The goal of the present study was to investigate the effects of technology-enhanced instruction types, vocabulary activity types, and learners' cognitive style on vocabulary knowledge. With regard to the types of technology-enhanced instruction, the results of post-vocabulary tests indicated that both blended learning and web-based instruction had positive effects on vocabulary learning. In particular, the blended learning group outperformed the web-based group showing greater improvement. With regard to vocabulary activity type, the results did not reveal a significant difference between groups with different types of vocabulary activities. When comparing the results from test items assessing the receptive and productive knowledge of vocabulary, both groups made greater improvements in their receptive knowledge of vocabulary than productive use of vocabulary. Concerning learners’ cognitive style, the analysis of the test scores indicated that there was no significant difference among groups. Finally, pedagogical implications were provided at the end of the paper.

This article reports a case study on the impacts of an interactive, culturally-sensitive computer-based learning environment on at-risk teenage students' motivation and learning of American history in an alternative school in the United States of America. Hip-hop culture combined with interactive software and digital audio workstations was applied to motivate at-risk teenagers and to promote active and effective learning. Data were collected through interviews, archived multimedia data, learning artifacts, teacher’s notes and reflections. Multiple positive impacts were found on both learners’ motivation and learning outcomes. Implications on practice and research were discussed, together with suggestions for educators, researchers and practitioners.

The paper reports on the findings of the recently finalized a project targeting students from higher education sector titled "Evaluation of teaching and learning delivery modes in Arts and Education subjects", which was supported by Australian Learning and Teaching Council for two years from 2008 to 2009. The research investigated student preferences for the mode of delivery of their teaching and learning [T/L] resources such as study guides, readings, supplementary language & learning materials. In addition to data related to this issue, very interesting data was also collected in relation to student preferences for onscreen versus hardcopy reading. Somewhat overwhelmingly, in all subject areas and age groups, as well as across the range of student backgrounds and levels of digital literacy, the findings indicate a very strong student preference for paper-based or hardcopy reading as against online and onscreen reading. These findings raise a number of important questions connected to the increasingly prevalent provision of student resource materials online in the tertiary sector. In this paper we question the appropriateness of educators and policy makers taking too seriously prevalent rhetorical tropes in the discourse of technology enhanced learning [TEL] such as the "Net.Generation" or "digital natives versus digital immigrants". Such tropes need to be handled cautiously we suggest. For in spite of the appeal of such buzzwords and catch phrases, the digital literacy and/or digital rapport of the present/next generation of university students may not be as strong or advanced as some university managers, policy makers, as well as enthusiastic TEL educators, may like to believe. In conclusion we argue managers, educators and policy makers in Higher Education [HE] should continue to ensure multi-modal forms of T/L resource delivery are provided to guarantee equity of access for an ever increasingly diverse university student cohort.