• “It’s a pain, but it’s not like the end of the world”: Students’ experiences of emergency remote teaching

  Ruegg, Rachael (ASCILITE, 2023-05-16)

  A chasm exists between pre-COVID online learning literature, focusing on teachers and students who have chosen online teaching and learning, and post-COVID literature, in which teaching and learning are forced online. This research focuses on students’ experiences of the move to online learning, the strategies they employed and their overall perceptions of differences between face-to-face and online learning. A single semi-structured interview was conducted with 16 students at the end of the semester in which learning was migrated online. When the learning was moved online, the students were all 3 weeks into their second year of a bachelor’s degree in the humanities and social sciences. The interview data was collected soon after the students completed these courses and analysed using thematic analysis. Generally, the findings of this study support other post-COVID studies, finding that students who were required to study online had more negative experiences than positive ones. Students who are enrolled in full-time face-to-face qualifications also appear to have different needs from those who choose to study online. Students felt that they would have benefited from more structure during emergency remote teaching, such as synchronous learning experiences scheduled at a fixed time. Implications for practice or policy: Lecturers should conduct lectures synchronously in emergency online learning for on-campus students. Teaching staff should include their faces in recorded instruction in asynchronous online modes. Teaching staff should offer tests in alternative formats rather than avoiding them in online learning. Universities should prioritise tutorials, workshops and laboratories in face-to-face mode over lectures in hybrid education.
• Engaging with open educational practices: Mapping the landscape in Australian higher education

  Stagg, Adrian; Partridge , Helen; Bossu , Carina; Funk , Johanna; Nguyen, Linh (ASCILITE, 2023-05-16)

  For more than a decade, Australian higher education has engaged with open educational practice (OEP). This paper presents findings from a study investigating the institutional approaches to OEP in Australian universities. Interviews were conducted with representatives from 10 Australian universities. The findings of a thematic analysis reveal organisational context, business processes and educational design as key themes through which OEP is enacted within Australian universities. Together, these themes document Australian universities experiences of and with OEP and contribute to addressing the need for translational research in Australian higher education. This research contributes to a growing evidence basis to construct an understanding of the dimensions of OEP for practical action. Implications for practice or policy: University policymakers should enact institutional open education policy to signal support and provide clarity. Learning designers and academic staff can leverage OEP to catalyse student-centred, authentic pedagogical transformation. OEP advocates need to address the root problem of sector-wide lack of awareness. Australian institutions should recognise existing pockets of good OEP engagement and more strategically codify or connect these practices to realise the benefits of OEP.
• Mapping out a research agenda for generative artificial intelligence in tertiary education

  Lodge, Jason M.; Thompson, Kate; Corrin, Linda (ASCILITE, 2023-05-04)

  Generative artificial intelligence (AI) has taken the world by storm. In this editorial, we outline some of the key areas of tertiary education impacted by large language models and associated applications that will require re-thinking and research to address in the short to medium term. Given how rapidly generative AI developments are currently occurring, this editorial is speculative. Although there is a long history of research on AI in education, the current situation is both unprecedented and seemingly not something that the AI in education community fully predicted. We also outline the editorial position of AJET in regards to generative AI to assist authors using tools such as ChatGPT as any part of the research or writing process. This is a rapidly evolving space. We have attempted to provide some clarity in this editorial while acknowledging that we may need to revisit some or all of what we offer here in the weeks and months ahead.
• Home-campus nexus: The shift to homebased smart e-learning

  Na, Jiang; Perera, Corinne Jacqueline; Zainuddin, Zamzami (ASCILITE, 2023-05-04)

  This article outlines the trajectory of China’s higher education and its strategy of pioneering a brand-new smart e-learning environment that has functionally molded China into a hybrid educational hub. This paper chronicles the almanac of China’s offline campus education, depicting how it technologically evolved into an e-learning home-campus nexus. A sequential mixed-methods design was employed to shed light on students’ readiness levels toward China’s newly implemented smart e-learning platform for tertiary education. The psychometric analyses of the Smart e-Learning Questionnaire and other parametric statistical tests were performed using the Rasch measurement model. Overall, there is strong evidence to suggest that the in-depth qualitative interviews captured more nuanced accounts of the participants’ perceived reasons for their moderate level of readiness towards their novel home-campus e-learning course delivery. Evacuated campuses and virtual lessons have become the cliched representation of this pandemic. It is critical that e-learning offerings be contextualised in practical ways to invigorate equitable teaching strategies that can improve e-learning and support the success of China’s higher education learning model for the post-pandemic agendum. Implications for practice or policy: This research investigated home-campus e-learning as a higher education learning model for the post-pandemic agendum. The homebased smart e-learning prototype proposed in this study is framed as a learning delivery modality for advancing the latitude of digital literacy among higher education students. The deployment of the next-generation 5G internet connectivity and the implementation of hybrid smart e-learning platforms, draw clear implications for policymakers and practitioners to model after these insightful strategies.
• University students’ competences in ICT: A view from the education domain

  Díaz-García, Isabel; Almerich, Gonzalo; Suárez-Rodríguez, Jesús; Orellana, Natividad (ASCILITE, 2023-04-18)

  Contemporary university students face the knowledge society, where mastering information and communication technologies (ICT) is an essential requirement to form part of this society. The objective of our study was to validate a basic ICT competences model made up of three ICT competence subsets (technological, pedagogical and ethical) influenced by various personal and contextual factors. For this purpose, a cross-sectional explanatory correlation design was used, with a sample of 646 university students from the University of Valencia (Spain), collecting the information through a questionnaire. A multiple indicators and multiple causes model was used to validate the students’ ICT competences model. The results revealed that ICT competences form a single set made up of three subsets of competences: technological, pedagogical and ethical. An asymmetrical explanatory relation was found between the technological and pedagogical competences on the one hand and between the ethical and pedagogical competences on the other hand. The factors gender, area in which the degree is taught and the frequency of using a computer with the Internet impacted on the three subsets of competences. The model shows the complexity of university students’ ICT competences, with training in ICT competences being an important element to consider. Implications for practice or policy: University leaders have to include the three ICT competence subsets in the curriculum. University teachers must promote the three ICT competence subsets in their classes. Instructional designers and educational technologists should include the three ICT competences subsets in their training plans.
• Time distortion in student YouTube use: The effects of use motivation, personality, and pattern of use on study efficiency

  McGill, Tanya; Klobas, Jane; Moghavvemi, Sedigheh (ASCILITE, 2023-03-02)

  This paper examines study efficiency and time distortion experienced by student users of YouTube. Using multi-group structural equation modelling on data from 792 Malaysian university students, the study identified links between YouTube use motivation, conscientiousness (a personality trait), time distortion, and perceived study efficiency. It also shows how these characteristics and the links between them varied when students were grouped by pattern of use, defined (using two-step cluster analysis) as occasional, regular, or problematic. Time distortion had a negative effect on perceived study efficiency, but conscientiousness counteracted this effect - particularly for occasional users, the only group with positive perceived study efficiency in this study. Motivation to use YouTube for learning was not associated with time distortion, whilst using YouTube for escape and entertainment increased motivation. Occasional users were less motivated than others to use YouTube for these purposes and therefore less likely to experience the entertainment use flow on effects of time distortion to perceived study efficiency. Implications for practice or policy: Motivating students to use YouTube for learning is unlikely to reduce study efficiency. Use of diagnostic tools to understand a student's pattern of social media use, as well as motivation for use, personality and sense of time distortion, could help advisers identify reasons for low study efficiency. Digital literacy education focused on increasing self-discipline and goal-orientation could help students reduce poorly controlled use of social media for entertainment and escape, and hence improve study efficiency.
• Conceptualisation, measurement and preliminary validation of learners’ problem-based learning and peer assessment strategies in a technology-enabled context

  SHROFF, Ronnie Homi; Ting, Fridolin Sze Thou; Chan, Chi Lok; Garcia, Raycelle C. C.; Tsang, Wing Ki; Lam, Wai Hung (ASCILITE, 2023-03-02)

  This study attempted to conceptualise and measure learners’ perceptions of their collaborative problem-based learning and peer assessment strategies in a technology-enabled context. Drawing on the extant literature, we integrate collaborative, problem-based and peer assessment learning strategies and propose a new model, the collaborative problem-based learning and peer assessment (Co-PBLa-PA) conceptual framework, which forms the basis of a new psychometrically sound and conceptually based scale, the collaborative problem-based learning and peer assessment strategies inventory (CO-PBLa-PA-SI). The development and validation of the CO-PBLa-PA-SI, based on the methodological and conceptual insights gained from prior research, involved identifying the following four scales: capacity to collaborate, readiness to engage, task-based interest and peer feedback usefulness. An item pool comprising of 16 items was established and verified by two panels of judges using a formalised card sorting procedure. Confirmatory factor analysis was conducted to validate the instrument of a small-scale (N = 164) study. The CO-PBLa-PA-SI scale showed strong construct validity and reliability with a Cronbach’s coefficient alpha ranging from .828 to .880, which suggested strong internal consistency. The resultant instrument is intended as a tool to reliably measure learners’ perceptions of their collaborative problem-based learning and peer assessment strategies in a technology-enabled context. Implications for practice or policy: A psychometrically validated scale could be used by a growing community of academicians, educators and instructional designers to assess learners’ collaborative problem-based learning and peer assessment strategies when using interactive technologies; A systematically collected data set obtained from the CO-PBLa-PA-SI data may have practical implications in terms of informing teachers about appropriate instructional design practices for the enhancement of collaborative, problem-based and peer assessment learning strategies in technology-enabled settings.
• Zoom in: Open educational resources for informal online learning during COVID-19 and beyond

  Cohen, Guy; Cohen, Anat (ASCILITE, 2023-03-02)

  Institutions, organisations, and policymakers use open educational resources (OERs) to promote student equity and social inclusion. The global COVID-19 crisis highlighted the need for lifelong learning and underscored the importance of the higher education system in this endeavour. This study describes informal learning among adults through OERs, during the COVID-19 crisis, distinguishing between employed and unemployed individuals and between professional and personal development. A questionnaire distributed during the COVID-19 lockdown focused on three themes: (1) types of OERs used for learning during this period; (2) perceived OERs’ usefulness; and (3) changes in OER use due to the crisis. Our findings revealed group differences in types of OERs used and in changes brought about by COVID-19, as well as within-group differences based on personal characteristics. Only a few participants reported using massive open online courses (MOOCs). Moreover, videoconferencing usage increased despite low perceived usefulness ratings, pointing to a change in informal learning modes. This exploratory research provides insights into the preferences of individual groups. These insights may be used to reduce socioeconomic disparities, especially among those who have lost their jobs, and to develop effective models for open education. Implications for practice or policy: Enhancing the discussions about the future of open education by reflecting a wide picture of OERs use. Redesigning OERs for the labour market by distinguishing between employed and unemployed, and professional and personal development. OER preferences according to personal characteristics can be used to achieve better engagement with learning.
• Learning technology as contested terrain: Insights from teaching academics and learning designers in Australian higher education

  Tay, Amos Zhiqiang; Huijser, Henk; Dart, Sarah; Cathcart, Abby (ASCILITE, 2023-03-02)

  Learning and teaching is no longer the exclusive domain of teaching academics and is increasingly reliant on third-space professionals, in particular learning designers. The sharing of the design of the learning and teaching space is underlined by the increasing collaboration between teaching academics and learning designers. This qualitative study explores how these two key stakeholders understand learning technology, which is critical to shaping the teaching and learning process in contemporary higher education. Foucauldian discourse and power were employed as the theoretical lens to analyse semi-structured interviews with 12 teaching academics and 5 learning designers at a large Australian university. Although learning designers and teaching academics share a mutual interest in improving the learning and teaching process, the findings also revealed five discourses where practice was contested: centralisation, surveillance, institutional homogenisation, responsibility, and efficiency. This article calls for a new focus on the collaborative aspect of the learning design and teaching process that is constantly (re)negotiated between these two main stakeholders. Implications for practice or policy: Teaching academics and learning designers should develop practices that recognise the collaborative nature of learning technology in higher education. Universities should develop practices and policies that reduce tensions within the five identified discourses of learning technology to ensure a more collaborative teaching academic-learning designer relationship.
• Technological pedagogical content knowledge: Exploring new perspectives

  Bueno, Rafael; Niess, Margaret L.; Aldemir Engin, Ruhşen; Ballejo, Clarissa Coragem; Lieban, Diego (ASCILITE, 2023-03-02)

  Recognising the challenges involved in understanding the knowledge that teachers need to develop to use technology in their teaching dynamics, we examined the prior research that has not clearly revealed strategic changes for teacher preparation in the digital age. The goal was to expand on the current understandings of the nature of technological pedagogical content knowledge (TPCK/TPACK) and provide a launchpad for future research by teacher educators as they contemplate revisions in the education of teachers to better prepare them for teaching in the digital age. To do so, we conducted qualitative meta-synthesis research. Within this context, we identified interpretations and comprehensions that pushed us forward in defence of new perspectives on the nature of this knowledge, regarding the comprehension of TPCK/TPACK as a transformative and homogenous knowledge; TPCK/TPACK’s levels of development, including a new first level; and the need for and challenges of redesigning teacher education. Implications for practice or policy: To better prepare teachers to teach, teachers’ educators should understand TPCK/TPACK as a homogeneous and transformative knowledge. Teachers’ training programmes should realize that often teachers are not aware of the of the possibilities of using technologies to teach. Teachers should have access to continuous learning to keep developing their own TPCK/TPACK during their entire career. Teachers and teachers’ educators should understand TPCK/TPACK developing as a continuous and individual process and not as something standardised.
• Teaching and learning using 21st century educational technology in accounting education: Evidence and conceptualisation of usage behaviour

  Mat Dangi, Mohamad Ridhuan; Mohamed Saat , Maisarah; Saad, Shukriah (ASCILITE, 2022-12-19)

  Technologies are ubiquitous in the 21st century, and educators need to integrate relevant technologies into their teaching practices to meet stakeholders’ expectations and keep abreast with the accounting profession’s advancement. A mixed-method approach of quantitative and qualitative techniques was used in this study, with the latest version of the SPSS software (version 26) and NVivo software to analyse the data. The results depict the accounting educators’ usage efforts of 21st century educational technology tools and platforms; it is neither highly prevalent nor optimised. Future researchers could expand the investigation of 21st century educational technology by utilising the proposed constructs, model and hypotheses from this study’s qualitative findings. The study revives the stagnant educational technology literature in accounting education and explicates technology usage issues in accounting education, specifically in developing countries and the Asian region. Implications for practice or policy: Education ministries, higher education institutions, faculties, policymakers and academics should encourage educators to adopt and integrate 21st century educational technology into their practices. The integration of 21st century educational technology in teaching and learning practice should align with individual attributes, technology characteristics and organisational factors. Accounting educators must acquire technological competence through appropriate professional development and training programmes.
• Smart Groups: A system to orchestrate collaboration in hybrid learning environments. A simulation study

  Carrruana Martín, Adrián; Alario-Hoyos, Carlos; Delgado Kloos, Carlos (ASCILITE, 2022-12-30)

  COVID-19 has brought new hybrid learning environments with some students in the classroom and some others online, synchronously, due to the needs of social distancing. These new hybrid learning environments pose new challenges, for example for group collaboration. This paper presents Smart Groups, a system aimed at helping teachers to orchestrate collaboration in hybrid learning environments and assesses its usability and usefulness through a simulation study. Smart Groups identifies the students that are in the classroom and online, automates the creation of groups (recommending collaborative learning flow patterns to teachers and considering the previous work done by students), supports the communication among students and the use of additional tools and resources for collaboration, and helps maintain the safety distance among the students who are in the classroom. The usability of Smart Groups has been assessed through a mock-up by 60 users (41 students and 19 teachers) with the system usability scale (SUS) obtaining good results (mean = 75.47, standard deviation = 14.95, median = 76.25). A subgroup (10 teachers out of 19) carried out follow-up interviews using the technology acceptance model (TAM) and highlighted the usefulness of Smart Groups to orchestrate collaboration in hybrid learning environments. Implications for practice or policy: Smart Groups supports teachers in the orchestration of groups in hybrid learning environments. Smart Groups facilitates group coordination and communication among students. Smart Groups helps maintain the safety distance.
• Does gender matter in online courses? A view through the lens of the community of inquiry

  Cho, Moon-Heum; Lim, Seongmi; Lim, Jieun; Kim, Onjoo (ASCILITE, 2022-12-30)

  The purpose of this study was to investigate whether gender differences exist in relationships between the three presences – teaching, cognitive and social – in the community of inquiry (CoI) model and online students’ learning experiences measured with perceived learning and course satisfaction. Participants were 657 undergraduates taking online courses at a university in South Korea. Results showed significant differences in sub-elements of cognitive and social presence by gender. In addition, regression analyses revealed that sub-elements of the CoI predicted online students’ perceived learning and course satisfaction differently by gender. A discussion explains gender differences in online courses in South Korea in which a prerecorded video was the principal modality of learning. Finally, practical implications to enhance diverse students’ success are proposed from the perspective of the CoI model. Implications for practice or policy: Despite the development of the CoI specifically for a discussion-based online course, it can still be used to predict students’ learning experiences in video-based online learning. Considering gender difference when designing and developing an online course may enhance student learning experiences in online learning. Changing the way the videos are created may contribute to enhancing the three presences in the CoI model, which essentially improve online students’ learning experiences.
• The implications of educational technology research for practice and/or policy

  Thompson, Kate; Corrin, Linda; Lodge, Jason M. (ASCILITE, 2022-12-16)

  The implications for practice or policy section of AJET journal articles provides authors with an opportunity to translate their research for the readers who will ultimately use this research for change. In this editorial we discuss considerations for this with respect to the characterisation of educational technology research, the challenges in reporting on innovations in and with technology, and the institutional context of policymakers. Finally we unpack a core question for consideration by the ASCILITE community and beyond: how can the research published in AJET best be used to provide evidence for change in practice or policy?
• Student and educator perspectives on equity and online work integrated learning

  Bell, Amani; Bartimote, Kathryn; Dempsey, Nora; Mercer-Mapstone, Lucy; Moran, Gulwanyang; Tognolini, Jim (ASCILITE, 2022-12-30)

  Students from diverse backgrounds report that time pressures, financial responsibilities, caring commitments, and geographic location are barriers to their uptake of work integrated learning (WIL). Through interviews with 32 students and 15 educators who participated in online WIL, we investigated whether online WIL might be one way of overcoming these barriers. Benefits of online WIL for students included employability skills, meaningful work, affordability, and flexibility when coping with health issues. Challenges for students included missing out on workplace interactions, digital access, and finding a private space in which to work. Students from diverse backgrounds were viewed by educators as bringing positive contributions to the workplace. Educators found challenges in giving feedback and not being able to replicate some aspects of in-person workplaces. We conclude with recommendations on how online WIL might be enhanced to better meet the needs of students facing equity issues. Implications for practice and policy: All participants in online WIL should be encouraged to intentionally view diversity as a strength. Educators need to create explicit opportunities for formal and informal interaction and network building during online WIL. Educators should provide engaging and purposeful work during online WIL. Students may need additional financial or material support to undertake online WIL, for example to enable digital access and access to a private workspace.
• AJET in 2022: Bibliometrics, academic publishing trends, and future opportunities

  Corrin, Linda; Lodge, Jason M.; Thompson, Kate (ASCILITE, 2022-12-30)

  After two years of change and uncertainty in tertiary education, in 2022 the editorial team of AJET saw a return to a focus on research that explores educational technology use in a range of learning and teaching environments. It has also been an interesting year in terms of the changing academic publishing environment and the opportunities and challenges facing AJET as a leading educational technology journal. In this end-of-year editorial we will look at what has been published in AJET throughout 2022, the bibliometrics that help characterise the journal’s role in the field, and consider the trends that are emerging for academic publishing and their impact on how AJET develops into the future. 
• The adoption of blended learning using Coursera MOOCs: A case study in a Vietnamese higher education institution

  Thao Ho, Nguyen Thi; Pham, Hiep-Hung; Sivapalan , Subarna; Dinh, Viet-Hung (ASCILITE, 2022-12-19)

  This research is unique to a Vietnamese higher education institution that adopted blended learning using Coursera MOOCs. Employing the service quality model, the objective was to investigate factors affecting the continuance intention and recommendation to others towards blended learning using Coursera MOOCs. This study was conducted an online survey with 637 students across four campuses of a Vietnamese higher education institution. The results of the structural equation modeling showed that the learning content and online responsiveness increased satisfaction with Coursera MOOCs whereas online reliability did not affect satisfaction with Coursera MOOCs. There were also positive relationships between empathy, tangibles, classroom responsiveness, and classroom activities. Assurance and classroom reliability had no significant impacts on classroom activities. Satisfaction and classroom activities positively influenced the continuance intention towards blended learning using Coursera MOOCs. Lastly, satisfaction, classroom activities, and continuance intention significantly affected the recommendation to others towards blended learning using Coursera MOOCs. Implications for practice or policy: A case study process for evaluating the quality of the blended learning using Coursera MOOCs is detailed. Practical recommendations are made for curriculum development, teaching and learning, assessment, and professional development as universities implement the blended learning using MOOCs.
• From the margins to the mainstream: The online learning rethink and its implications for enhancing student equity

  Stone, Cathy (ASCILITE, 2022-12-19)

  From being largely at the margins of higher education for many years, online learning now finds itself in the mainstream. This paper offers a critique of the online learning literature both pre- and post-2020, looking at changes in response to this shift. Evidence tells us that online learning plays a significant role in enhancing student equity, widening higher education access and participation for many students who would have found it difficult, if not impossible, to attend university on campus. This includes students from government-identified equity backgrounds, as well as other student cohorts underrepresented at university, such as older working students, parents, and others with caring responsibilities, and those from families with no previous experience of university. The mainstreaming and normalising of online learning now presents an opportunity for universities to learn from both past and emerging evidence, to evaluate past practice and offer a more flexible learning experience that better meets the needs of an even wider range of students. Keeping online learning firmly in the mainstream, while taking an evidence-based approach to ensuring the quality of its design and delivery, has the potential to enhance student equity on a much broader scale. Implications for practice or policy: Improving the quality of online learning, using evidence-based research to design and deliver it more effectively, will enable more students to stay and succeed at university. Continuing to offer online study options for all students, that is, keeping it in the mainstream, will further enhance student equity. Mainstreaming online learning options as part of standard university practice will enable more students to benefit from the greater flexibility of both fully online and hybrid models.
• Need satisfaction and collective efficacy in undergraduate blog-driven classes: A structural equation modelling approach

  Tilak, Shantanu; Glassman, Michael; Peri, Joshua; Xu, Menglin; Kuznetcova, Irina; Gao, Lixiang (ASCILITE, 2022-11-26)

  This paper investigates how psychological needs spurring self-determined motivation relate to collective efficacy for flourishing in online learning communities. Self-determination theory posits individuals experience intrinsic motivation to flourish at educational tasks because of targeted satisfaction of the three psychological needs: autonomy, relatedness, and competence. However, studies conducted to investigate collective, technology-assisted learning processes suggest competence and relatedness may play a pivotal role in online community engagement and knowledge-sharing. Moreover, informal gaming experiences may mirror the collaborative skills needed in online educational/professional communities. These insights suggest confidence in one’s abilities to contribute to a community, the perception of a strong, supportive social culture in the online classroom, and informal online experiences may lead to self-determined motivation enabling agents in distributed, technology-assisted classrooms to collectively flourish. Little work has been done to examine effects of need satisfaction on collective efficacy in using online technologies. To fill this research gap, we used structural equation modelling to investigate perceptions of 636 undergraduate students enrolled in classes within an education department at a midwestern university employing weekly asynchronous blogging. Our results suggest students’ experience with multiplayer gaming, and need satisfaction towards competence and relatedness correlate with higher collective efficacy in technology-assisted classrooms employing discussion forums. Implications for practice or policy: For instructors, student usership and design can spur motivation in online classrooms. For researchers, understanding student perceptions of collaboration using technology can help understand how to design better technology-assisted classrooms. The design of collaborative online educational communities should focus on creating positive social cultures and fostering competence for students.
• Putting TPACK into action in learning design: The case of PeerLAND

  Papanikolaou, Kyparisia; Makri, Katerina; Sofos, Ioannis; Tzelepi, Maria; Zalavra, Elena (ASCILITE, 2022-11-26)

  Although previous research highlights the complementary relationship of learning design with TPACK, this is not the case for TPACK informing the development of digital learning design tools. In this paper, we present PeerLAND (Peer Evaluation of LeArNingDesigns). This learning design tool interweaves design and peer evaluation in an integrated process based on TPACK, promoting teachers' roles as designers and reviewers. It adopts a modular design approach to support teachers as designers explicitly represent their design ideas starting from pedadogical content knowledge and gradually cultivating all the TPACK knowledge domains. The learning design process ends with peer evaluation where teachers use TPACK-based criteria to provide constructive feedback to peers. We report on a study conducted in a teacher education context to evaluate PeerLAND. Specifically, we investigate: (i) how student teachers' knowledge develops through the learning design process supported by PeerLAND, and (ii) how they value peer evaluation through PeerLAND. Our findings suggest that putting TPACK into action through PeerLAND developed student teachers’ knowledge in every TPACK domain, except for content knowledge. Furthermore, peer evaluation is considered advantageous to student teachers for getting timely constructive feedback and refining their designs, and several ideas for improving the peer evaluation mechanism are proposed. Implications for practice or policy: PeerLAND is an online tool supporting the development and peer evaluation of technology-enhanced learning designs allowing teachers to work together and switch roles between designers and reviewers. The learning design process in PeerLAND is a ready to use, step by step process for training teachers in technology-enhanced learning design. It provides a replicable blueprint for organising curricula.

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