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Outputs (38)

360-degree video in education: An overview and a comparative social media data analysis of the last decade (2021)
Journal Article
Lampropoulos, G., Barkoukis, V., Burden, K., & Anastasiadis, T. (2021). 360-degree video in education: An overview and a comparative social media data analysis of the last decade. Smart Learning Environments, 8(1), Article 20. https://doi.org/10.1186/s40561-021-00165-8

Due to its immersive and interactive nature, 360-degree video is becoming ever more popular. However, little is known about the public’s viewpoints and attitudes regarding the use of this emerging technology in educational contexts. This study review... Read More about 360-degree video in education: An overview and a comparative social media data analysis of the last decade.

Theorising and Implementing Mobile Learning: Using the iPAC Framework to Inform Research and Teaching Practice (2020)
Book
Kearney, M., Burden, K., & Schuck, S. (2020). Theorising and Implementing Mobile Learning: Using the iPAC Framework to Inform Research and Teaching Practice. Singapore: Springer. https://doi.org/10.1007/978-981-15-8277-6

This book focuses on teaching and learning with mobile technologies, with a particular emphasis on school and teacher education contexts. It explains a robust, highly-acclaimed contemporary mobile pedagogical framework (iPAC) that focuses on three di... Read More about Theorising and Implementing Mobile Learning: Using the iPAC Framework to Inform Research and Teaching Practice.

Adopting the use of a legacy digital artefact in formal educational settings: opportunities and challenges (2020)
Journal Article
Gouseti, A., Abbott, D., Burden, K., & Jeffrey, S. (2020). Adopting the use of a legacy digital artefact in formal educational settings: opportunities and challenges. Technology, Pedagogy and Education, 29(5), 613-629. https://doi.org/10.1080/1475939X.2020.1822435

This paper explores how a legacy digital artefact can be adopted within formal education settings and looks at the pedagogical and other opportunities created by its use within three primary and secondary classrooms in the UK. Through a comparative c... Read More about Adopting the use of a legacy digital artefact in formal educational settings: opportunities and challenges.

Education in precarious times: a comparative study across six countries to identify design priorities for mobile learning in a pandemic (2020)
Journal Article
Hall, T., Connolly, C., Ó Grádaigh, S., Burden, K., Kearney, M., Schuck, S., …Kosmas, P. (2020). Education in precarious times: a comparative study across six countries to identify design priorities for mobile learning in a pandemic. Information and Learning Sciences, 121(5-6), 423-432. https://doi.org/10.1108/ILS-04-2020-0089

© 2020, Emerald Publishing Limited. Purpose: This paper is based on the emergency changes we have had to make in the European DEIMP Project (2017-2020), “Designing and Evaluating Innovative Mobile Pedagogies” (DEIMP). DEIMP is undertaken by a trans... Read More about Education in precarious times: a comparative study across six countries to identify design priorities for mobile learning in a pandemic.

Designing personalised, authentic and collaborative learning with mobile devices: Confronting the challenges of remote teaching during a pandemic. (2020)
Book Chapter
Kearney, M., Burden, K., & Schuck, S. (2020). Designing personalised, authentic and collaborative learning with mobile devices: Confronting the challenges of remote teaching during a pandemic. In R. E. Ferdig, E. Baumgartner, R. Hartshorne, R. Kaplan-Rakowski, & C. Mouza (Eds.), Teaching, Technology, and Teacher Education During the COVID-19 Pandemic : Stories from the Field (661-666). Association for the Advancement of Computing in Education

This article offers teachers a digital pedagogical framework, research-inspired and underpinned by socio-cultural theory, to guide the design of personalised, authentic and collaborative learning scenarios for students using mobile devices in remote... Read More about Designing personalised, authentic and collaborative learning with mobile devices: Confronting the challenges of remote teaching during a pandemic..

Transforming Teacher Education with Mobile Technologies (2020)
Book
Burden, K., & Naylor, A. (Eds.). (2020). Transforming Teacher Education with Mobile Technologies. London: Bloomsbury Publishing. https://doi.org/10.5040/9781350095663

Transforming Teacher Education with Mobile Technologies provides an international, comparative overview of current thinking and research in the field of mobile learning and teaching/teacher education, with case studies from Australia, Germany, Irelan... Read More about Transforming Teacher Education with Mobile Technologies.

Perceptions of Chinese top-up students transitioning through a regional UK university : a longitudinal study using portrait methodology (2020)
Thesis
O'Dea, X. (2020). Perceptions of Chinese top-up students transitioning through a regional UK university : a longitudinal study using portrait methodology. (Thesis). University of Hull. Retrieved from https://hull-repository.worktribe.com/output/4222640

This thesis seeks to gain a good understanding of the academic and social experiences of a group of Chinese top-up students when they are studying their top-up programme in a UK institution. It adopts the U curve model and Bottery’s variation of port... Read More about Perceptions of Chinese top-up students transitioning through a regional UK university : a longitudinal study using portrait methodology.

Principles underpinning innovative mobile learning: Stakeholders’ priorities (2019)
Journal Article
Burden, K., Kearney, M., Schuck, S., & Burke, P. (2019). Principles underpinning innovative mobile learning: Stakeholders’ priorities. TechTrends, https://doi.org/10.1007/s11528-019-00415-0

This article discusses the results of a survey that measured school teachers’ and mobile learning (m-learning) experts’ perceptions of the relative importance and effectiveness of various pedagogical principles underpinning m-learning designs. A scan... Read More about Principles underpinning innovative mobile learning: Stakeholders’ priorities.

Investigating the use of innovative mobile pedagogies for school-aged students: A systematic literature review (2019)
Journal Article
Burden, K., Kearney, M., Schuck, S., & Hall, T. (2019). Investigating the use of innovative mobile pedagogies for school-aged students: A systematic literature review. Computers & education, 138, 83-100. https://doi.org/10.1016/j.compedu.2019.04.008

© 2019 The empirical evidence surrounding innovative technology-enhanced-learning practices in K-12 education is at best patchy. This study seeks to address this problem by investigating innovative mobile learning pedagogies for school-aged learners,... Read More about Investigating the use of innovative mobile pedagogies for school-aged students: A systematic literature review.

Designing an educator toolkit for the mobile learning age (2018)
Journal Article
Burden, K., & Kearney, M. (2018). Designing an educator toolkit for the mobile learning age. International Journal of Mobile and Blended Learning, 10(2), 88-99. https://doi.org/10.4018/ijmbl.2018040108

Mobile technologies have been described as ‘boundary’ objects which enable teachers and learners to transcend many of the barriers such as rigid schedules and spaces which have hitherto characterised traditional forms of education. However, educators... Read More about Designing an educator toolkit for the mobile learning age.

A case study of change facilitators for technology-enhanced learning in relation to one university’s strategic intent (2018)
Thesis
Korosec, M. D. (2018). A case study of change facilitators for technology-enhanced learning in relation to one university’s strategic intent. (Thesis). University of Hull. Retrieved from https://hull-repository.worktribe.com/output/4255572

Research into implementing change related to technology-enhanced learning in higher education includes researching the contributions and strategic action of individuals within an institution. Institutions may produce a structured strategic plan or a... Read More about A case study of change facilitators for technology-enhanced learning in relation to one university’s strategic intent.

Uncertainty in teacher education futures: Scenarios, politics and STEM (2018)
Book
Schuck, S., Aubusson, P., Burden, K., & Brindley, S. (2018). S. Schuck, P. Aubusson, K. Burden, & S. Brindley (Eds.), Uncertainty in teacher education futures: Scenarios, politics and STEM. Springer Research. https://doi.org/10.1007/978-981-10-8246-7

This book discusses the use of futures methodologies to examine and critique teacher education and investigate drivers of change in teacher education contexts, providing readers with futures tools that they can use to explore curricula and pedagogies... Read More about Uncertainty in teacher education futures: Scenarios, politics and STEM.

Disrupting education using smart mobile pedagogies (2018)
Book Chapter
Kearney, M., Burden, K., & Schuck, S. (2018). Disrupting education using smart mobile pedagogies. In L. Daniela (Ed.), Didactics of smart pedagogy: Smart pedagogy for technology enhanced learning (139-157). Switzerland: Springer Publishing Company. https://doi.org/10.1007/978-3-030-01551-0_7

© Springer Nature Switzerland AG 2019. As mobile technologies become more multifaceted and ubiquitous in society, educational researchers are investigating the use of these technologies in education. A growing body of evidence shows that traditional... Read More about Disrupting education using smart mobile pedagogies.

Investigating and critiquing teacher educators’ mobile learning practices (2017)
Journal Article
Burden, K. J., & Kearney, M. (2017). Investigating and critiquing teacher educators’ mobile learning practices. Interactive Technology and Smart Education, 14(2), 110-125. https://doi.org/10.1108/itse-05-2017-0027

© 2017, © Emerald Publishing Limited. Purpose: This study aims to investigate contemporary mobile learning practices in teacher education, exploring the following research question: how are teacher educators exploiting the pedagogical features of mob... Read More about Investigating and critiquing teacher educators’ mobile learning practices.

Development of cross-curricular key skills using a 3D immersive learning environment in schools (2017)
Journal Article
Abbott, D., Jeffrey, S., Gouseti, A., Burden, K., & Maxwell, M. (2017). Development of cross-curricular key skills using a 3D immersive learning environment in schools. Communications in Computer and Information Science, 725, 60-74. https://doi.org/10.1007/978-3-319-60633-0_6

© Springer International Publishing AG 2017. Pedagogical opportunities offered by 3D immersive environments are not restricted to subject-based knowledge but also include non-disciplinary and cross-curricular key skills. This pilot study introduced a... Read More about Development of cross-curricular key skills using a 3D immersive learning environment in schools.

Exploring mobile learning in the Third Space (2016)
Journal Article
Schuck, S., Kearney, M., & Burden, K. (2017). Exploring mobile learning in the Third Space. Technology, Pedagogy and Education, 26(2), 121-137. https://doi.org/10.1080/1475939X.2016.1230555

© 2016 Association for Information Technology in Teacher Education. Mobile learning is enabling educators and students to learn in ways not previously possible. The ways that portable, multi-functional mobile devices can untether the learner from for... Read More about Exploring mobile learning in the Third Space.

An investigation into how Web 2.0 technologies can be used to enhance the educational supervision of teachers (2016)
Thesis
Alghamdi, M. (2016). An investigation into how Web 2.0 technologies can be used to enhance the educational supervision of teachers. (Thesis). University of Hull. Retrieved from https://hull-repository.worktribe.com/output/4220715

The concept of educational supervision has witnessed significant development in recent years and many studies in this field have demonstrated how computers and the internet have been employed in the process. However, the researcher has found no studi... Read More about An investigation into how Web 2.0 technologies can be used to enhance the educational supervision of teachers.

Barriers and challenges facing pre-service teachers use of mobile technologies for teaching and learning (2016)
Journal Article
Burden, K., & Hopkins, P. (2016). Barriers and challenges facing pre-service teachers use of mobile technologies for teaching and learning. International Journal of Mobile and Blended Learning, 8(2), 1-20. https://doi.org/10.4018/ijmbl.2016040101

This study examined the perceptions, attitudes and beliefs of pre-service teachers using the iPad for their professional learning purposes and for teaching during their school placements. The sample consisted of 117 pre-service teachers undertaking a... Read More about Barriers and challenges facing pre-service teachers use of mobile technologies for teaching and learning.

Future scenarios for mobile science learning (2016)
Journal Article
Burden, K., & Kearney, M. (2016). Future scenarios for mobile science learning. Research in Science Education, 46(2), 287-308. https://doi.org/10.1007/s11165-016-9514-1

© 2016, Springer Science+Business Media Dordrecht. This paper adopts scenario planning as a methodological approach and tool to help science educators reconceptualise their use of mobile technologies across various different futures. These ‘futures’... Read More about Future scenarios for mobile science learning.

Changing knowledge, changing technology: implications for teacher education futures (2016)
Journal Article
Burden, K., Aubusson, P., Brindley, S., & Schuck, S. (2016). Changing knowledge, changing technology: implications for teacher education futures. Journal of education for teaching : JET, 42(1), 4-16. https://doi.org/10.1080/02607476.2015.1125432

© 2016 Taylor & Francis. Recent research in teacher education futures has identified two themes that require further study: the changing nature of knowledge and the changing capabilities of technologies. This article examines the intersection of th... Read More about Changing knowledge, changing technology: implications for teacher education futures.

Conceptualising authentic mobile learning (2015)
Book Chapter
Burden, K., & Kearney, M. (2016). Conceptualising authentic mobile learning. In D. Churchill, J. Lu, T. K. Chiu, & B. Fox (Eds.), Mobile learning design: Theories and application (27-42). Singapore: Springer Publishing Company. https://doi.org/10.1007/978-981-10-0027-0_2

© Springer Science+Business Media Singapore 2016. Conventional accounts of authentic learning focus on contextual factors: tasks, processes, how situated the learning is and the extent to which learners engage in simulated or participative real-world... Read More about Conceptualising authentic mobile learning.

Barriers and solutions to innovation in teacher education (2015)
Journal Article
Burden, K., & Jones, S. (2015). Barriers and solutions to innovation in teacher education. Elearning papers, 60-63

This article proposes how mobile technologies are being employed innovatively in teacher education across the European Union, contributing to an adjustment in teacher training models. It identifies various barriers and challenges to innovation and il... Read More about Barriers and solutions to innovation in teacher education.

Teachers learning to use the iPad in Scotland and Wales: a new model of professional development (2015)
Journal Article
Beauchamp, G., Burden, K., & Abbinett, E. (2015). Teachers learning to use the iPad in Scotland and Wales: a new model of professional development. Journal of education for teaching : JET, 41(2), 161-179. https://doi.org/10.1080/02607476.2015.1013370

In learning to use a new technology like the iPad, primary teachers adopt a diverse range of experiential, informal and playful strategies contrasting sharply with traditional models underpinning professional development which emphasise formal course... Read More about Teachers learning to use the iPad in Scotland and Wales: a new model of professional development.

Mobile technologies and authentic learning in the primary school classroom (2014)
Book Chapter
Burden, K., & Maher, D. (2014). Mobile technologies and authentic learning in the primary school classroom. In S. Younie, M. Leask, & K. Burden (Eds.), Teaching and Learning with ICT in the Primary School (171-182). (2nd ed.). London: Routledge

The use of mobile technologies, often referred to as m-learning, is increasing in many primary schools across the developed and developing world. In the developed world mobile devices such as iPads, tablets and smartphones are being used whilst in so... Read More about Mobile technologies and authentic learning in the primary school classroom.

Investigating teachers' adoption of signature mobile pedagogies (2014)
Journal Article
Kearney, M., Burden, K., & Rai, T. (2015). Investigating teachers' adoption of signature mobile pedagogies. Computers & education, 80, 48-57. https://doi.org/10.1016/j.compedu.2014.08.009

This study investigated how teachers are using distinctive pedagogical features of mobile learning: collaboration, personalisation and authenticity. The researchers developed and validated a survey instrument based on these three established construc... Read More about Investigating teachers' adoption of signature mobile pedagogies.

What is the best practice that can be incorporated to assist the effective use of interactive whiteboard in primary classroom in Brunei Darussalam? (2014)
Thesis
Jamain, H. N. A. B. H. (2014). What is the best practice that can be incorporated to assist the effective use of interactive whiteboard in primary classroom in Brunei Darussalam?. (Thesis). University of Hull. Retrieved from https://hull-repository.worktribe.com/output/4216308

A step taken towards the use of technology in education in Brunei Darussalam has been by providing primary schools with technologies that can help support teaching in the classroom. This includes providing the interactive whiteboard (IWB). At the pre... Read More about What is the best practice that can be incorporated to assist the effective use of interactive whiteboard in primary classroom in Brunei Darussalam?.

Access denied? Twenty-first-century technology in schools (2013)
Journal Article
Male, T., & Burden, K. (2014). Access denied? Twenty-first-century technology in schools. Technology, Pedagogy and Education, 23(4), 423-437. https://doi.org/10.1080/1475939x.2013.864697

This article considers how developments in technologies have transformed the kind of social interaction possible over the Internet making it feasible to undertake discourse and dialogue without having to rely solely on text based mediation. This repr... Read More about Access denied? Twenty-first-century technology in schools.

Translational research principles applied to education: the mapping educational specialist knowhow (MESH) initiative (2013)
Journal Article
Burden, K., Younie, S., & Leask, M. (2013). Translational research principles applied to education: the mapping educational specialist knowhow (MESH) initiative. Journal of education for teaching : JET, 39(4), 459-463. https://doi.org/10.1080/02607476.2013.801216

MESH is a part of a research project applying knowledge management principles which are well known in other sectors, public and private, to the education sector (Leask, 2011, 2012; Leask and Younie 2013, Leask and Preston 2012). The goal is to develo... Read More about Translational research principles applied to education: the mapping educational specialist knowhow (MESH) initiative.

Mobilising teacher education: a study of a professional learning community (2013)
Journal Article
Schuck, S., Aubusson, P., Kearney, M., & Burden, K. (2013). Mobilising teacher education: a study of a professional learning community. Teacher Development, 17(1), 1-18. https://doi.org/10.1080/13664530.2012.752671

This paper reports on a study of a community of university educators that investigated the introduction of mobile technologies into their learning and teaching. The study was conducted by a subgroup of that community. Given the ubiquity of mobile dev... Read More about Mobilising teacher education: a study of a professional learning community.

m-Research: ethical issues in researching young people's use of mobile devices (2012)
Journal Article
Burden, K., Aubusson, P., & Schuck, S. (2012). m-Research: ethical issues in researching young people's use of mobile devices. Youth Studies Australia, 31(3), 17-26

A growing area of research concerns the increasing use by young people of mobile phones. Inevitably, researchers interested in exploring the lives and habitus of young people must also consider their engagement with the ubiquitous mobile. This resear... Read More about m-Research: ethical issues in researching young people's use of mobile devices.

Viewing mobile learning from a pedagogical perspective (2012)
Journal Article
Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012). Viewing mobile learning from a pedagogical perspective. Research in Learning Technology, 20(1), https://doi.org/10.3402/rlt.v20i0/14406

Mobile learning is a relatively new phenomenon and the theoretical basis is currently under development. The paper presents a pedagogical perspective of mobile learning which highlights three central features of mobile learning: authenticity, collabo... Read More about Viewing mobile learning from a pedagogical perspective.

Using the 3V model to explore virtuality, veracity and values in liminal spaces (2011)
Book Chapter
Burden, K., & Atkinson, S. (2011). Using the 3V model to explore virtuality, veracity and values in liminal spaces. In S. D'Agustino (Ed.), Adaption, resistance and access to instructional technologies: assessing future trends in education (199-215). The University of Hull. https://doi.org/10.4018/978-1-61692-854-4

Adaptation and adoption of immature emergent technologies for instruction fails to account for the challenge to, and creation of, new concepts of self, identity and community both in real and virtual spaces. New insight is necessary to develop social... Read More about Using the 3V model to explore virtuality, veracity and values in liminal spaces.

'De-coupling groups in space and time': Evaluating new forms of social dialogue for learning (2010)
Book Chapter
Burden, K., & Atkinson, S. (2010). 'De-coupling groups in space and time': Evaluating new forms of social dialogue for learning. Cases on online discussion and interaction: experiences and outcomes (141-158). IGI Global. https://doi.org/10.4018/978-1-61520-863-0.ch007

Prior to the Web, we had hundreds of years of experience with broadcast media, from printing presses to radio and TV. Prior to email, we had hundreds of years experience with personal media - the telegraph, the telephone. But outside the Internet, we... Read More about 'De-coupling groups in space and time': Evaluating new forms of social dialogue for learning.

Conceptualising teachers' professional learning with Web 2.0 (2010)
Journal Article
Burden, K. J. (2010). Conceptualising teachers' professional learning with Web 2.0. Campus-Wide Information Systems, 27(3), 148-161. https://doi.org/10.1108/10650741011054456

Purpose – This paper seeks to identify and develop an exploratory framework for conceptualising how teachers might use the affordances of Web 2.0 technologies to support their own professional learning. Design/methodology/approach – The paper draws o... Read More about Conceptualising teachers' professional learning with Web 2.0.

Personalising teaching and learning with digital resources: DiAL-e framework case studies (2009)
Book Chapter
Atkinson, S., & Burden, K. (2009). Personalising teaching and learning with digital resources: DiAL-e framework case studies. Technology-supported environments for personalised learning: methods and case studies (91-108). IGI Global. https://doi.org/10.4018/978-1-60566-884-0.ch006

This chapter describes the ways in which individual academics have sought to realise a degree of personalisation in their teaching practice through their engagement with the DiAL-e Framework (Digital Artefacts for Learner Engagement). The DiAL-e Fram... Read More about Personalising teaching and learning with digital resources: DiAL-e framework case studies.

Mobile learning for teacher professional learning: benefits, obstacles and issues (2009)
Journal Article
Burden, K., Aubusson, P., & Schuck, S. (2009). Mobile learning for teacher professional learning: benefits, obstacles and issues. ALT-J, 17(3), 233-247. https://doi.org/10.1080/09687760903247641

This paper reflects on the role of mobile learning in teachers’ professional learning. It argues that effective professional learning requires reflection and collaboration and that mobile learning is ideally suited to allow reflection-inaction and to... Read More about Mobile learning for teacher professional learning: benefits, obstacles and issues.

Ethical professional mobile learning for teaching and nursing workplaces
Book Chapter
Burden, K., Aubusson, P., & Schuck, S. Ethical professional mobile learning for teaching and nursing workplaces. . The University of Hull

The ubiquity, accessibility and flexibility of mobile technologies suggests they will be valuable for professional learning, particularly in professions where most of the work does not occur at a set workstation. This chapter focuses on two such prof... Read More about Ethical professional mobile learning for teaching and nursing workplaces.