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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/22139
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dc.contributor.authorGregory, Sueen
dc.contributor.authorBannister-Tyrrell, Michelleen
dc.date.accessioned2017-11-07T14:35:00Z-
dc.date.issued2017-
dc.identifier.citationResearch and Practice in Technology Enhanced Learning, 12(18), p. 1-17en
dc.identifier.issn1793-7078en
dc.identifier.urihttps://hdl.handle.net/1959.11/22139-
dc.description.abstractThis article explores digital learner presence in various higher education degrees in a regional institution in NSW, Australia. Several tools used for online teaching are explored through individual research projects in relation to the learner's presence with the tool being used. It was found that a variety of online teaching tools provided student presence and were effective for learning. Blogs, discussion boards, wikis and 3D virtual worlds were used to engage students in their learning. Herewith, the authors point out those that are more successful than others.en
dc.languageenen
dc.publisherSpringerOpenen
dc.relation.ispartofResearch and Practice in Technology Enhanced Learningen
dc.titleDigital learner presence and online teaching tools: higher cognitive requirements of online learners for effective learningen
dc.typeJournal Articleen
dc.identifier.doi10.1186/s41039-017-0059-3en
dcterms.accessRightsGolden
dc.subject.keywordsEducational Technology and Computingen
local.contributor.firstnameSueen
local.contributor.firstnameMichelleen
local.subject.for2008130306 Educational Technology and Computingen
local.subject.seo2008930103 Learner Developmenten
local.subject.seo2008930101 Learner and Learning Achievementen
local.subject.seo2008930102 Learner and Learning Processesen
local.profile.schoolSchool of Educationen
local.profile.schoolSchool of Educationen
local.profile.emailsgregor4@une.edu.auen
local.profile.emailmbannist@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20170908-10185en
local.publisher.placeGermanyen
local.format.startpage1en
local.format.endpage17en
local.identifier.scopusid85046335844en
local.peerreviewedYesen
local.identifier.volume12en
local.identifier.issue18en
local.title.subtitlehigher cognitive requirements of online learners for effective learningen
local.access.fulltextYesen
local.contributor.lastnameGregoryen
local.contributor.lastnameBannister-Tyrrellen
dc.identifier.staffune-id:sgregor4en
dc.identifier.staffune-id:mbannisten
local.profile.orcid0000-0002-0417-8266en
local.profile.orcid0000-0002-6313-5960en
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:22329en
local.identifier.handlehttps://hdl.handle.net/1959.11/22139en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleDigital learner presence and online teaching toolsen
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.search.authorGregory, Sueen
local.search.authorBannister-Tyrrell, Michelleen
local.uneassociationUnknownen
local.year.published2017en
local.fileurl.closedpublishedhttps://rune.une.edu.au/web/retrieve/07b9b9bd-75ac-4be3-b9c0-e6e3d7adc9aaen
local.subject.for2020390405 Educational technology and computingen
local.subject.seo2020160101 Early childhood educationen
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