The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
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Journal Issue
Volume 18 Issue 5 / Oct 2020  pp373‑459

Editor: Rikke Ørngreen, Mie Buhl, Bente Meyer

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Spaces of Joint Inquiry Through Visual Facilitation and Representations in Higher Education: An Exploratory case study  pp373‑386

Heidi Hautopp, Stine Ejsing-Duun

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Building Creative Critical Online Learning Communities through Digital Moments  pp387‑396

Wendy Barber

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Learning Analytics in Flipped Classrooms: A Scoping Review  pp397‑409

Muriel Algayres, Evangelia Triantafyllou

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Accelerating the Energy Transition Through Serious Gaming: Testing Effects on Awareness, Knowledge and Efficacy Beliefs  pp410‑420

Tania Ouariachi, Wim Elving

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Factors Predicting Integration of E‑Learning by Preservice Science Teachers: Structural Model Development and Testing  pp421‑435

Cecilia Temilola Olugbara, Moeketsi Letseka

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Engagement with and Participation in Online role play Collaborative Arguments: A Sociocultural Perspective  pp436‑448

Josephine Lutaaya Najjemba, Johannes Cronjé

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Abstract

Digitally mediated role plays indicate potential for collaboration, social exchange of information and knowledge as well as motivation for learning beyond classroom time. These elements are critical for ESL learners’ development of language and argumentative writing practices. The aim of this research project was to investigate how students’ engagement with and participation in online role play collaborative arguments shaped their literacy practices, and influenced their beliefs and thinking regarding particular societal issue. This qualitative research project based on a larger ethnographic case study and tools of action research investigated students’ interactions and experiences before, during and after the online role play. The study involved 20 ESL pre‑service students at one university in Uganda and was conducted in both the real and online spaces. The real space involved face‑to‑face sessions aimed at building students’ confidence in using blogs for online role play. While the online space involved non‑participant observations to gain understanding of the social dynamics of students’ engagement in online role play, and the opportunities for students to engage in literacy practices related to online argumentative compositions. The study findings indicated that engagement in online role play using blog platform provided a rich environment for learners to exercise their creativity, orchestrate multiple ways of meaning‑making and build tactical relations for purposes of collective action. Furthermore, the use of online role play collaborative arguments facilitated a shift from “ascribed” to “achieved” identities where students did not only become aware that they were dealing with issues larger than individual perspectives, associated with school, family, culture and the legal system, but also that there need for them to take part in the civic action. 

 

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Effects of Video Discussion Posts on Social Presence and Course Satisfaction  pp449‑459

Ying Xiu, Penny Thompson

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