This study aims to investigate the extent to which perceived personal and school-related factors influence the quality of technology integration in teaching at the upper secondary level and how this differs between general and vocational education. The quality of technology integration was operation…
In a time when blended learning is the norm and not the exception, ePortfolio implementation has the potential to serve as a tool for 21st-century skills development, namely self-reflection, self-assessment, goal-setting, evidence-based learning, as well as a tool for digital literacy development. T…
In an ever-evolving technological landscape that challenges teaching professionals' digital competence, this study complements previous studies by providing an overall picture of teaching professionals' digital competence. We employed regression models on two large-scale assessment data sets on teac…
The aim of the present study was to explore how African American female students perceived their experience of online collaborative learning. A qualitative study was conducted in a university in Southeastern United States. We conducted semi-structured interviews with nine African American female stu…
Active participation in economic and social settings increasingly demands social-communicative skills, i.e., interactive and interpersonal skills, as well as the networking skills to access and use resources provided by online social networks. The development of these skills both depends upon and de…
Numerous educators have proposed the development of constructivist Internet-based learning environments for students. When creating the constructivist Internet-based learning environments, it is important for researchers to be aware of students' preferences toward these environments. Through gatheri…
