Following two decades of computer use in schools we still do not understand connections between the knowledge represented in computer-based learning activities, the activities themselves, and the hardware and software that technically enables the activities. This paper reports on the utilisation of constructivistlike practices with pre-service and in-service teachers. The practices described or...

The last years have seen a growing interest in Project Based Learning (PBL). Project Based Learning is associated with a constructivist approach, focusing on student driven learning in a collaborative setting. However, to provide real learning in a setting of higher education, the projects should be sufficiently complex and demanding. How can this be achieved without exposing the student to hig...

The use of cases for teaching and learning, while increasingly popular, is a challenging endeavour for both students and instructors. This paper introduces a model which encapsulates the issues involved in online case based learning. The authors argue that, unlike traditional case discussions, students in an online case discussion environment must not only be acquainted with the case method its...

The purpose of this study was to investigate whether students perceive certain types of scaffolds to have higher impact on their daily learning. The participants (N = 229) for this study are enrolled in an institution that uses problem-based learning (PBL) as the instruction method. The students’ perceptions of the 16 types of scaffolds utilised in the curriculum were consolidated using a Scaff...

The paper presents an approach and a software system for the automatic detection of the collaboration regions in a chat session. Although there is no unanimous accepted definition of good collaboration regions, they are generally easy to recognize, as their most important properties are known: they contain replies from more participants, the replies should be on-topic and participants should el...

As an important site for teacher learning, education (TE) courses are a promising context to provide teacher-learners (TLs) with “systematic, intentional and well-organized instruction” (Johnson, 2015: 517) of various kinds, including guided instruction on research engagement. However, little has explored the role TE in promoting second language (L2) TLs’ engagement, especially MA TESOL where c...

Much of what is commonly claimed as ‘effective teaching practice’ and implemented during the early and middle years of schooling in Australian schools, for either mainstream students or for those experiencing learning difficulties, is not grounded in findings from evidencebased research. Of particular concern is that despite a lack of supporting evidence for its utility, the prevailing educatio...