Research in Learning Technology https://journal.alt.ac.uk/index.php/rlt Association for Learning Technology en-US Research in Learning Technology 2156-7069 <p>Authors contributing to <a href="https://journal.alt.ac.uk/index.php/rlt" target="_blank" rel="noopener"><em>Research in Learning Technology</em></a> retain the copyright of their article and at the same time agree to publish their articles under the terms of the Creative Commons CC-BY 4.0 License (<a href="http://creativecommons.org/licenses/by/4.0/" target="_blank" rel="noopener">http://creativecommons.org/licenses/by/4.0/</a>) allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that <span style="text-decoration: underline;">appropriate credit</span> is given, that a link to the license is provided, and that you <span style="text-decoration: underline;">indicate if changes were made</span>. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.<br><br><br></p> I do, I understand: engaging distance and campus students in sustainability through active learning https://journal.alt.ac.uk/index.php/rlt/article/view/2823 <p>Distance online learning connects students to education opportunities without having to be present at the institution offering the learning module. This case study involved development of a dual on-campus and distance course into a fully online course. It required a student-focused approach and an innovative application of learning technologies, additional resources and learning frameworks to encourage student engagement, independent learning and growth of critical-thinking skills. Changes to the design of the teaching approach and the use of technology improved the quality and quantity of interaction and communication between staff–students and students–students and facilitated a hands-on learning experience for online students interacting asynchronously. Student engagement with the course material, other students and teachers increased compared to previous years. Additional resource videos, learning and assessment guides (written and video), and online field trips helped develop critical-thinking skills and connectedness of learning to real-world applications. Recommendations are provided of learning approaches that could be used by other educators in different subject courses.</p> Sarah J. Wakes Linda A. Dunn Copyright (c) 2023 Sarah J. Wakes, Linda A. Dunn http://creativecommons.org/licenses/by/4.0 2023-01-12 2023-01-12 31 10.25304/rlt.v31.2823 Predicting the secondary school students’ intention to use e-learning technologies https://journal.alt.ac.uk/index.php/rlt/article/view/2881 <p>Technology acceptance studies are interesting because they are practical and theoretically helpful in explaining the adoption and intention to use a particular technology. There is a large amount of research on e-learning and other technologies in the literature, but there is limited evidence to explain why secondary school students’ intention to use e-learning. This study explains secondary school students’ intentions to use e-learning with an extended Technology Acceptance Model (TAM). TAM is a useful theory to explain how people adopt new technologies in different fields. Data were collected from 2739 secondary school students in Turkey (Mage = 11.95). Confirmatory factor analysis (CFA) and structural equation modelling (SEM) were used to test the conceptual model. The results are consistent with the original TAM model. The most critical variable affecting secondary school students’ intention to use e-learning technologies is enjoyment. The results show that there may be differences in the intention to use e-learning technologies for secondary school students in different cultures and contexts.</p> Ekrem Bahçekapılı Copyright (c) 2023 Ekrem Bahçekapılı http://creativecommons.org/licenses/by/4.0 2023-01-04 2023-01-04 31 10.25304/rlt.v31.2881