The Australasian Journal of Educational Technology is the journal of ascilite, the Australasian Society for Computers in Learning in Tertiary Education. It aims to promote research and scholarship on the integration of technology in tertiary education, promote effective practice, and inform policy.
AJET is indexed in EDITLib, the ACER Blended Online Learning and Distance Education research bank, EBSCOhost Electronic Journals Service, and Informit A+ Education.
Prior to Volume 20, 2004, AJET was published under the title Australian Journal of Educational Technology.
If you encounter any issues with the AJET submission system and website please contact the ascilite Secretariat at firstname.lastname@example.org.
Announcement: AJET moves to early release
When articles have been accepted for publication and have been copyedited and typeset they will be made available online. Early release allows us to disseminate research into the public domain more rapidly, and thereby more effectively serve our authors and readers. More details can be found in the Editorial for Volume 31, Issue 1.
Call for Proposals for a Special Issue of AJET in 2016
The editors of the Australasian Journal of Educational Technology (AJET) welcome expressions of interest from individuals or teams interested in guest editing a special issue of the journal in 2016.
Expressions of interest of up to 500 words should include the following information:
- Names and affiliations of guest editor(s), including experience and brief biographical details
- Proposed special edition theme, including possible topics
- The relevance of the theme to the scope and coverage of the journal
- The significance of the theme in advancing the field of educational technology in higher education.
Full proposals will be requested from shortlisted EOIs selected by the AJET editorial board.
Please email your expression of interest to Prof Sue Bennett (email@example.com), AJET joint lead editor, by 31 May 2015.
Vol 31, No 1 (2015): Australasian Journal of Educational Technology
Table of Contents
|Michael Henderson, Sue Bennett, Barney Dalgarno|
|The effects of face-to-face and computer-mediated peer review on EFL writers’ comments and revisions|
|Exploring factors affecting students’ continued Wiki use for individual and collaborative learning: An extended UTAUT perspective|
|Hsiu-Ping Yueh, Jo-Yi Huang, Chueh Chang|
|Learning styles and perceptions of student teachers of computer-supported collaborative learning strategy using wikis|
|Kai Ming LI|
|Video-based feedback on student assessment: scarily personal|
|Michael Henderson, Michael Phillips|
|Learning in the Café: Pilot testing the collaborative application for education in Facebook|
|Influences that undermine learners’ perceptions of autonomy, competence and relatedness in an online context|
|Maggie Katherine Hartnett|
|Research on SNS and education: The state of the art and its challenges|
|Carlos Rodríguez-Hoyos, Ignacio Haya Salmón, Elia Fernández-Díaz|
|How do virtual world experiences bring about learning? A critical review of theories|