NMC Horizon Report: 2016 Higher Education Edition

By S. A. Becker, M. Cummins, A. Davis, A. Freeman, C. Hall, V. Ananthanarayanan. 2015

1,482 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/5c976b4743656fef21cd23526d98d7783cb5b792

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Citations in the corpus

Mobile-Based Assessment: Integrating acceptance and motivational factors into a combined model of Self-Determination Theory and Technology Acceptance (2017, background): “With the rapid growth of mobile technologies and the widespread adoption of BYOD policies, Mobile-Based Assessment (MBA) has started to emerge as another delivery mode of assessment - alternative and/or complementary to paper- or computer-based testing (Johnson et al., 2016).”
Learning analytics: drivers, developments and challenges (2012, methodology): “The 2012 NCM Horizon Report (Johnson et al., 2012) also included learning analytics, judging them to be two to three years from widespread adoption, as well as a subset of the field, social learning analytics.”
A social gamification framework for a K-6 learning platform (2013, background): “GBL has an estimated time to adoption, by mainstream education, of 2–3 years (Johnson et al., 2011).”
Mobile-based assessment: Investigating the factors that influence behavioral intention to use (2017, background): “The NMC Horizon Report - 2016 Higher Education Edition reports that education institutions increasingly adopt Bring Your Own Device (BYOD) policies (Johnson et al., 2016).”
Incidence of the Flipped Classroom in the Physical Education Students’ Academic Performance in University Contexts (2018, background): “In this sense, the new Higher Education framework (2010) encourages teachers to integrate technology in the classroom, as it becomes clear in Horizon Report (2016), achieving a significant impact on education in the next three years [1].”
A review of the use of virtual reality head-mounted displays in education and training (2017, background): “In a 2016 report on technology trends in higher education the New Media Consortium predicted that VR technologies will be adopted in the higher education sector within 2– 3 years (Johnson et al. 2016).”
A study exploring the impact of lecture capture availability and lecture capture usage on student attendance and attainment (2018, background): “…King’s Business School, King’s College London, Bush House, 30 Aldwych, London WC2B 4BG, UK learning approaches that move away from a sole reliance on face-to-face lectures towards the greater utilisation of different technological enhanced learning tools (e.g. Johnson et al. 2015).”
Challenges and Future Directions of Big Data and Artificial Intelligence in Education (2020, background): “Hence, research on big data and AI is gaining increasing signiﬁcance in education (Johnson et al., 2011; Becker et al., 2017; Hwang et al., 2018) and psychology (Harlow and Oswald, 2016; Yarkoni and Westfall, 2017; Adjerid and Kelley, 2018; Cheung and Jak, 2018).”
How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students? (2020, methodology): “In addition, similarly to Becker et al.'s claim (Becker et al., 2017) regarding the importance of independent study in higher education and students' ability to tailor learning experiences to meet their individual needs, our ﬁ ndings suggest including self-regulation learning skills in the DLF.…”