e-Learning Current Research - College of Education, Health and Human Development - University of Canterbury - New Zealand

Apply Now

Selected Publications

2017

Davis, N.E. (2017). Digital technologies and change in education. The Arena Framework. New York: Routledge.

Davis, N.E. (2017). Chapter 7. The journey of the Arena Framework and into the future. In Author, Digital technologies and change in education. The Arena Framework. (pp 156-171) New York: Routledge. Download free here.

Webb, M., Davis, N.E., Bell, T., Katz, Y.J., Reynolds, N., Chambers, D.P. & Sysło, M.M. (2017). Computer science in K-12 school curricula of the 2lst century: Why, what and when? Education and Information Technologies 22(2): 445-468. http://dx.doi.org/10.1007/s10639-016-9493-x.

2016

Barbour, M., Davis, N. & Wenmoth, D. (2016). Primary and Secondary Virtual Learning in New Zealand: Examining the Process of Achieving MaturityInternational Journal on E-Learning, 15(1), 27-45.

Charania, A. & Davis, N. (2016) A smart partnership: Integrating educational technology for underserved children in India. Educational Technology and Society 19(3): 99-109.

Chotipaktanasook, N. [previously Wattana, S.] & Reinders, H. (2016). Willingness to communicate in social media: An investigation of the long-term effects. Asian EFL Journal, 18(4), 6-25.

Davis, N.E., Fields, A. & Hartnett, M. (2016) Promoting Open, Flexible and Distance Learning in Increasingly Challenging Times. Journal of Open Flexible and Distance Learning 20(1): 1-7.

Fletcher, J. & Nicholas, K. (2016). Reading for 11–13-year-old students in the digital age: New Zealand case studies. Education 3-13 : 1-12. http://dx.doi.org/10.1080/03004279.2016.1170064.

Gogia, S.B., Maeder, A., Mars, M., Hartvigsen, G., Basu, A. and Abbott, P. (2016) Unintended consequences of Tele Health and their possible solutions. IMIA Yearbook (1): 41-46. http://dx.doi.org/10.15265/IY-2016-012.

Nicholas, K. & Fletcher, J. (2016). What is happening in the use of ICT mathematics to support young adolescent learners? A New Zealand experience. Educational Review: 1-16. http://dx.doi.org/10.1080/00131911.2016.1237476.

Leahy, M., Davis, N., Lewin, C., Charania, A., Nordin, H., Orlič, D., Butler, D. & Lopez-Fernadez, O. (2016) Smart partnerships to increase equity in education. Educational Technology and Society 19(3), 84-98.

Wise, S. (2016) Secondary School Teachers' approaches to teaching composition using digital technology. British Journal of Music Education 33(3): 283-295. http://dx.doi.org/10.1017/S0265051716000309.

2015

Cunningham, U. (2015). Teaching English pronunciation online to Swedish primary-school teachers. In E. Waniek-Klimczak & M. Pawlak (Eds.), Teaching and researching the pronunciation of English (pp. 63-76). Berlin: Springer International Publishing.

Davis, N.E., & Higgins, A. (2015). Researching possible futures to guide leaders towards more effective tertiary education. Journal of Open, Flexible and Distance Learning, 19(2), 8-24.

Davis, N.E., Leahy, M., Lewin, C., et al. (2015). Thematic Working Group 1: Smart Partnerships. In K-W. Lai (Ed.), EDUsummIT 2015 Summary Report: Technology Advanced Quality Learning for All (pp. 8-13). Dunedin: Universities of Otago and Curtin.

Gikandi, J. W., & Morrow, D. (2015). Designing and implementing peer formative feedback within online learning environments. Technology, Pedagogy and Education, 24, 1-18.

Hunt, A-M. (2015). Blended online learning in initial teacher education: A professional inquiry into preservice teachers' inquiry projects. Journal of Open, Flexible and Distance Learning, 19(2), 48-60.

Mackey, J.K., Davis, N.E., Stuart, C.R., et al. (2015). Leading change with digital technologies in education. SET Research Information for Teachers (2), 17-25.

Owusu, K., Conner, L., & Astall, C. (2015). Assessing New Zealand high school science teachers' technological pedagogical content knowledge. Journal of Computers in Mathematics and Science Teaching, 34(3), 345-373.

2014

Bell, T., Andreae, P., & Robins, A. (2014). A case study of the Introduction of Computer Science in NZ schools. ACM Transactions on Computing Education, 14(2), 10:1-10:31.

Bell, T. (2014). Establishing a nationwide CS curriculum in New Zealand high schools. Communications of the ACM, 57(2), 28-30.

Bell, T., Duncan, C., Jarman, S., & Newton, H. (2014). Presenting computer science concepts to high school students. Olympiads in Informatics Journal, 8, 3-19. 

Cunningham, U. (2014). Teaching the disembodied: Othering and activity systems in a blended synchronous learning situation. The International Review of Research in Online and Distance Learning, 15(6): 1-19.

2013

Ayebi-Arthur, K. (2013). Email policy for tertiary institutions – A study of University of Cape Coast. International Journal of Computing Academic Research, 2(5), 192-199.

Ayebi-Arthur, K. (2013). The management of web presence for tertiary institutions in Ghana: The case of University of Cape Coast. International Journal of Research Studies in Computing, 2(2), 1-9.

Ayebi-Arthur, K. (2013). Internet presence: A case for web 2.0 technology in the University of Cape Coast. International Journal of Computing Academic Research, 2(1), 31-35.

Bell, T., & Newton, H. (2013). Unplugging computer science. In D.M. Kadijevich, C. Angeli and C. Schulte (Eds.), Improving Computer Science Education (pp. 66-81). New York/Abingdon: Routledge.

Cochrane, T., Davis, N., & Morrow, D. (2013). A proposed theory seeded methodology for design based research into effective use of MUVEs in vocational education contexts. International Journal of Virtual and Personal Learning Environments, 4(2), 50-64.

Cunningham, U. (2013). The role of blogs and forums in the linguistic expectations of pilgrims on the Camino to Santiago. In L. Alvarez Lopez, C. Seiler Brylla & P. Shaw (Eds.), Computer mediated discourse across languages (pp. 137-154). Stockholm: Acta Universitatis Stockholmiensis.

Davis, N., Eickelmann, B., & Zaka, P. (2013). Restructuring of educational systems in the digital age from a co-evolutionary perspective. Journal of Computer Assisted Learning, 29(5), 438-450.

Nicholas, K., Fletcher, J. & Davis, N. (2013). Using e-learning and digital technologies to overcome barriers for second-chance adult literacy learning. Journal of Teaching and Education, 2(4), 313-321.

Wise, S.L. (2013). Students' perceptions of digital technology in music education. Tehnologii Informatice si de Comunicatie în Domeniul Muzical - ICT in Musical Field, 4(1), 17-31.

Zaka, P. (2013). A case study of blended teaching and learning in a New Zealand secondary school, using an ecological framework. Journal of Open, Flexible and Distance Learning, 17(1), 24–40.

2012

Dabner, N., Davis, N., & Zaka, P. (2012). Authentic project-based design of professional development for teachers studying online and blended teaching. Contemporary Issues in Technology and Teacher Education, 12(1), 71-114.

Mackey, J., Gilmore, F., Dabner, et al. (2012). Blended learning for academic resilience in times of disaster or crisis. Journal of Online Learning and Teaching, 8.

Nicholas, K., Fletcher, J., & Davis, N. (2012). Raising numeracy and literacy to improve vocational opportunities. Journal of Vocational Education & Training, 64(4), 433-451.

Reinders, H., & Wattana, S. (2012). Talk to me! Games and students' willingness to communicate. In H. Reinders (Ed.), Digital games and language learning, (pp. 156-188). Basingstoke: Palgrave Macmillan.

Tull, S. (2012). On "Trak": First Steps in Learning Analytics, Educause Review Online, July 1012.

2011

Astall, C. (2011). iPod Touch and science teaching. New Zealand Science Teacher, 127, 40.

Dabner, N. (2011). 'Breaking Ground' in the use of social media: A case study of a university earthquake response to inform educational design with Facebook. The Internet in Higher Education.

Davis, N.E., & Loveless, A. (2011). Editorial for special issue: Reviewing the landscape of ICT and teacher education over 20 years and looking forward to the future. Technology, Pedagogy and Education, 20(3).

Fletcher, J., Nicholas, K., & Davis, N. (2011). Supporting adults to address their literacy needs using e-learning. Journal of Open, Flexible and Distance Learning, 15(1), 17-29.

Gikandi, J.W., Morrow, D., & Davis, N.E. (2011). Online formative assessment in higher education: A review of the literature. Computers & Education, 57(4), 2333–2351.

Greenwood, J., Te Aika, L.H., & Davis, N.E. (2011). Creating virtual marae: An examination of how digital technologies have been adopted by Māori in Aotearoa New Zealand. In P.R. Leigh (Ed.) International Explorations of Technology Equity and the Digital Divide: Critical, Historical and Social Perspectives. (pp. 58-79) Charlotte, NC: Information Age Press.

Grimley, M., Green, R., Nilsen, T., et al. (2011). Using computer games for instruction: The student experience. Active Learning in Higher Education, 12(1), 45-56.

Land, J. (2011). Does digital immersion improve students’ digital literacy skills? Computers in New Zealand Schools, 24(1).

Mackey, J., & Evans, T. (2011). Exploring online learning for intersecting communities of practice. International Journal of Web-based Communities, (Special Edition),

Mackey, J., & Evans, T. (2011). Interconnecting networks of practice for professional learning. The International Review of Research in Open and Distance Learning, 12(3), 1-18.

Needham,V., Hunt, A-M., & McMurray, L. (2011). Exploring a culturally-sensitive blend of initial teacher education for Rotorua schools: Online on a regional campus with Māori. Computers in New Zealand Schools, 23(3), 201-226.

Parkes, S., Zaka, P., & Davis, N.E. (2011). The first blended or hybrid online course in a New Zealand secondary school: A case study. Computers in New Zealand Schools: Learning, Teaching, Technology, 23(1), 1-30.

Reinders, H., & Wattana, S. (2011). Learn English or die: The effects of digital games on interaction and willingness to communicate in a foreign language. Digital Culture and Education, (1), 4-28.

2010

Cowan, J., & Astall, C. (2010). Exploring collaborative learning: Experiences of a web 2.0 tool within a pre-service teacher education environment. Computers in New Zealand Schools: Learning, Teaching, Technology, 22(3).

Bell, T., Alexander, J., Freeman, I., & Grimley, M. (2009). Computer Science Unplugged: School Students Doing Real Computing Without Computers. The New Zealand Journal of Applied Computing and Information Technology, 13(1), 20-29.

Compton, L., Davis, N., & Correia, A.P. (2010). Pre-service teachers' preconceptions, misconceptions, and concerns about virtual schooling. Distance Education, 31(1), 37-54.

Compton, L., & Davis, N. (2010). The Impact of and the Key Elements for a Successful Virtual Early Field Experience: Lessons Learned from a Case Study. Contemporary Issues in Technology and Teacher Education, 10(3), 309-337.

Davis, N.E., & Roblyer, M.D. (2010). Preparing teachers for the “Schools that technology built”: Evaluation of a program to train teachers for virtual schooling. In L. Schrum (Ed.), Considerations on technology and teachers. Best of JRTE. (pp. 127-139). Eugene: ISTE.

Harms, C. Niederhauser, D.S.N., Davis, N.E., et al. (2010). Educating educators for virtual schooling: Communicating roles and responsibilities. In C. M. Stewart, C. C. Schifter & M. E. Markaridian Selverian (Eds). Teaching and Learning with Technology: Beyond Constructivism Routledge Research in Education (pp. 70-88). London and New York: Routledge.

Davis, N.E. (2010). Technology and preservice teacher education. In B. McGraw, E. Baker, & P. Peterson (Eds.) International Encyclopedia of Education, 3rd edition. (Vol. 8, pp. 217-221). Oxford: Elsevier.

Davis, N.E. (2010). Global interdisciplinary research into the diffusion of IT innovations in education. In A. McDougall, (Ed.), Researching IT in Education: Theory, Practice and Future Directions. (pp. 142-149). London: Routledge.

Davis, N.E., & Morrow, D. (2010). Synergy between ICT and educational action research and collaborative construction of our active identities. Educational Action Research, 18(1), 89-101.

Gikandi, J.W. (2010). Engaging with formative assessment for meaningful online learning. The MirandaNet Braided Learning E-Journal.

Grimley, M., Allan, M., & Solomon, C. (2010). Exploring the association between leisure time digital immersion, attention and reasoning ability in pre-teens. International Journal of Web-based Learning and Teaching Technologies, 5(4), 56-69.

Grimley, M., & Allan, M. (2010). Towards a pre-teen typology of digital media. Australasian Journal of Educational Technology, 26(5), 571-584.

Morrow, D., & Bagnall, R. (2010). Hybridizing online learning with external interactivity. In F.L. Wang, J. Fong & R.C. Kwan (Eds.), Handbook of Research on Hybrid Learning Models Advanced Tools, Technologies, and Application. (pp. 24-41). Hershey: Information Science Reference: Idea Group Inc..

Somekh, B. (2010). The practical power of theoretically-informed research into innovation. In A. McDougall, J. Murnane, A. Jones, & N. Reynolds (Eds.), Researching IT in Education: theory, practice and future directions. (pp. 129-141). London and New York: Routledge.

Wise, S., Greenwood, J., & Davis, N.E. (2010). Teachers' use of digital technology in secondary Music Education: Illustrations of changing classrooms. British Journal of Music Education, 28(2), 117-134.

2009

Compton, L.K., Davis, N.E., & Mackey, J.  (2009). Virtual field experience in virtual schooling. Journal of Technology and Teacher Education, 17(4), 459-477.

Davis, N.E., & Ferdig, R.(2009). Editorial: What is special about teacher education for Virtual Schooling? Journal of Technology and Teacher Education, 17(4), 203-214.

Davis, N.E., Preston, C. & Sahin, I. (2009). Training teachers to use new technologies impacts multiple ecologies: Evidence from a national initiative. British Journal of Educational Technology, 40(5), 861-878.

Davis, N.E., Preston, C., & Sahin, I. (2009). ICT teacher training: Evidence for multilevel evaluation from a national initiative.  British Journal of Educational Technology, 40(1), 135-148.

Fletcher, J., McGrath, A., Morrow, D., Davis, N., & Somekh, B. (Eds.) (2009). Proceedings of the Inaugural Research Symposium for NZCARN: New Zealand Collaborative Action Research Network. Christchurch: University of Canterbury.

Mackey, J. (2009). Virtual learning and real communities: Online professional development for teachers. In E. Stacey & P. Gerbic (Eds.), Effective Blended Learning Practices: Evidence-Based Perspectives in ICT- Facilitated Education. (pp. 163-181). Hershey: Information Science Reference.

Morrow, D., & Mackey, J. (2009). ICT in early childhood education: Perceptions, potential and reality. Journal of Australian Research in Early Childhood Education, 15(2), 41-52.

2008

Correia, A.P., & Davis, N.E. (2008). The dynamics of two communities of practice: The program team and the online course community. Distance Education, 29(3), 289-306.

Davis, N.E. (2008). How may teacher learning be promoted for educational renewal with IT?  In J. Voogt & G. Knezek (Eds.), International Handbook of Information Technology in Primary and Secondary Education. (pp. 507–520) Amsterdam: Springer.

Somekh, B., & Lewin, C. (2008). Information and Communication Technologies and the culture of schooling: Understanding innovation and designing research for radical reform. Information Technology, Education and Society9(2), 49-64.

Somekh, B. (2008). Factors affecting teachers’ pedagogical adoption of ICT. In J. Voogt & G. Knezek (Eds.), International Handbook of Information Technology in Primary and Secondary Education. (pp. 449-460). New York: Springer.