as, provided guidance to make choices. Learners used concept maps as an important tool which helped them in their structured learning. The research concluded that capabilities of the learners may be evoked through nodes, internal motivation and use of innovative learning techniques.

In response to rising concerns about digital ethics in ePortfolio practice, the Association for Authentic, Experiential, Evidence-Based Learning (AAEEBL) created a Digital Ethics Task Force charged with researching and articulating research-based practices for ePortfolios. After year one, the Task Force released the Digital Ethics Principles in ePortfolios: Version 1. This article describes the process used to recruit Task Force members and develop the resulting principles. In using the Task Force as a model for international collaboration and digital composition, the final section of this paper identifies key takeaways for the field and proposes future opportunities for research in digital ethics and ePortfolio practice.

Emotions can influence cognitive development and are key elements to the teaching-learning process. Positive emotions (e.g., engagement) can improve the ability to solve problems, store information, and make decisions. On the other hand, negative emotions (e.g., boredom) reduce the capacity to process information at a deeper level, preventing learning to become effective. Therefore, students' emotions must be regulated to hinder negative and to promote positive emotions during learning. To support the choice of the best intervention to regulate individual emotions, this article proposes an algorithm based on simulated data considering different individual performances in solving Algebra exercises. The results suggest that the proposed model has high success rates (over 90%) in the choice of interventions and may be applied in real scenarios.

This study aimed to investigate the impact of scaffolding prompt questions on learners' self-regulated learning about the Nature of Science (NOS) in a hypermedia environment. In this study, mixed methods research design was employed. Sixty-four pre-service science teachers (n=64) were randomly assigned to the experimental group (N:33, scaffolding for self-regulation) and the control group (N:31, no scaffolding for self-regulation). Both groups were trained on how to use hypermedia while learning about NOS. Participants in the experimental group were scaffolded regarding how to regulate learning with hypermedia, whereas participants in the control were not given any instruction about self-regulation. MSLQ and think-aloud protocols were used to measure participants' self-regulation behaviors. Also, we collected data via VOSTS questionnaire to identify any changes in participants' understandings about NOS from pre-test to post-test. The findings that emerged from MSLQ showed that the experimental group performed better self-regulation behaviors than the control group. Also, it was found that participants in the experimental group used several effective self-regulated behaviors which seemed to foster their learning. By contrast, participants in the control group were not effective at regulating their learning. According to the control group, the analyses of post-tests of VOSTS indicate that the experimental group achieved a more informed understanding of NOS. Implications for enhancing our understandings of how learners self-regulate their learning process and what assistance they need are presented.

This article offers a theoretically-grounded case study considering the role of Critical Media Project (CMP) as an educational initiative and intervention that sits at the juncture of media literacy and social justice. CMP fills key gaps in media literacy education by using a critical media literacy frame to foster critical consumption, critical creation, and cultural competencies around seven key social identities (race and ethnicity, gender, LGBTQ+, socio-economic class, religion, ability and age). In turn, through a media-rich website, curriculum and other programs, CMP helps youth imagine a better future with the requisite tools, resources and power to challenge dominant systems and structures of power.

If we are to build in our students, literacy skills relevant for the 21st century, reading classrooms need to take into account the changing nature of texts that our students are required to read in real-world contexts (Alexander & The Disciplined Reading and Learning Research Laboratory, 2012). This paper exhorts ESL teachers to use online texts or hypertexts, in addition to print textbooks, in the reading classroom. The use of hypertexts can increase the literacy participation of students by making reading authentic, and ensuring literacy skills they acquire more meaningful and productive (Coiro, Killi, & Castek, 2017). In the reading classroom where this research was located, it was observed that readers who scored low on reading comprehension tests based on print texts demonstrated higher levels of comprehension while performing on tests based on hypertexts. The study was conducted to identify the reading strategies used by these readers. It was found that ESL readers were able to overcome deficits in their prior knowledge (topic familiarity) and/or language proficiency by using specific reading and navigating strategies. This paper proposes that strategy training in the use of newer reading and navigating strategies might help develop online reading comprehension expertise and build independent reading habits in ESL readers.

Little is known about the strategies elementary school students use to self-regulate their learning while in a hypermedia environment. This exploratory study investigated the self-regulatory strategies that young students (N = 48, M[subscript age] = 10.75) utilized while individually completing a 20-min online research task about space. Video data was coded using Azevedo et al.'s (2004) established coding scheme for analyzing self-regulatory behavior in hypermedia environments. Results showed that young students spent the majority of their time using cognitive strategies (M = 75.26%) to read and summarise information to complete the task. Little time was taken to plan (M = 6.99%) or monitor (M = 5.92%) their work or learning processes, which are key attributes of effective self-regulation. The study reveals the disparity between the ability to navigate within a hypermedia environment and utilizing planning and monitoring processes to enhance learning while using digital tools. This study highlights the need for the explicit teaching of planning and monitoring strategies in order for young students to develop the full range of self-regulation skills they need when using technology, for instance while learning from home during COVID-19. Implications for curriculum policy and teacher practice are discussed.

Learning with hypertexts require learners to navigate in a non-linear environment and build a coherent representation of the informational content. The expansion of digital technologies and hypertext use in higher education has emphasized the need to examine how technological tools may foster quality learning. This study examined how three types of interactive content organizers (COs) used to represent the main concepts and to navigate in the content pages can impact information processing and learning outcome. The COs designed for the experiment varied in terms of conceptual and navigation support they provide and format. Ninety-three undergraduates used a list of concepts that only provided conceptual support, a summary or a concept map that provided both conceptual and navigation support either with text or graphic format. Results showed that highly coherent COs such as summaries or concept maps improved navigation coherence. However, the summary focused the attention of learners and decreased hypertext exploration (i.e. longer time on the CO and fewer content pages accessed). Longer reading times of the summary also increased text-based outcome, whereas longer processing of the concept map improved inference-based outcome. Implications for the design of interactive COs used to access, navigate and a learn with hypertexts are discussed.

The organization of sources into layers may have an impact on the way readers evaluate conflicting documents online. Two experiments (n = 131) examined whether undergraduates use metadata from the document to evaluate the contents and embedded sources included in that document. Participants read two texts about treatments for a rare disease put forward by two neutral characters (the embedded sources). Each text was manipulated so that it was published by a trustworthy or untrustworthy document source. In Experiment 1, participants performed the task using their own criteria. In Experiment 2, they received a pre-training on how to evaluate sources. Participants used more information (cited more sources and preferred the treatment) and rated the embedded source as more trustworthy when associated to a trustworthy document, but only in Experiment 2. In conclusion, readers can strategically use multiple source layers, suggesting a networked source representation, but contingent to task specifications.

In the digital age, children's and adolescents' willingness to engage in absorbed reading for pleasure is on the decline. Digital narratives with a linear storyline enriched with hyperlinks to supporting media materials, could potentially facilitate narrative absorption even better than print, thus stimulating fictional reading among adolescents. This paper examines hyperlink placement desirability in five full-length novels, and investigates the link with narrative absorption. It was found that, independently of genre, the desired hyperlinks were most concentrated in the first quartile of the story, and gradually diminished towards quartile four. Furthermore, closer scrutiny of one case study showed that as reported narrative absorption levels increased, hyperlink desirability decreased. The results suggest that hyperlinks to different types of supporting media materials could be particularly useful to assist reading if situated in the first quartile of digital narrative. As the story plot reaches its climax, hyperlinks may become less required for experienced readers, whereas lower ability readers might still benefit from their support to sustain the reading experience.

In response to the needs of an international workforce, English for Specific Purpose courses are being promoted in higher education, and instructors are turning to learning technology to help design the instruction. In this paper, a needs analysis was conducted to guide the design of the system, materials and activities for context-aware ubiquitous language learning (CAULL) and English for Fitness Purposes (EFP) in a fitness center as part of a Design-Based Research project. The data collection methods included on-site observations, semi-structured interviews, and a questionnaire. The participants included 82 undergraduate students, seven physical education (PE) instructors, and six non-PE faculty members who frequently used the fitness center. All data forms were then triangulated and analyzed. The results show that all three groups consistently agreed that they need receptive language skills as well as specific terminology for fitness. Furthermore, it was suggested that the oral communication skills for EFP learners should also be developed for sharing ideas, experience, and suggestions. They pointed out that vocabulary related to diverse topics such as warm-up and cool-down stretches, cardiovascular exercises, and weight training are needed. Furthermore, participants reported that the CAULL system should be hypermedia-based, and contain a portfolio and a user-friendly interface. The findings were used to develop a blue print for a CAULL system based on design principles. The findings are of interest to context-aware language learning researchers, instructional designers, and the field of English for Specific Purposes.

This scoping review of research explores the use of educational technologies for adult literacy, specifically for those with low literacy skills. The sample explores research published since 2010 across four major databases, yielding 21 relevant peer-reviewed articles published through the end of 2020. Half of the final included studies were conducted in North America (12 in US and 1 in Canada), and 8 were conducted in other countries around the world. Technology interventions ranged greatly across 15 separate interventions identified, allowing for little to no comparison. Methodologies and quality ranged significantly, with data mining, descriptive surveys, and quasi-experimental designs as the most predominant methods. Instructional strategies ranged greatly as well, from gamification to practice to direct instruction to word highlights. Among the included studies, there is one educational technology that has been studied extensively enough to suggest readiness for scalable implementation and randomized control trials along with promising early results from other interventions. Findings from the scoping review indicate that establishing a research agenda and community in this space, along with future studies detailing participant literacy levels and instructional design features with greater precision, as well as explicitly corresponding design to literacy skills, are significant ways in which educational technology researchers and developers could further the work on this important educational problem.

Videos are an increasingly popular medium for supporting learning in various educational settings. Nowadays, newly designed video-based environments contain enhanced tools that allow for specific interactions with video materials (such as adding annotations and hyperlinks) which may well support generative learning and conceptual understanding. However, to exploit the potentials of such enhanced tools, we need to gain a deeper understanding on the learning processes and outcomes that go along with using these tools. Thus, we conducted a controlled laboratory experiment with 209 participants who were engaged in learning a complex topic by using different enhanced video tools (annotations vs. hyperlinks vs. control group) in different social learning settings (individual vs. collaborative learning in dyads). Findings revealed that participants who learned with hyperlinks and participants in collaborative settings created hypervideo products of higher quality than learners in other conditions. Participants who learned with annotations assessed their knowledge gain higher and had higher results in conceptual understanding when they experienced low cognitive load. With our study we contribute new original work to advance cognitive research on learning with enhanced video learning environments. Limitations and recommendations for future research are discussed.

Providing visual instructional aids, such as maps and visual orientation cues, in Hypermedia Learning Systems (HLS) has been argued to reduce the disorientation experienced by learners with specific individual differences. In turn, it has been suggested that providing such aids may lead to improvements in learning performance and learner attitude. This paper builds on an earlier quantitative study which explored the effects of, and between, three individual differences (domain knowledge, computer experience and cognitive style) on disorientation, learning performance, and learner attitudes in relation to two versions of HLS -- with and without visual instructional aids. The paper analyses qualitative data, gathered using a semi-structured interviews, to add depth to the previous study and to explore whether the qualitative data support the previously-published findings. The findings from the semi-structured interview data are shown to be in-line with the analysis of the published quantitative data reported in the previous study in relation to disorientation, learning performance and learner attitudes, adding weight to the findings and providing explanations related to key findings which could not be determined from the published quantitative study.

The need for e-learning in modern Russia is caused by the rapid development of informatization, digitalization, information and communication technologies, the creation of a global environment for mutual integration of cultures and disciplines, as well as the formation of open continuous education, which is the basis of a post-industrial (information) society. These processes stimulate an active search for creative educational practices that meet the requirements of the information society. A modern specialist must have a certain amount of knowledge that will allow him to learn constantly, improve his skills and abilities, self-develop and self-actualize in order to keep up with the time of changes in the information society. In the framework of the modern educational paradigm, the student is considered as a subject of knowledge, not an object of pedagogical influence. In the early -- mid-2010s, this is actively promoted by electronic learning (e-learning, EL), which should be used in various educational organizations. E-learning allows integrating into the world scientific community, becoming subjects of interaction between cultures, including the exchange of spiritual values. Implementation of EL is one of the key tasks in the context of modernization of national education. The term "electronic learning" is translated into Russian in various ways. The most popular options are: "distance learning/education", "mobile learning", and "virtual learning". The European Commission interprets "e-learning" as "using new multimedia and Internet technologies to improve the quality of learning by improving access to resources and services, as well as remote knowledge sharing and collaboration". In this study, the concept of "e-learning" will correspond to the phrase "electronic learning". This is an educational process based on interactive electronic means of storing and providing information: the Internet, corporate networks, and CDs.

Electronic books provide learners, lecturers and universities with an extra tool of instructions that can encourage or improve the learning process. The purpose of the current paper is to investigate obstacles students face in using e-books at the Saudi Electronic University. A mixed-method research design was used. Thirty students participated in two focus group sessions and 215 students participated in a self-developed survey designed to confirm the existence of obstacles revealed from qualitiave data. Results suggest that cost, eye-strain, and distractions were regarded as obstacles. Practices such as highlighting and taking notes were found to be limited. With the trend toward implementation of e-books in learning, e-book developers should consider factors that help students enjoy using the devices in education. Integrating multimedia, hyperlinks and other features of using technology in reading should be considered. Recommendations have been included in this study.

Curb cuts and automatic doors are a commonplace in the physical world as they provide access to our buildings for persons with disabilities. In the world of the web, millions of individuals have the legal right to rely on electronic curb cuts so they too can access the web. To this end, a new generation of information systems graduates must understand the dynamics of accessible web design. However, this subject is commonly taught as an add on topic with minimal impact on student knowledge and practice. Thus, the purpose of this article is to present an integrated approach to teaching accessible web design in an introductory web design course. The main contributions of this paper include (1) a background on web accessibility, (2) a review of pertinent assessment tools and legislation, and (3) a model for integrating web accessibility into an introductory web design course.

Adaptive Educational Hypermedia Systems (AEHS) play a crucial role in supporting adaptive learning and immensely outperform learner-control based systems. AEHS' page indexing and hyperspace rely mostly on navigation supports which provide the learners with a user-friendly interactive learning environment. Such AEHS features provide the systems with a unique ability to adapt learners' preferences. However, obtaining timely and accurate information for their adaptive decision-making process is still a challenge due to the dynamic understanding of individual learner. This causes a spontaneous changing of learners' learning styles that makes hard for system developers to integrate learning objects with learning styles on real-time basis. Thus, in previous research studies, multiple levels navigation supports have been applied to solve this problem. However, this approach destroys their learning motivation because of imposing time and work overload on learners. To address such a challenge, this study proposes a bioinformatics-based adaptive navigation support that was initiated by the alternation of learners' motivation states on a real-time basis. EyeTracking sensor and adaptive time-locked Learning Objects (LOs) were used. Hence, learners' pupil size dilation and reading and reaction time were used for the adaption process and evaluation. The results show that the proposed approach improved the AEHS adaptive process and increased learners' performance up to 78%.

This study investigated macro-level navigation patterns in children's hypermedia learning, and how they related to task structure and learning outcomes. For this purpose, 5th and 6th grade learners performed a hypermedia assignment in which a high (n=57) versus a low (n=54) level of structure was provided. By means of qualitative analyses of their navigation activities, 6 macro-level navigation patterns were distinguished: linear reading, selective reading, video viewing, massed writing, late onset writing, and unpredictable reading. Results showed that the linear reading pattern was more frequent in the high structure environment, and that both the high structure environment and the linear reading pattern were associated with the highest quality of the children's written assignments. Navigation patterns and task structure did not clearly predict children's declarative knowledge gains or knowledge transfer. These findings show that there are multiple ways to navigate through a hypermedia environment, but that these are not all equally successful for learning. Moreover, the provided task structure in the environment may affect the occurrence of successful navigation patterns.

This study examined the effect of a Pedagogical Hypermedia Environment in the Science Discipline (PHFSD) on the acquisition of scientific concepts among fifth-graders during the 2019-2020 school years. The study adopted a quasi-experimental method with 50 fifth-grade students from a private school in Amman, Jordan, divided into two groups of 25 each. Students were randomly assigned to either a control group that was taught using traditional methods or an experimental group that was taught using PHFSD. A scientific concept test was conducted before and after the Motion and Force unit was taught. The data gathered was analyzed using ANCOVA. The results revealed a statistically significant difference at the alpha=0.05 level between the mean scores of the two groups on the scientific concepts test. Most of the variation (70%) in the fifth-grade students' posttest scores was attributed to the effects of the teaching method. Such positive results affirm that this pedagogical hypermedia environment had a positive impact on the fifth-graders. These findings support the use of a pedagogical hypermedia environment to enhance the acquisition of scientific concepts among fifth-graders in Jordan. The ministry of education and teachers can use these findings to enhance teaching and learning scientific concepts.

Adaptive educational hypermedia is an environment that offers an individualized learning environment according to the characteristics, knowledge and purpose of the students. In general, adaptive educational hypermedia, a user model is created based on user characteristics and adaptations are made in terms of text, content or presentation according to the created user model. Different contents according to the user model are shown as much as user model creation in adaptive educational hypermedia. The development of applications that allow the creation of adaptive content according to the features specified in the user model has great importance in ensuring the use of adaptive educational hypermedia in different contexts. The purpose of this research is to develop a web-based application for creating content in adaptive educational hypermedia and to examine the usability of the developed application. In order to examine the usability of the application developed in the scope of the study, a field expert opinion form was developed and opinions were asked about the usability of the application from 7 different field experts. As the result of the opinions, it has been seen that the application developed has a high usability level. In addition, based on domain expert recommendations, system revisions were made and the system was published at www.adaptivecontentdevelopment.com.

The use of technology has now become an integral part of higher education in Malaysia because of its positive outcomes in teaching and learning. Despite its use, students are not able to fully benefit from its full potential. This study investigated the use of digital annotation tools in Interactive Reading for Academic Disciplines to facilitate reading of English for Science and Technology materials in a blended course among university students. Data were collected from 12 students enrolled in English for Technical Communication in a public university on the East Coast of Peninsular Malaysia. Data collection consisted of online annotations and focus group interviews. Analysis was descriptive and thematic, using SPSS and NVivo software, respectively. Inter-rater reliability analysis was measured using Cohen Kappa reliability analysis that yielded an almost perfect score, proving that the data were reliable. The findings revealed that digital annotation tools facilitated reading comprehension among students in an online reading environment. Annotation analyses revealed consistency in interview data when students were able to paraphrase, extend and synthesize ideas. An implication from this study suggests that training students' regarding strategies on how to deal with annotation tasks should be mandatory. This is integral for students to achieve comprehension of English for Science and Technology materials in an online environment.

The research evaluates the effectiveness of using electronic textbooks in educational process compared to printed publications. The advantages and disadvantages of introducing e-textbooks in higher education institutions are determined. The problems that students face while working with e-textbooks are outlined. Based on the literature analysis, the authors claim that e-textbooks are more convenient and are being increasingly used in the educational process. A standardised questionnaire including 17 questions was developed by authors to determine students' and teachers' perceptions of using e- textbooks in educational process. Data analysis tools comprise the methods of mathematical and descriptive statistics. According to the survey, users want to get cheap but high-quality e-textbooks, with a high level of production, without errors, and with completeness of information. The price and the quality play a crucial role in decision making. Also, the criterion of e-textbooks friendliness is of great importance, including ease of search, the ability to navigate by hyperlinks, and adaptive layout for different devices. The problem of standardisation of e-textbooks may be the subject of further research and practical development.

The purpose of this study is to determine the effects of the multimedia annotations which were sent through instant messaging application WhatsApp on students' success in English vocabulary acquisition together with their opinions on the educational use of WhatsApp and the multimedia annotations. In the study, mixed method model, which combines both quantitative and qualitative data, was employed. Results of the variance analysis of the quatitative data indicated that the multimedia annotations sent through WhatsApp yielded a meaningful increase in students' vocabulary acquisition. Multiple comparison test to identify the reason of this increase revealed that 'Text+Picture+Audio' and 'Text+Picture' multimedia annotations increased students' vocabulary acquisition meaningfully when compared to other learning multimedia annotations. Although 'Text+Audio' multimedia annotation contributed to the success of students more than the students who received only 'texts', it wasn't found meaningful. In the qualitative aspect of the study, students expressed their willingness to go on the treatment. They stated that similar researches in their other courses could be useful. They also added that they could learn unconsciously and expressed positive opinions towards the use of the pictures and audio annotations in particular. However, a few students reacted negatively againts the irrelevant posts and stated that the posts occupied a lot of space on their phones.

This research aimed to examine the effects of science-on-web learning media on grade 8 students' learning independency levels and learning outcomes of 'excretion system' topic. Through a quasi-experimental research method within non-equivalent control group design, 70 grade 8 students drawn from Tanjungpinang, Indonesia participated in the study. Pretest and posttest were carried out before and after the teaching intervention. Two intact groups were assigned as the experimental and control classes (35 by 35). The experimental class was exposed to the science-on-web learning media, while the control one was instructed through the electronic module. Data were collected through a learning independency observation sheet and a learning outcomes test. This research showed that the experimental class significantly performed better at learning independency levels and learning outcomes than the control one.

The following article explores how one researcher blended verbal and visual literacies to disrupt conceptualizations of traditional qualitative research. Engaging visual modalities as a research tool, the author invites readers into an a/r/tographical multimodal post qualitative journey that deeply explores the power and value of visual research. Here the author shares a dynamic encounter with post theory that disrupted habits of knowing, thus creating tensions and nuanced understandings of theoretical engagement. (Re)imagining theory as a conceptual medium, readers are invited into the process through both visual and verbal means, to inspire investigation into previously unknown territory, thus discovering new ways to know differently. What is offered here moves the reader beyond the text based manuscript to a documentary film, (hyperlinked) screenplay, and artwork.

The use of hypermedia educational materials in education has gained relevance in recent years and is the object of numerous research activities. In the context of teaching and learning Mathematics, there are diverse works detailing their potential to improve both student learning and student attitude towards the subject. In this article, the results obtained through a case study carried out in a first-year course of Mathematics at a School of Engineering are shared, for which a hypermedia material was designed and then its impact in the classroom was analysed. To that end, a quanti-qualitative analysis framework was designed. An experience was carried out with two groups of students: one of these (n=101) used this material, and the other (n=111) served as control group. The students gave a positive overall assessment as regards to the experience carried out with the hypermedia material, but not to the extent expected. However, observations and the interviews carried out with the educators revealed that the hypermedia material positively contributed to several student learning aspects: it allowed using a mathematical software application as an exploratory tool and it promoted critical thinking among the students, who used the application to check their pen-and-paper work, using the semiotic representation conversions.

Concept and knowledge maps are used often in learning process as two dimensional learning materials. These maps are important in comprehending concepts of a subject and relationships between these concepts. Nowadays, concept maps can be used beyond student drawings as digital navigation tools in real life. The aim of this study is to investigate the impact of the use of digital concept maps as navigation tools in online learning environments on student success and disorientation. There are two subdimensions of the navigation tool: the concept map and the content tree. The achievement test designed by the researcher in order to determine success of the student is used in the research. To evaluate the level of the student's disorientation, the disorientation scale and navigation data were used in hypermedia. Web navigation data were recorded in the database, while participants were doing their weekly tasks, and NeedlemanWunsch algorithm was used to determine the level of disorientation. As a result of the study, the success of students in both groups has a significant increase positively. Besides, students who used websites with a content tree are more successful than students who used websites with concept maps. There is not a significant difference in the perception of disorientation between groups according to the navigation tool that they used. Nevertheless, according to the results of analyses that are made with using web navigation data, it is seen that there is a difference in disorientation of students, considering the number of subjects or concepts in the navigation tool, the content of the task that has been given etc. Lastly, suggestions about what to pay attention to while using concept maps or concept maps in online learning sites have been given.

The present article constitutes a systematic review of the literature with the objective of identifying the appropriate elements that must be considered when designing and creating adaptive digital educational resources. The methodological process was rigorous and systematic, employing an article search in which the texts related to the object of study were identified, selected, evaluated and analyzed. It is concluded from the analysis of the documentary corpus that the different approaches found configure a roadmap for the conceptualization of what a digital educational resource should be in order to serve as an element that contributes to learning. In this sense, an exemplary model user is proposed that considers experiences, interests and tastes, thus making it possible to strengthen the particularities of students and enhance the learning experience.

This paper aims to sketch a framework for comparing the efficiency of printed and digital textbooks. Considering the fact that digital textbooks are a relatively new phenomenon, they lack both practical experiences with their use, and research on their efficiency - which is why all results will only be of a preliminary nature. This is also why our paper will focus on an initial definition of not only the theoretical framework for analysing the nature of digital media, but also for analysing printed and digital textbooks. The broadest theoretical framework consists of Lev Vygotsky's theory on the character of culturally-psychological tools and their influence on the functional organisation of the brain and of Marshall McLuhan's theory of media, concerning the general fact of the medium (and not its content). The theoretical analysis shows that media (printed and digital) have significant impacts on the functional organisation of the brain, which is based on the brain's neuroplasticity. The analysis of digital media shows that they possess a set of specific features that, despite all the advantages they have, carry important risks for the organisation and functioning of the brain and for the process of learning. The production of digital textbooks also faces a significant number of challenges that the current production has not yet solved. Empirical research on the process of digital reading and understanding what has been read, indicate all the problems that still exist in digital textbook creation.

This study investigated the effect of computer-assisted instruction (CAI) on adult second language (L2) learners' vocabulary recognition and production across high and low proficiency levels. Seventy-four participants were assigned to experimental (CAI) and control groups. All participants in the CAI group were categorized into high and low proficiency levels, based on their L2 vocabulary knowledge. The treatment lasted for one semester, 16 sessions, during which 16 passages were covered. While the CAI group individually worked on the passages uploaded on the CALL software, enhanced with hypertext annotations, the control group read the same passages through traditional teacher-directed instruction. The comparison of vocabulary recognition and production pretest and post-test scores revealed the significant effect of CAI on L2 learners' vocabulary uptake in the immediate and delayed post-tests. While no significant differences were found between the high and low proficiency participants in terms of their improvement from production pretest to the post-test, lower-level participants revealed more vocabulary recognition gains. The findings have pedagogical implications for L2 teachers, practitioners, and courseware designers in that they can rely on CALL software as a viable scaffolding tool for L2 vocabulary growth.

This study aimed to investigate the interaction between L2 readers and the reading text equipped with four different annotations or glosses including text-only, audio-only, text-picture and audio-picture annotations. The participants in the study were selected from four intact classes consisting of 100 students studying English at intermediate level in Kish Institute of Science & technology (olom va fonon), in Iran. After they were given a reading comprehension text, the four experimental groups were given the same reading comprehension texts with different annotations. Then, they were asked to take the same reading test as posttest. The results of the study demonstrated that text-only and audio-only were more effective than other kinds of annotation. The results suggested that providing the new words whether in audio or text annotation during reading comprehension can help students to comprehend reading in an effective way. Educational implications suggest that provision of different kinds of glosses is beneficial for L2 students although they need some scaffolding for utilizing glosses in a beneficial way.

Communication centers often develop a social media presence to engage with audiences about services, programs, and strategies. Twitter, as a popular social media platform, has been adopted by many communication centers. In this article, researchers from the Eastern Kentucky University (EKU) Noel Studio for Academic Creativity share strategies, best practices, and analysis for using Twitter tags, hashtags, and geotags to engage with different publics.