Research Reports

This small-scale study, undertaken by NFER and NESTA, revealed both benefits and challenges of implementing a flipped learning approach to mathematics teaching. Nine case-study schools across England and Scotland piloted a flipped learning approach for around 4-6 weeks during 2014-2015. Each case study visit involved lesson observations, teacher interviews, student focus groups and teacher and student questionnaires with both a class using flipped learning and a comparison class.

The aim of this study was to determine the attitudes of preschool teachers towards using technological tools and to analyse it in terms of different variables. The working group consisted of 103 teachers working at kindergartens in the city center of Kırsehir and Malatya in the fall semester of 2014-2015 academic years. As a result of the study, the teachers showed a very positive attitude towards using ICT.

This report examines the use of Open Educational Resources (OER) by faculty in British Columbia post-secondary institutions, including their motivations and perceptions, as well as what factors help to enable or act as challenges for OER use and adaptation.

This report discusses the potential of cloud computing in terms of institutional agility and efficiency, and in empowering individual learners and staff members. The report outlines recent Jisc work to reduce the friction of engaging with cloud technologies, and then propose a direction of travel that will enable UK colleges, universities and skills providers to exploit the potential of cloud computing to its fullest extent.

This study, commissioned by Knowledge Exchange, explores the relationship between open-access policies and services. Drawing on a consultation with funders, institutions and service providers across the five Knowledge Exchange countries and beyond, it identifies the key services needed to successfully implement open-access policies, and suggests priorities for action in support of an open scholarly infrastructure.

The report covers recent trends and surfaces some recommendations for developers who are creating apps for children, as well as for parents and teachers looking for quality apps to teach foundational language and literacy skills to young children.

This 13th edition describes annual findings from the NMC Horizon Project, an ongoing research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education. Six key trends, six significant challenges, and six important developments in educational technology are placed directly in the context of their likely impact on the core missions of universities.

In this report, the authors explore the current uses of digital technologies to help promote educational opportunities for all through a national survey of nearly 1,200 low-income parents of school-age children and in-person interviews with lower-income, Hispanic families in three communities located in Arizona, California, and Colorado.

STEMNET works to ensure that future generations are able to appreciate and understand the role of science, technology, engineering and mathematics (STEM) subjects and careers in the world around them and that more young people enter careers in STEM. This summary report articulates the key findings of the impacts of STEMNET's programmes.

This review focuses on three school-wide initiatives funded by the Bill & Melinda Gates Foundation to promote personalized learning: Next Generation Learning Challenges (NGLC), Charter School Growth Fund’s Next Generation School Investments, and the Gates Foundation’s Personalized Learning Pilots. The report aims to add to the evidence base by examining the effects of schoolwide efforts to promote personalized learning and the links between implementation of particular strategies and outcomes.