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 has an impact factor of 1.363 (JCR 2012), and is currently ranked 33/216 in the Education category. 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. Volumes 1 to 28 of AJET are published on the AJET Archives Website.
The editorial team would like to apologise for the recent problems with the AJET submission system and website. We believe that the system is now functioning properly. If you encounter any issues please contact Andre Colbert at firstname.lastname@example.org.
Vol 29, No 6 (2013): Australasian Journal of Educational Technology
Table of Contents
|Barney Dalgarno, Sue Bennett, Gregor Kennedy|
|Bricks or clicks? Predicting student intentions in a blended learning buffet|
|The competencies required for effective performance in a university e-learning environment|
|Mitchell Parkes, Christine Reading, Sarah Stein|
|Students' engagement with Facebook in a university undergraduate policing unit|
|Zoe Staines, Mark Lauchs|
|Indirect measures of learning transfer between real and virtual environments|
|Michael Garrett, Mark McMahon|
|Social presence and motivation in a three-dimensional virtual world: An explanatory study|
|Rabia M. Yilmaz, F. Burcu Topu, Yuksel Goktas, Murat Coban|
|Augmentation of information in educational objects: Effectiveness of arrows and pictures as information for actions in instructional objects|
|Andre A. Pekerti|
|The iPod Touch in association with other technologies in support of a community of inquiry in off-campus teacher education|
|Caroline Walta, Howard Nicholas|
|A rubric for assessing teachers' lesson activities with respect to TPACK for meaningful learning with ICT|
|Joyce Hwee Ling Koh|
|The perspectives of major stakeholders on video enriched problem-based learning for Chinese teacher education|
|Angela Kit Fong Ma, John Mitchell O'Toole|
|Were knowledge management abilities of university students enhanced after creating personal blog-based portfolios?|
|Chi-Cheng Chang, Chaoyun Liang, Kuo-Hung Tseng, Ju-Shih Tseng, To-Yu Chen|