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 too, 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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