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Computers & Education
Journal Prestige (SJR): 2.626
Citation Impact (citeScore): 6
Number of Followers: 162  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 0360-1315
Published by Elsevier Homepage  [3157 journals]
  • Digital media for family-school communication' Parents' and teachers'
           beliefs
    • Abstract: Publication date: Available online 11 January 2019Source: Computers & EducationAuthor(s): Monica Macia Bordalba, Jordi Garreta Bochaca The use of digital media for parent-teacher communication is increasing. However, many parents and teachers are still reluctant to use such media to enhance two-way pedagogical communication between parents and teachers. This paper explores the parents' and teachers' beliefs regarding the use of e-mails and online platforms for two-way communication. We first developed a theoretical model as an adaptation of the Decomposed Theory of Planned Behaviour tailored specifically to address technological acceptance in parent-teacher interactions, which shows the most important beliefs that support or constrain the use of digital media for family-school communication. Then we compared the participants' views (parents and/or teachers from ICT schools and non-ICT schools) on using e-mails and online platforms in order to provide a more context-based understanding of the beliefs influencing the use of digital media for parent-teacher pedagogical communication. The data were obtained from interviews with 30 families and 35 teachers from 11 different schools in Spain. The findings revealed that parents and teachers hold a set of beliefs about the use of digital media: beliefs about the medium (based on the characteristics of e-mails and online platforms) and beliefs about the context (based on their perceptions of the setting and of themselves), with the latter being the most important barriers to the use of digital media, particularly for teachers. The findings also showed that parents and teachers display more positive stances on the use of digital media in schools where the management team promotes the use of e-mails or online platforms for family-school communication. A major implication of these findings is that management teams should take the first step to introducing digital media to communicate with families. These findings are also important for researchers as they provide a framework to guide further studies, and give an insight into a field in which the literature is scarce.Graphical abstractImage 1
       
  • MOOC learners’ demographics, self-regulated learning strategy, perceived
           learning and satisfaction: A structural equation modeling approach
    • Abstract: Publication date: Available online 11 January 2019Source: Computers & EducationAuthor(s): Kun Li Massive Open Online Courses (MOOCs) provide a great platform to study individual and group differences of learners in perceptions, motivations, and behaviors under self-directed learning context. This study examined the relationships, in particular, influential relationships, among MOOC learners' demographics, their self-regulated learning (SRL) strategy usage, perceived learning, and satisfaction. Participants were 4503 learners from 17 Coursera courses who responded to an online survey in 2018. Structural equation modeling showed that participants' age, gender, highest degree, and the number of online courses previously taken significantly predicted both goal setting and environment structuring usage. Previous experience with the course topics only predicted goal setting, not environment structuring. Gender, goal setting and environment structuring strategy usage predicted participants' perceived affective learning. Highest degree, the number of online courses previously took, goal setting, environment structuring strategy usage and perceived affective learning predicted participants' satisfaction with the course. Participants identified themselves with a Latin America culture had better environment structuring strategy usage than any other cultural group and higher perceived affective learning than the other cultural groups except for Other. The results provided implications for researchers studying self-directed learning environments, differences in learning of learners with diverse backgrounds, and SRL behaviors, as well as for educators dealing with increasing SRL strategy usage, improving online learners’ satisfaction and teaching cross-culturally.
       
  • The digital culture of students of pedagogy specialising in the humanities
           in Santiago de Chile
    • Abstract: Publication date: Available online 8 January 2019Source: Computers & EducationAuthor(s): Teresa Ayala Pérez, Jorge Joo Nagata Students on pedagogical degree courses have grown up with technology and are considered millennials, meaning it is pertinent to describe some aspects of their digital culture in order to better orient their initial teacher training and future professional performance, when all teachers will be digital natives. This paper describes some aspects of the current cultural paradigm and reports the results of an exploratory work conducted with students on pedagogical humanities degree. Using a survey, we inquired about the students’ general characteristics, cyberculture, their level of use of software, their use of technological devices, and their digital skills. The results show that there are no significant differences between the groups compared, and that students seem to have homogeneous characteristics when it comes to their approach to technology.
       
  • Interaction and presence in the virtual classroom: An analysis of the
           perceptions of students and teachers in online and blended Advanced
           Placement courses
    • Abstract: Publication date: Available online 8 January 2019Source: Computers & EducationAuthor(s): Andrew M. Blaine Interaction has been shown to be a key component to the success of online and blended learning, so it is crucial to understand how teachers and students perceive the interaction within online and blended secondary courses. Using a qualitative content analysis approach to student and teacher focus group transcripts, this study focuses on student and teacher perceptions of interaction in Virtual Advanced Placement courses across a state in the northeastern United States. Viewed through the lenses of social and teaching presence components of the community of inquiry model, students and teachers perceived the interaction within the course very differently, with teachers reporting largely favorable views of the interaction and students generally viewing the interaction in opposing ways. Results of this study suggest that a fourth presence, learning presence, warrants consideration since without it areas of student experience in online and blended coursework remain unaccounted for. Results of this coding scheme show that we can do more to communicate both the expectations and the process of communication between students and teachers in online and blended coursework, especially at the secondary level.
       
  • Mindful learning: A mediator of mastery experience during digital
           creativity game-based learning among elementary school students
    • Abstract: Publication date: Available online 7 January 2019Source: Computers & EducationAuthor(s): Yu-chu Yeh, Han-Lin Chang, Szu-Yu Chen With the mounting empirical evidence of the benefits of mindfulness, the researchers of the present study incorporated mindful learning in digital game-based learning of creativity. A two-phase study was conducted to (1) develop the Inventory of Mindful Learning Experience in Digital Games (IMLE-DG); and (2) develop a training program of the Digital Game-based Learning of Creativity (DGLC), by which the relationship among achievement goal, self-determination, mindful learning, and mastery experience during digital game-based learning of creativity were investigated through experimental instruction. One hundred and eighty-one 3rd to 6th graders were used in the development of IMLE-DG, and 95 3rd and 4th graders were included in the six-week experimental instruction through the DGLC. The results suggest that the IMLE-DG has good reliability and validity. The Cronbach's α coefficient was 0.974 and exploratory factor analysis yielded three factors: curiosity and open-mindedness, attention and grit, and emotion regulation. Confirmatory factor analysis also showed that the three-factor structure was a good-fit model (Goodness-fit-index = 0.913). Moreover, analytical results showed that achievement goal and self-determination influenced mastery experience through mindful learning experience, suggesting that mindful learning is a crucial mediator of mastery experience in digital game-based learning of creativity. With key features of story-based, interdisciplinary, and 3-D design, The DGLC provides an original and valuable vehicle for creativity learning. In addition, the incorporated mechanisms (rewards, free choices, immediate feedback, and peer-evaluation) for enhancing goal achievement, self-determination, and mindful learning shed light on the design of game-based learning and creativity instruction.
       
  • Disengagement during lectures: Media multitasking and mind wandering in
           university classrooms
    • Abstract: Publication date: Available online 23 December 2018Source: Computers & EducationAuthor(s): Jeffrey D. Wammes, Brandon C.W. Ralph, Caitlin Mills, Nigel Bosch, Tracy L. Duncan, Daniel Smilek In university classrooms, the use of laptops or smartphones for purposes unrelated to the lecture is on the rise. Consequently, it is important to understand how frequently this behavior occurs, to track whether it increases throughout a lecture, and to quantify the potential costs to learning. In two studies, we measured rates of disengagement during lectures related to media use (i.e. media multitasking; Studies 1 & 2) and lecture-unrelated thoughts (i.e. mind wandering; Study 2). We also measured the impact of these behaviors on learning using quiz questions at the end of each lecture, and students’ actual course tests. In both Study 1 and 2, we found that rates of media multitasking were relatively high and increased as time elapsed in a lecture, while in Study 2, consistent with prior work, rates of mind wandering remained relatively stable. Interestingly, media multitasking - but not mind wandering - was associated with negative learning outcomes.
       
  • Utilizing early engagement and machine learning to predict student
           outcomes
    • Abstract: Publication date: Available online 21 December 2018Source: Computers & EducationAuthor(s): Cameron C. Gray, Dave Perkins Finding a solution to the problem of student retention is an often-required task across Higher Education. Most often managers and academics alike rely on intuition and experience to identify the potential risk students and factors. This paper examines the literature surrounding current methods and measures in use in Learning Analytics. We find that while tools are available, they do not focus on earliest possible identification of struggling students. Our work defines a new descriptive statistic for student attendance and applies modern machine learning tools and techniques to create a predictive model. We demonstrate how students can be identified as early as week 3 (of the Fall semester) with approximately 97% accuracy. We, furthermore, situate this result within an appropriate pedagogical context to support its use as part of a more comprehensive student support mechanism.
       
  • Digital support for academic writing: A review of technologies and
           pedagogies
    • Abstract: Publication date: Available online 21 December 2018Source: Computers & EducationAuthor(s): Carola Strobl, Emilie Ailhaud, Kalliopi Benetos, Ann Devitt, Otto Kruse, Antje Proske, Christian Rapp This paper presents a review of the technologies designed to support writing instruction in secondary and higher education. The review covers tools to support first and second language writers and focuses on instructional affordances based on their technological specifications. Previous studies in this field centred on Automated Writing Evaluation, Automated Essay Scoring and the rarer Intelligent Tutoring Systems, addressing mainly essay writing needs in US secondary school instruction. With technology-enhanced learning becoming more ubiquitous and widespread, new technologies and tools catering to a broader range of genres, pedagogical settings, and approaches are emerging. We present a systematic analysis of 44 tools across 26 quantitative and qualitative features related to writing processes, pedagogical approaches, feedback modalities and technological specifications. The results uncover an imbalance of available tools with regard to supported languages, genres, and pedagogical focus. While a considerable number of tools support argumentative essay writing in English, other academic writing genres (e.g., research articles) and other languages are under-represented. With regard to the pedagogical focus, automated support for revising on the micro-level targeting factual knowledge (e.g., grammar, spelling, word frequencies) is well represented, whereas tools that support the development of writing strategies and encourage self-monitoring to improve macro-level text quality (e.g., argumentative structure, rhetorical moves) are infrequent. By mapping the state of the art and specifying direction for further research and development, this review is of interest to researchers, policymakers, tool developers, and practitioners of writing instruction in higher and secondary education institutions.Graphical abstractImage 1
       
  • An emotion regulation app for school inclusion of children with ASD:
           Design principles and evaluation
    • Abstract: Publication date: Available online 11 December 2018Source: Computers & EducationAuthor(s): Fage Charles, Consel Charles, Etchegoyhen Kattalin, Amestoy Anouck, Bouvard Manuel, Mazon Cécile, Sauzéon Hélène The inclusion of adolescents with Autism Spectrum Disorders (ASD) in mainstream environments, especially mainstream classrooms, is critically impeded by their difficulties in self-regulating their emotions. Albeit new technologies have shown tremendous emulation in the field of ASD, solutions to assist individuals with ASD in emotion regulation appear very limited. This paper addresses this critical challenge through the design and evaluation of a tablet-based application dedicated to supporting adolescents with ASD in self-regulating their emotions in mainstream inclusive classrooms. This system relies on well-proven (paper-based) emotion-regulation interventions reported by special-education teachers and families through a participatory design. The experiment included 14 adolescents with ASD (as well as 19 adolescents with Intellectual Disabilities) using the application during three months in mainstream schools. We compared these two groups with another group of 15 adolescents with ASD who were not equipped with our application. Usability performance as well as efficacy performance (emotion-regulation outcomes) have been investigated in situ. We showed that 1) our system is autonomously and successfully used in mainstream classrooms, 2) it is also an efficient support for adolescents with ASD to self-regulate their emotions. This paper demonstrates that emotion regulation of adolescents with ASD can be supported within mainstream classrooms through an assistive technology, in order to improve both behaviors and sociocognitive processes linked with core features of ASD. Moreover, it provides insights of a methodology suited to mainstream classrooms, building on previous research addressing specialized settings.
       
  • Predictors of Academic Dishonesty among undergraduate students in online
           and face-to-face courses
    • Abstract: Publication date: Available online 19 May 2018Source: Computers & EducationAuthor(s): Yehuda Peled, Yovav Eshet, Casimir Barczyk, Keren Grinautski Unethical behaviors within the academic environment, academic dishonesty (AD), is a well-researched phenomenon. Various factors explain this phenomenon. This study investigates and presents a new structural model for determinants of AD, linking types of motivation, students' attitudes, personality traits, and cultural backgrounds (presented by country according to Hofstede's cultural dimensions theory) as predictors of AD in the context of traditional and distance-learning courses in higher education. This study was conducted using a survey method of 2475 students in six different academic institutes. Using structural equation modeling (SAM) the results indicate that, contrary to the traditional views and the research literature, the surveyed students tend to engage less in AD in online courses than in face-to-face courses. Accordingly, this research has substantial, practical implications for educators, institution and researchers dealing with course design development and institutional policy concerning pedagogical uses of digital technology.
       
 
 
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