Abstract 1: Supporting open educational practices through open textbooks
(1) There has been little research into the impact of textbook costs on higher education in the United Kingdom. (2) To
better understand textbook use patterns and the issues faced by UK students and educators the UK Open Textbooks
Project (2017–2018, http://ukopentextbooks.org/)) conducted quantitative survey research with United Kingdom
educators in September 2018. (3) This article reports on the findings of this survey, which focused on awareness of open
educational resources; textbook use and rationale; awareness and use of open textbooks; and open licensing. (4) Results
reveal fertile ground for open textbook adoption with potential to support a wide range of open educational practices.
(5) The findings indicate strategies for supporting pedagogical innovation and student access through the mainstream
adoption of open textbooks.
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Abstract 2: Understanding University Students’ Thoughts and Practices about Digital Citizenship: A Mixed
Methods Study
(1) The purpose of this study was to investigate university students’ thoughts and practices concerning digital citizenship.
(2) An explanatory mixed methods design was used, and it involved collecting qualitative data after a quantitative phase
in order to follow up on the quantitative data in more depth. (3) In the first quantitative phase of the study, a digital
citizenship survey, including demographics and 5-point Likert scale questions, was conducted with 435 students of a
private university. (4) Factor analysis, descriptive statistics, and parametric test were used to analyze the data gathered
by the survey. (5) One of the important findings in the first phase was that university students do not prefer to engage in
political activities online. (6) The second qualitative phase was conducted to better understand the reasons behind
university students’ thoughts and practices regarding digital citizenship. (7) In this exploratory follow up, the data
gathered in the first phase was tentatively explored with 10 students studying at the same university. (8) Semi-structured
interviews were conducted with the students and content analysis was used to analyze the data. (9) Based on the findings,
students indicated that they do not prefer to engage in political activities online because of emotional disturbance,
pressure from society, and a fear of affecting their future lives in a negative way.
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Abstract 3: Connecting online students to their higher learning institution
(1) Establishing a sense of community is important for student success in online learning environments. (2) However,
how online graduate students experience a sense of community in higher learning institutions providing their courses or
degree is an area not fully explored. (3) This article reports the results of an investigation into how graduate students in
a fully online program perceived their sense of community to their institution. (4) Further discussion of how the
institution supported, or could better support, its students through services and/or aid follows. (5) A mixed methods
approach was utilized with three distinct phases. (6) Although students in this study perceived a somewhat low sense of
community, the interviews and mixed data helped provide insights on how a sense of community could be improved.
(7) The implications of this study may provide further understanding into the support and sense of community
experienced by an increasing population of fully online learners.
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Abstract 4: EduZinc: a tool for the creation and assessment of student learning activities in complex open, online,
and flexible learning environments
(1) This article describes the development of an application for the grading and provision of feedback on educational
processes. (2) The tool, named EduZinc, enables instructors to go through the complete process of creating and
evaluating the activities and materials of a course. (3) The application enables for the simultaneous management of two
teaching-related aspects: (a) creation of individualized learning products (activities, tests and exams) and (b) automatic
grading (for every learning product; automated creation of student, class, and competency-based reports; and delivery
of personalized reports to students, instructors and tutors). (4) The system also has a series of warnings in place to notify
instructors and tutors when a student is falling behind. (5) As a means to reward the efforts made during the course, the
program keeps relevant statistics, notifying when a student is excelling in the course.
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Abstract 5: Tablet computers in Philippine public schools: school-level factors that influence technology
management and use
(1) Many developing countries are investing in large-scale initiatives to deploy information and communications
technology in schools. (2) However, merely equipping schools with hardware and software does not guarantee that the
technology is used effectively to improve learning outcomes. (3) This study aims to identify factors that influence the
use of technology in schools in a developing-country context. (4) It investigates this through a multiple-case study of
the Australian AID tablet computer programme in the Philippines, in which 1000 tablets were given to nine public
schools for student use. (5) Focusing specifically on the impact at a whole-school level, the study revealed factors
affecting outcomes that were specific to a developing-country context, as well as confirming the relevance of more
general factors identified in the literature. (6) The study also brings to light tablet-specific benefits and issues in this
context. (7) These results have implications for the effective school-level implementation of technology programmes in
developing countries. (8) Recommendations that proceed from these are presented for policy-makers and school
administrators looking to use these devices in schools.
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Abstract 6: The impact of online automated feedback on students' reflective journal writing in an EFL course
(1) The study employed an embedded mixed-method design using reflective journals, survey and interview to investigate
the impact of online automated feedback (OAF) on the quality of students' reflective journals in a 13-week English as
Foreign Language (EFL) course at university level. (2) One hundred and thirty-eight undergraduate students participated
in the study, and they were divided into two groups: experimental (N = 82) and control (N = 56). (3) Participants in both
groups received the same instruction on reflective writing by the same teacher, but the experimental group could access
a web-based classification system to generate OAF on their second and third reflective journals while the control group
could not. (4) Results show that the experimental group outperformed the control group in terms of the overall score for
the final reflective journal, and the experimental group also demonstrated a significant improvement in scores across
reflective journals. (5) While data collected from an online questionnaire survey and focus group interviews generally
support the value of OAF for reflective writing, a number of student concerns were noted. (6) Overall, the findings of
this study can contribute to a better understanding of the impact of OAF on reflective writing and provide a basis for
future discussion on how to blend teacher feedback and OAF to support reflective writing.
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