In pervasive and ubiquitous learning, a learner should be able to freely perform an educational activity possibly cooperating and/or collaborating with others using multiple devices and networks as he moves in an environment. The educational activity should be able to be performed by various types of learners, and to operate on various devices, networks and environments. Correspondingly, the de...

Finding effectively open educational resources and open courseware that are the most relevant and that have the best quality for a specific user’s need, in a particular context, becomes more and more demanding. Hence, even though teachers and learners (enrolled students or self-learners as well) get to a greater extent support in finding the right educational resources, they still cannot rely o...

Students’ self-determined or autonomous motivation in educational contexts is associated with adaptive educational and behavioural outcomes including persistence on educational tasks and academic performance. A key question for educators is whether promoting autonomous motivation toward activities in an educational context leads to increased autonomous motivation toward related activities in ex...

this essay evaluates the major methodological trends in research at the iranian academic educational journals based on scott’s methodological criticism. therefore, the present study sought to examine a small part of iranian educational research in the context of scott's taxonomy, including nine major fallacies: epistemic, homogeneity, causal, essentialist, value free knowledge, prospective, red...

Multi-Criteria Decision Analysis (MCDA) can assist local decision processes towards selecting renewable energy systems as it is able to manage qualitative data and offers opportunities to integrate knowledge from local stakeholders. However, little experience is available regarding practical applications of MCDA in real decision processes in communities on their path towards a renewable energy ...

The core features of mobile technology are said to be mobility, interactivity, contextuality, ubiquity, pervasiveness, personalization and collaboration. These features seem to tally surprisingly well with the ideals of constructivist pedagogy. Information and communication technology -enhanced learning in general and mobile learning in particular seem to favour the abductive form of reasoning....