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conventional teaching approaches, to introducing radically new business models, such as Massive Open Online Courses (MOOCS), or drawing upon networks and collectives (Dron & Anderson, 2007). Research on the creation and release of OER is examining actual, rather than perceived, benefits around the release of resources, providing a more realistic view of return on investment (McGill et al., 2011). Investigation of these business models is important in ensuring return on investment is achieved, either through reduced costs or increased benefits to learners or institutions. In summary, this scoping review identified significant gaps in the literature. The gaps were identified by assessing the limitations of reviewed papers and discussing future work. Within the Resource Management domain, gaps include the following: meta-analysis of e-learning costs (these have been restricted due to lack of available data) empirical research on economies of scope long-term longitudinal analysis on the effects of reducing costs empirical research on cost-effectiveness of OER The Educational Attainment domain would benefit from further research in the following: student/teacher mindset toward e-learning and its change improvement of learning outcomes and retention rates without substantial increases in costs benefits of employing new technologies such as mobile devices or podcasting. Professional Development and Innovation would benefit from long-term analysis of leadership impact on change long-term analysis of faculty development on change Overall, research on new business models for higher education, costs, and benefits, focusing on return on investment, are vital for future sustainable e-learning. The major limitation of this study is the limited number of articles reviewed in comparison with the wide range of literature related to sustainable e-learning. However, this study provides a starting point and this future studies can build on these findings, adopting other methods (systematic reviews or meta-analyses) to allow in-depth analyses. Acknowledgements The authors would like to thank the following key experts in the field who contributed to the study through insightful and constructive feedback on the initial findings (in alphabetical order): Terry Anderson, Athabasca University; Sue Bennett, University of Wollongong; Betty Collis, University of Twente; Richard Hall, De Montfort University; Carol Higgison, University of Bradford; Chris Jones, Open University UK; Geraldine Lefoe, University of Wollongong; Martin Oliver, Higher Education Academy (currently at the Institute of Education, University of London); Terry Mayes, Glasgow Caledonian University; Thomas C. Reeves, University of Georgia; Peter Sloep, Open University Netherlands. References Adams, W. (2006). The future of sustainability: Re-thinking environment and development in the twenty-first century. Retrieved from the International Union for Conservation of Nature website: http://cmsdata.iucn.org/downloads/iucn_future_of_sustanability.pdf Arksey, H., & O’Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19–32. Arneberg, P., Guardia, L., Keegan, D., Lõssenko, J., Mázár, I., Michels, P., … Rekkedal, T. (2007). Analyses of European Megaproviders of E-learning. Bekkestua, Norway: NKI Publishing House. Bates, T. (2005). Technology, e-learning and distance education (2nd ed.). Abingdon, UK: Routledge. Bates, T. (2010). Innovate or die: A message for higher education institutions. E-Learning and Distance Education Resources by Tony Bates. Retrieved July 1, 2010, from http://www.tonybates.ca/2010/06/28/innovate-or-die-a-message-for-higher-educationinstitutions/ 99
Baty, P. (2010, July 1). Global reputation at the tipping point. Retrieved June 10, 2010, from http://www.timeshighereducation.co.uk/story.asp?storycode=412245 Becker, E., Jahn, T., & Stiess, I. (1999). Exploring uncommon ground: Sustainability and the social sciences. London, UK: Zed Books. Retrieved from http://www.nachhaltigkeitsaudit.de/ftp/ZedBooks.pdf Bernard, R., Abrami, P., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., … Huang, B. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74(3), 379– 439. Biesta, G. (2009). Good education: What it is and why we need it. Retrieved May 15, 2010, from http://www.ioe.stir.ac.uk/documents/ Bourn, D., & Shiel, C. (2009). Global perspectives: Aligning agendas? Environmental Education Research, 15(6), 661-677. Brouns, F., Berlanga, A., Fetter, S., Bitter-Rijpkema, M., Van Bruggen, J., & Sloep, P. (2009). A survey on social networks to determine requirements for learning networks for professional development of university staff. International Journal of Web Based Communities, 7(3), 298-311. Brown, B., Hanson, M., Liverman, D., & Merideth, R. (1987). Global sustainability: Toward definition. Environmental Management, 11(6), 713–719. Brown, R. (2010). What future for UK higher education? Research & occasional paper series. Retrived from the Center for Studies in Higher Education website: http://cshe.berkeley.edu/publications/publications.php?id=355 Brundtland, G. (1987). World commission on environment and development: Our common future. Oxford, England: Oxford University Press. Bruns, A. (2006, June). Towards produsage: Futures for user-led content production. Paper presented at the Cultural Attitudes towards Communication and Technology 2006, Tartu, Estonia. Chea, T. (2009, August 5). Budget cuts devastate California higher education. Retrieved June 12, 2010, from http://www.kpbs.org/news/2009/aug/05/budget-cuts-devastate-california-higher-education/ Clark, R. (2001). A summary of disagreements with the “mere vehicles” argument. In R. Clark (Ed.), Learning from media: Arguments, analysis, and evidence (pp. 125-136). Greenwich, CT: Information Age Publishing Inc. Collins, A., & Halverson, R. (2010). The second educational revolution: Rethinking education in the age of technology. Journal of Computer Assisted Learning, 26(1), 18–27. Collis, B., & Moonen, J. (2008). Web 2.0 tools and processes in higher education: Quality perspectives. Educational Media International, 45(2), 93–106. Crossick, G. (2010). The future is more than just tomorrow: Higher education, the economy and the longer term. London: Universities UK, Supported by HEFCE. Cunnane, S. (2010, September 11). A false economy? Canada counts costs of downsizing decade. Retrieved September 15, 2010, from http://www.timeshighereducation.co.uk/story.asp?storyCode=413427&sectioncode=26 D’Antoni, S. (2009). Open educational resources: Reviewing initiatives and issues. Open Learning: The Journal of Open and Distance Learning, 24(1), 3–10. Davies, B., & West-Burnham, J. (2003). Handbook of educational leadership and management: Financial Times Management. London, UK: Pearson Education Limited. Davis, B., & Sumara, D. (2006). Complexity and education: Inquiries into learning, teaching, and research. Mahwah, NJ: Lawrence Erlbaum. Davis, K., Drey, N., & Gould, D. (2009). What are scoping studies? A review of the nursing literature. International Journal of Nursing Studies, 46(10), 1386–1400. Dawe, G., Jucker, R., & Martin, S. (2005). Sustainable development in higher education: Current practice and future developments. Retrieved May 02, 2010, from http://www.heacademy.ac.uk/assets/documents/tla/sustainability/sustdevinHEfinalreport.pdf De Freitas, S., & Oliver, M. (2005). Does e-learning policy drive change in higher education?: A case study relating models of organisational change to e-learning implementation. Journal of Higher Education Policy and Management, 27(1), 81–96. Diesendorf, M. (2000). Sustainability and sustainable development. In D. Dunphy, J. Benveniste, A. Griffiths & P. Sutton (Eds.), Sustainability: The corporate challenge of the 21st century (pp. 19–37). Sydney, Australia: Allen & Unwin. 100
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http://www.ifets.info ISSN: 1436-45
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Supporting Organizations Centre for
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Timely Diagnostic Feedback for Data
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Lim et al. addressed two gaps, a us
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The new found benefits of technolog
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analysis of all articles submitted
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Since some articles could not meet
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Table 2. Distribution of research t
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Research method Table 8 shows diffe
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authors concluded that mixed-method
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trends. Library and Information Sci
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Taylor, E. W. (2001). Adult Educati
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Zealand 10 paper 15 19 Using mutual
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impact on a variety of sectors arou
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Grand challenges These grand challe
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eport for details of competencies c
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learning repositories to use in con
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Acknowledgements This paper is base
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eliminating duplicates, a total of
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Findings of this review In the foll
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Table 2. Summary of empirical resea
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students’ conception of learning
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their creative capacity in designin
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which make it impossible to see how
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The content knowledge Table 3 depic
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The first revision we have made to
Page 53 and 54: Angeli, C., & Valanides, N. (2005).
Page 55 and 56: Lee, H., & Hollebrands, K. (2008).
Page 57 and 58: Rushby, N. (2013). The Future of Le
Page 59 and 60: The top ten in the 2011 survey were
Page 61 and 62: My first vision of the future is on
Page 63 and 64: References Dienstag, J. (2006). Pes
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Page 81 and 82: the global marketplace. Students in
Page 83 and 84: games, and virtual worlds are domin
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Page 87 and 88: education reform. In the following
Page 89 and 90: error elimination and/or refutation
Page 91 and 92: In essence, as depicted in figure 1
Page 93 and 94: of our students, who are the future
Page 95 and 96: Simon, H. (1996). The Sciences of t
Page 97 and 98: 2010). Similar patterns can be obse
Page 99 and 100: To complement the literature search
Page 101 and 102: Figure 1. Domains of sustainable e-
Page 103: Discussion and conclusions This sco
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Page 109 and 110: applied query expansion techniques
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Page 113 and 114: Procedure Figure 2 schematically de
Page 115 and 116: Phase 3. Wiki-based revision Throug
Page 117 and 118: Table 4. Comparison of the performa
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Page 121 and 122: # Question 1 2 3 4 5 Table 7. Users
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Page 125 and 126: Nevertheless, one of the major prob
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Page 129 and 130: Relative weight Very low 5 ww , ∈
Page 131 and 132: Experiment and evaluation Figure 7.
Page 133 and 134: and CG (59.06 and 13.52). The resul
Page 135 and 136: Expert 1 Expert 2 Expert 3 Correctn
Page 137 and 138: The EFWA algorithm Appendix Defini
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Page 141 and 142: drA = − + − + − = 2 2 2 ( , M
Page 143 and 144: students have achieved what they wa
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Soloway, E., Norris, C., Blumenfeld
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all image search queries result in
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instance, not knowing how to naviga
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displays in real time. The authors
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Significance was not found for main
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manifestation of visual literacy; a
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Mayer, R. E. (2001). Multimedia lea
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McMillen (1996) considered virtual
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Learning of area concepts in elemen
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shrink. changed. Hints and Show but
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Based on teacher observations and c
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Appendix 1. Sample items of BACT *I
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Wong, L.-H., Hsu, C.-K., Sun, J., &
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Johnson and Johnson (1994) identifi
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Design of game-based learning activ
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Findings The students exhibited hig
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We take two instances of character
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In designing Chinese-PP, we instead
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Boticki, I., Looi, C.-K., & Wong, L
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Hwang, G.-J., Sung, H.-Y., Hung, C.
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2000). For example, Filippidis and
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amount of information about the lea
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The factors that affected the stude
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Burguillo, J. C. (2010). Using game
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Wong, L.-H. (2013). Analysis of Stu
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Recognizing both the importance and
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Student responses were coded based
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English with the translations of th
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With her mother’s support, Jane w
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LGC that could occur in any physica
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The significance of the reported st
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Chen, Y.-L., Pan, P.-R., Sung, Y.-T
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them develop new concepts to facili
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Figure 1. Visualization of how mino
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experimental group all the other le
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Procedures All subjects in both gro
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misconceptions corrected by a learn
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exploration environment constructed
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Küçüközer, H., & Kocakülah, S.
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Lin, J.-W., Lai, Y.-C., & Chuang, Y
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The related works Feedback should b
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E 2 1 R 23 N E 5 R 15 E 1 R 13 E 3
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Once the frequent itemsets have bee
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The first phase generates a diagnos
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To assure pretest validity and reli
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Questionnaire and interviews To und
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Maughan, S., Peet, D., & Willmott,
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According to Angeli and Valanides (
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description, objectives, and entry
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TCK: For the fourth activity, the g
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A questionnaire focusing on Instruc
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eing aware of the importance of sel
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References Airasian, P. W., & Walsh
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Instructional Technology Instructio
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and He (2006) revealed that technol
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Model and hypothesis development Sa
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Table 1. Student profile Gender: Ma
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H3 Student satisfaction has positiv
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Conclusions Addressing four PRS iss
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Tao, Y.-H., & Yeh, R. C. (2009, Jul
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My overall experience of PRS is abs
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skills can move to the next learnin
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were divided into an experimental g
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illustrates the Monopoly gameplay m
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Comparison of monopoly and instruct
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Guskey, T. R., & Gates, S. L. (1986
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Yang, C.-C., Tseng, S.-S., Liao, A.
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text only because learners are able
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Figure 2. Structure of poetry multi
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time period. Bandwidth is measured
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Participants and experimental proce
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owses multimedia resources. Fewer p
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the other approach. Meanwhile, the
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Wang, Y.-H., Young, S. S.-C., & Jan
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mistakes in front of the teacher an
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Basic English learning materials we
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The instructor also showed positive
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H.L, M = 38.11) which occurred in b
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Discussions Tangible learning compa
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We can conclude from the current st
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Joo, Y. J., Joung, S., & Kim, E. K.
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on 506 students registered for cybe
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and management systems, learning se
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multivariate normal distribution as
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Structural model examination Table
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Direct effect Flow ← Satisfaction
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Second, the results of this study c
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Kim, H. S. (2008). The effects of t
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language accurately, or product-ori
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Thailand 5 Vietnam 25 Total 208 Res
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Procedures of data collection Figur
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discussions. From Brian’s log fil
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universities. There were 259 studen
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and he provided his arguments and r
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Within groups Total Test 4 Between
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Crooks, B. (2003). The combined use
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Appendix A 342
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teenager. Chapter four, “Identity
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