Article investigating the use of information and communication technologies (ICTs) in education. To investigate this issue, the technology adoption and gratification (TAG) model was validated and used to examine Malaysian university teachers' adoption and gratification of ICT for teaching and research purposes and then used to investigate the moderating effect of universities in different regions. This paper confirms the utility of the TAG model for comparing teachers' adoption and gratification of ICT.

In this article, a topic model was explored using unsupervised machine learning to summarized free-text narrative reports of 77,215 injuries that occurred in coal mines in the USA between 2000 and 2015. Latent Dirichlet Allocation modeling processes identified six topics from the free-text data. The modeling success enjoyed in this exploratory effort suggests that additional topic mining of these injury text narratives is justified, especially using a broad set of covariates to explain variations in topic emphasis and for comparison of surface mining injuries with injuries occurring during site preparation for construction.

Video from the Fall 2018 3 Minute Thesis (3MT®) Final Competition. In this video, Deborah Cockerham presents her research methods, findings, and its significance in non-technical language.

This article examines the design elements of three virtual reality games for functionality and transferability to orientation and mobility education for visually impaired individuals.

This article describes a secondary data analysis study linking the internal organizational elements of administrative intensity to institutional results as evidenced by higher education student retention and graduation rates.

This article presents the scholarly articles that were written after the 2017 EDUsummIT, based on discussions within the Thematic Working Groups during the meeting itself. The article also present the Call to Action that was consolidated from the closing statements of the nine EDUsummIT 2017 Thematic Working Groups.

This book chapter provides an overview of teams, complex adaptive systems, conflict stages, and conflict models, while also presenting adaptive leadership as a style that offers organizations with the capabilities of reacting to changing environments quickly.

This article explores networked learning technologies and the development of Massive Online Open Courses (MOOCs). The study examines and explains hybrid MOOCs and focuses on the use of bot-teachers within a post-humanist perspective. The research findings reveal that, while the use of bot-teachers is beneficial in terms of facilitating and increasing discourse/interaction, it is ineffective in providing other components of teaching presence. Yet ultimately, learners' positive behaviors indicate that bot-teachers hold promise as an educational tool.

This article contains results from a survey among students of urban and spatial planning in Slovenia to inform teacher's approaches to teaching as an important driver of institutional change.

This book chapter reviews the extant model, programs, and available outcomes for the massive open online course (MOOC) credit acceptance process.

Presentation paper for the 2017 International Conference on Knowledge Management. This paper introduces a new theoretical model utilizing Turner and Baker’s (2017) Team Emergence Leadership Development and Evaluation (TELDE) model as a tool to facilitate interactions imbedded in complex adaptive systems.

Presentation paper for the 2017 International Conference on Knowledge Management. This paper discusses the roles of learning analytics and learning management systems in instructional design.

This paper reports findings of an evaluative study conducted at the conclusion of EDUsummIT 2015 to investigate the effectiveness and impact of EDUsummIT.

This paper elaborates and extends the work of the EDUsummIT 2015 Thematic Working Group 7 by proposing a set of indicators on quality Technology-Enhanced Learning and Teaching.

This article is based on the deliberations of the Assessment Working Group at EDUsummIT 2015 in Bangkok, Thailand. All of the members of Thematic Working Group 5 (TWG5) have contributed to this synthesis of potentials, concerns and issues with regard to the role of technology in assessment as, for and of learning in the 21st century.

This article discusses a study in which 92 MOOC learners were interviewed to better understand their worlds, investigate possible mechanisms of student attrition, and extend conversations about the use of big data in education.

This article reports on the findings from the analysis of data collected using the Mobile Teacher's Sense of Efficacy Scale survey instrument, from an open course about mobile learning called Instructional Design for Mobile Learning that took place from May 4 through June 6, 2015.

This article reviews the potential for Massive Open Online Courses (MOOCs) to transform higher education delivery, accessibility, and costs.

This article describes the challenges that 21st century educational technologists are, and will be addressing as they undertake the effective integration of new technologies into K-12 educational systems and learning environments.

This article provides the background and aim of EDUSummiIT, the Third International Summit on Information and Communication Technologies in Education, with an overview of the contents of this special issue.

This article suggests that a convergence of advances and developments in epistemology, psychology, and technology provide a foundation for the planning and implementation of smart learning environments. It includes an approach for the evaluation of smart learning environments.

This article studies whether the changes found to occur pre- to post intervention in students' cognitive structures continued to persist two years later.

This article conducts a review of high level sources with regard to new and emerging technologies, including a critique using established principles pertaining to learning and instruction, and a recommended curriculum for advanced learning technologies

This article introduces a new perspective on information behavior in Web 2.0 environments, including the role of mobile access in bridging formal to informal learning.