Educational Media International (Educ Media Int)

Publisher: International Council for Educational Media, Taylor & Francis (Routledge)

Journal description

Educational media has made a considerable impact on schools, colleges and providers of open and distance education. This journal provides an international forum for the exchange of information and views on new developments in educational and mass media. Contributions are drawn from academics and professionals whose ideas and experiences come from a number of countries and contexts.

Current impact factor: 0.00

Impact Factor Rankings

Additional details

5-year impact 0.00
Cited half-life 0.00
Immediacy index 0.00
Eigenfactor 0.00
Article influence 0.00
Website Educational Media International website
Other titles Educational media international (Online), EMI
ISSN 0952-3987
OCLC 44530184
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Taylor & Francis (Routledge)

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • On author's personal website or departmental website immediately
    • On institutional repository or subject-based repository after a 18 months embargo
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • The publisher will deposit in on behalf of authors to a designated institutional repository including PubMed Central, where a deposit agreement exists with the repository
    • SSH: Social Science and Humanities
    • Publisher last contacted on 25/03/2014
    • This policy is an exception to the default policies of 'Taylor & Francis (Routledge)'
  • Classification
    green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: This paper provides a review of the literature about the use of augmented reality in education and specifically in the context of formal and informal environments. It examines the research that has been conducted up to date on the use of those games through mobile technology devices such as mobile phones and tablets, both in primary and secondary education. The review of the relative literature was carried out in the period 2000 to early 2014 in ScienceDirect and ERIC. The outcomes of this review illustrated a set of studies that provide evidence of positive outcomes regarding student learning. These studies, which focused mainly on the natural sciences and took place within informal learning environments, used both qualitative and quantitative data collection methods. The earliest study that was conducted about this topic used personal digital assistants, while the more recent one used smart (mobile) phones and tablets. The services of augmented reality focused on markers/quick response codes, virtual items, global positioning system services as well as on platforms for game creation. The findings of the literature review are discussed in relation to research approaches that are needed for augmented reality games to be played either in formal or informal learning environments.
    No preview · Article · Dec 2015 · Educational Media International
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    ABSTRACT: With the emergence of the new technologies, twenty-first-century learning involves the application of new media in educational environments. Digital storytelling (DST) is a method that blends traditional storytelling with new technologies. This study was designed to compare the conceptual understanding of preschool students in DST classrooms with children in traditional storytelling classrooms. A pre-test, post-test control group design was used. Data were collected from 149 preschool children using pre- and post-test surveys and students’ drawings. The findings indicate that DST improved the preschoolers’ conceptual understanding of the course content more than traditional storytelling.
    No preview · Article · Nov 2015 · Educational Media International
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    ABSTRACT: Today, ICT, web resources and multimedia contents have become prevalent in Malaysian university classrooms; hence, the learning approaches need to be redesigned for enabling students to use these technologies in co-constructing new meaning. This study analyses student’s perception and their peer interaction in the constructivist–collaborative learning environment (CCLE) with multimedia contents and Web 2.0 tools, to address the research question: What is the impact of CCLE on student learning process? By using factor analysis on the questionnaire results, and applying content analysis on students’ comments in Web 2.0 tools and feedback given by 182 students at INTI International University, several components of constructivist–collaborative learning were identified. The discussion in this study focuses on “team” and its sub-components include group dynamics, students’ prior knowledge with team and group processing. The discussion provides more understanding on the impact on student learning process for enhancing the learning experiences in Malaysian university class environment.
    No preview · Article · Nov 2015 · Educational Media International
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    ABSTRACT: Collaborative learning environments found with gaming communities can provide excellent structures to study the way that learners act within informal learning environments. For example, many of these gaming communities encourage gamers to create videogames and virtual world walkthroughs and commentaries. Walkthroughs and commentaries provide gamers information that helps them in game play. We refer to this process of walkthrough creation as digital maker culture. This study explored the phenomena of digital maker culture through a multiple case study design by examining five Minecraft walkthrough creators who created walkthrough repositories on YouTube. Findings suggest multiple levels of experience are needed when players are involved in digital maker communities. These multiple levels of experience are (a) to engage in creating designs for immediate prototypes, (b) to belong to cultural environments that foster collaboration and sharing, and (c) use common design standards. This has implications that could inform innovative instructional practices with digital tools in school environments, in order to foster a more collaborative, participatory classroom experience.
    No preview · Article · Oct 2015 · Educational Media International

  • No preview · Article · Oct 2015 · Educational Media International

  • No preview · Article · Oct 2015 · Educational Media International

  • No preview · Article · Oct 2015 · Educational Media International
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    ABSTRACT: This explanatory analysis of the relevant literature seeks to identify factors affecting quality in massive open online courses (MOOCs). The paper highlights sub-dimensions of quality in MOOCs by using the ladder of analytical abstraction. Communication, trust, collaboration, inclusiveness, innovation and commitment are identified as key elements in developing a quality culture in online education. In seeking to merge the organizational and pedagogical aspects of online education, MOOCs raise new questions concerning personalization, widening recruitment, internationalization or globalization, and lifelong learning. However, the pedagogical aspects of MOOCs remain insufficiently described and explored. As MOOCs are now a significant presence in digital education, it is essential to understand learners’ experiences and participation in such courses.
    No preview · Article · Oct 2015 · Educational Media International
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    ABSTRACT: Teacher education is in the grip of change. Due to the new Australian Curriculum, no longer is it possible to plan and implement lessons without considering the inclusion of Information and Communication Technologies. Simply knowing about the latest technology gadgets is not enough. Information literacy is essential in today’s information-rich learning and working environment. Students and teachers must be able to engage with diverse learning technologies efficiently and effectively in the search for the “right information” at the “right time” for the “right purpose”. Key information literacy and inquiry skills have been recognised as vital learning goals by the Australian Curriculum Assessment and Reporting Authority and the International Society for Technology in Education and are thus critical in science teacher education. This paper examines the overlap of technology, pedagogy and science content in the Technological Pedagogical and Content Knowledge (TPACK) framework and its affordances for science educators, at the intersection between technology knowledge, science pedagogy (information literacy and inquiry) and science content knowledge. Following an introduction of the TPACK framework for science education, the paper reports the research findings, which illustrate that 90% of pre-service teachers thought the experimental unit improved their understanding of the inquiry process, 88% reported more confidence in their understanding of science concepts and 94% of students reported an increase in their knowledge and confidence of Web 2.0 tools in supporting scientific inquiry in science. The implications of this study are that the online inquiry improved students’ knowledge and confidence in the skills and processes associated with inquiry and in science concepts.
    No preview · Article · Oct 2015 · Educational Media International
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    ABSTRACT: Teacher education struggles with the challenge of preparing and retaining high-quality teachers who can work effectively with all students. While educator preparation is a strong correlate of student achievement, traditional university-based programmes are not available to all potential teachers. This manuscript describes CalStateTEACH, an online teaching credential programme operated by the California State University system, and reports data on its efficacy as compared to traditional, campus-based programmes. The independent variable was the pathway used by each teacher, and the dependent variables were the ratings of preparation by programme graduates at the end of their first year of professional teaching and those of their employment supervisors. Mean ratings by CalStateTEACH graduates were significantly higher on 16 of the 17 scales. There were differences in supervisor ratings but none was significant. Results add to the knowledge base of effective e-learning in higher education and suggestions for practice are presented.
    No preview · Article · Aug 2015 · Educational Media International

  • No preview · Article · Jul 2015 · Educational Media International
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    ABSTRACT: When massive open online courses (MOOCs) began, they held the promise of bringing high-quality, college-level courses from leading academic institutions to people who otherwise would not have access to that type of content. In the ensuing years, it has become clear that the majority of MOOC students are not underserved in terms of educational opportunities; the typical MOOC learner already has a college degree. However, this does not mean that MOOCs are failing to fulfill the promise of democratization. Among the millions of learners who have taken Coursera MOOCs, there are some for whom this is their only way to access a rigorous, college-level course. In this analysis, we present descriptions of three learner populations for whom a MOOC offered an opportunity that they could not have had otherwise. These groups are (1) young people under the age of 18, (2) older adults over 65, and (3) people who reported that they did not have access to higher education opportunities. We compare the demographic characteristics, course attitudes and intentions, as well as qualitative learner feedback from each of these groups to the Coursera student body as a whole to understand the unique benefits that MOOCs bring to each of these underserved groups. We used data collected from 13 MOOCs offered by Duke University in the Fall 2014 semester. The data used in this analysis come from pre-course surveys administered to everyone who registered for a Duke MOOC. Finally, we illustrate our findings with qualitative data from open-ended survey questions. Our analysis shows that each group has a unique profile in terms of self-reported course experiences. Contrary to claims that MOOCs are not fulfilling the promise of democratization of education, learners have benefited by gaining access to content and learning experiences they otherwise would not have had.
    No preview · Article · Jun 2015 · Educational Media International
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    ABSTRACT: In recent years, massive open online Courses (MOOCs) as an online instruction format have attracted educators’ attention in higher education. While there are many news reports and blog entries about MOOCs, evidence-based research is still emerging. Research examining the learners’ perspective on taking a MOOC is scarce but very much needed. This study, using both quantitative and qualitative data, investigated participants’ reasons and excitement levels to take a MOOC and their perception of the usefulness of the course. The findings indicated that the majority of the participants were working professionals who sought to get opportunities and resources for their career development without the constraints of their geographical locations and time. Flexibility of the course schedule, credibility of the instructor, and quality of the materials are important factors for these individuals. The findings highlighted the importance of good pedagogies regardless if the platform is a MOOC, face-to-face, or other online formats; the hands-on nature was the most helpful aspect of this MOOC. The findings also showed that course design is important as difficult navigations and not-so-intuitive interface affected participants’ learning experience and perception of the course negatively.
    No preview · Article · Jun 2015 · Educational Media International