Authors:Charlotte Emily Jane Clark; Ger Post Abstract: Blended learning can create flexibility for students, more efficiently utilise infrastructure, and can provide high-quality learning at scale. We investigated perceived value and learning gains associated with asynchronous eLearning and synchronous face-to-face (f2f) components of a blended learning experience. We hypothesised that individual student preference for eLearning and f2f learning would be variable, but that participation in f2f classes would enhance student learning. Using a design-based research approach, we have evaluated two iterations of a blended learning experience, combining qualitative survey data and quantitative attendance data and student grades. Students overwhelmingly valued active learning, both within eLearning materials and f2f classes. Final marks positively correlated with the number of f2f classes students attended. Analysis of a subset of intended learning outcomes (ILOs) showed that students who accessed eLearning independently and students who attended f2f classes performed equally-well in ILO-related assessment tasks, however, students were more likely to choose an assessment task directly-related to a class they attended. In addition, completion of required eLearning prior to f2f class attendance significantly enhanced student performance in related assessment tasks. We suggest that f2f attendance as part of blended learning is beneficial, however students can obtain selected ILOs from engaging eLearning materials. Implications for practice or policy: Instructors will gain insight into aspects of blended active learning that students value. We present evidence that supports the benefits to students of completion of pre-eLearning prior to participation in synchronous f2f classes. PubDate: Sat, 15 May 2021 00:00:00 +100
Authors:Marina Anikieva Abstract: This paper discusses the factors that determine the customisation of e-learning programmes. The process of customisation depends on many parameters, such as the objectives of the programme, the quantity and order of the learning materials, the personality and abilities of the student, and the resources within the learning system. Curriculum developers are able to put together these parameters in varying combinations, reflecting differing educational strategies. Because of this possibility it has become important to study how one can determine an appropriate strategy or learning path for any individual student. This is becoming particularly relevant because curriculum developers have to consider large numbers of already developed learning courses, modules, and technologies. One of the approaches to addressing this problem is the classification, or taxonomy, of customisation parameters. This paper reviews published material from highly-rated journals dealing with customisation of learning. As a result of this review the groups of customisation parameters are identified and a generalised scheme of grouped parameters, and their sequence, corresponding to the inner logic of the learning process are developed. This taxonomy allows the educational activities to be arranged so that learners can achieve their learning goals more efficiently. Implications for practice or policy: The developers of curricula and learning materials can use the proposed taxonomy for structuring learning materials within the course, as well as for choosing the forms and methods of their elaboration. The developers of e-learning systems or modules can use the proposed taxonomy for planning and enhancing the functionality of their systems. PubDate: Sat, 01 May 2021 00:00:00 +100
Authors:Melissa Cain; Melissa Fanshawe Abstract: The rapid digitalisation of learning has had demonstrable impacts on access to education for students with a print disability. In higher education contexts, learning management systems (LMS) have become the predominant method for distributing content. This conceptual article addresses how students with print disabilities such as vision impairment, blindness, dyslexia, and visual fatigue experience their education through online engagement. Using Redmond et al.’s (2018) online engagement framework for higher education, the authors analyse the cognitive, social, emotional, behavioural, and collaborative needs and expectations of these learners. This article provides a contemporary picture of the barriers students with print disabilities currently encounter and the possibilities for access available through the use of accessible and assistive technologies. Recommendations for equitable access, including a range of actionable strategies, are provided to assist teacher educators, higher education providers, higher education disability support advisors, and LMS designers. Implications for practice or policy: Barriers to equitable engagement in education experienced by students with print disabilities can be overcome by utilising the detailed recommendations in the audit tool developed by the authors. Higher education providers should consider the recommendations in this article to ensure they meet legislative requirements for inclusion and that students with print disabilities achieve social, academic, and emotional connectiveness in their education. PubDate: Sat, 10 Apr 2021 00:00:00 +100
Authors:Daniel Mourlam; Steven Chesnut, Heather Bleecker Abstract: Preparing preservice teachers to teach effectively with digital technologies and media (DTM) is at the heart of initial teacher preparation as digital access continues to increase throughout society. The development of preservice teacher technological pedagogical content knowledge (TPACK) is important in order to create DTM-rich instruction. This study investigated preservice teacher self-reported and enacted TPACK after participating in learning activity types short courses, and the relationship between preservice teacher perceptions and observed practice. Data collection occurred using a pre-post self-report survey and preservice teacher lesson plans collected before and after short course implementation in two educational technology courses. Results from structural equation modeling and confirmatory factor analysis indicated no significant differences in preservice teacher self-reported technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK, significant differences in preservice teacher enacted TCK, TPK, and TPACK, and no significant relationship between preservice teacher self-reported and enacted TPACK. Implications for practice or policy: Teacher educators may consider using learning activity types short courses for preservice teachers’ enacted TPACK development, while using other strategies for self-reported TPACK development. Teacher education programs can determine preservice teachers’ readiness for teaching with DTM by assessing both preservice teachers’ knowledge and beliefs. Teacher education programs may consider using both self-report and performance-based assessments of preservice teachers’ knowledge as there may be discrepancies in what preservice teachers believe and how they enact their knowledge in practice. PubDate: Sat, 10 Apr 2021 00:00:00 +100
Authors:Huang-Yao Lin; Shu-Chiao Tsai Abstract: This study investigated the use of an augmented reality (AR) -supported application called STEMUP to develop mobile English courses on Android and iOS smartphones. It focused on vocabulary and listening and speaking skills, in an initial assessment of the effectiveness of implementing AR-based mobile English courses. The study was conducted with English major sophomores who took an elective course, Design and Practice of Mobile Learning, at a technology university in Taiwan. A preliminary curriculum was prepared for integrating STEMUP into English courses in which students would not only learn how to develop AR-based mobile English courses but also practise target English skills with two assigned English courses on STEMUP. The results from the student questionnaire indicated that the layout design of the student-generated AR-based mobile English courses complied with several of Mayer’s principles of multimedia learning and that the focus on learning with the mobile English courses met Chapelle’s seven suggested criteria for the development of multimedia computer-assisted language learning. The students of English as a foreign language responded that STEMUP was an easy application for developing AR-based mobile English courses and that learning with the assigned AR-based mobile English courses was interesting and motivational. Implications for practice or policy: Teachers of English as a foreign language can easily develop AR-based mobile English courses on STEMUP by referring to Mayer’s principles of multimedia learning. Focusing on learning English language with AR-based mobile courses meets Chapelle’s suggested criteria for development of multimedia computer-assisted language learning. This AR-supported STEMUP can be extended to educational settings, especially in remote schools that lack English learning resources and teachers. PubDate: Wed, 31 Mar 2021 00:00:00 +110
Authors:Maggie Katherine Hartnett Abstract: Digital technologies, as mediators and facilitators of learning, are altering tertiary education; how and when it occurs, what it entails, who has access, and how capabilities and skills are acknowledged. Digital badges are one such technological tool. Created to acknowledge competency, skill or achievement they have been adopted for a variety of purposes including to motivate learners, recognise achievement and accredit learning. Internationally, the use of digital badges is growing; however, much of the existing literature addresses the potential of digital badges while there is a relative paucity of empirical research, particularly in the Australasian region. This research explored the use of digital badges within New Zealand’s public higher education sector. Using a mixed methods approach (national survey of staff followed by interviews), results revealed over half of the institutions were using badges or planned to in the future. Identified benefits included displaying achievement, motivating learners and evidencing learning. Challenges were also noted, including faculty members’ lack of knowledge about badges, inconsistent use and lack of formal regulation of badges. The findings suggest that badge use is at the early adoption stage and provide valuable insights from which to develop future practice. Implications for policy or practice: Decision-makers need to be mindful that organisational culture considerations can affect the success of badging systems and micro-credentials. Implementers of digital badging systems need to ensure staff understand the value and credibility of digital badges. Staff responsible for awarding digital badges need to be involved in decisions about how and why they are used beyond individual units of study. PubDate: Fri, 19 Mar 2021 00:00:00 +110
Authors:Andrew Valentine; Tom Van Der Veen, Patrick Kenworthy, Ghulam Mubashar Hassan, Andrew L Guzzomi, R. Nazim Khan, Sally Amanda Male Abstract: A barrier to using head mounted display (HMD) virtual reality (VR) in education is access to hardware for large classes. This paper compares students’ learning when engaging with an HMD VR simulation as the operator and as the observer, to evaluate whether benefits of HMD VR can be achieved without requiring all students to operate the equipment. Postgraduate engineering students (N = 117) completed a safety hazard identification exercise in a workshop. The performance of students who operated and observed was compared. Results showed that students performed similarly in the exercise that followed the simulation whether they operated HMD VR (n = 33) or observed (n = 84). The finding suggests that educators may be able to use HMD VR simulations in classes with a large enrolment, by reducing the need for investment and management of a large number of sets of HMD VR equipment. Implications for practice or policy: Engineering educators can use HMD VR simulations to teach students about safety in design. Engineering students are able to identify safety hazards in a HMD VR simulation effectively whether they are operating the equipment or observing another student in their group operating the VR equipment. One HMD VR set per student group is sufficient. HMD VR simulations can be used inclusively, even when some students are unable or unwilling to wear the headset. PubDate: Fri, 19 Mar 2021 00:00:00 +110
Authors:Ali Alowayr; Ahmed Al-Azawei Abstract: This research extends the unified theory of acceptance and use of technology (UTAUT) model based on the expectation-confirmation and self-determination theories. It is aimed at exploring students’ perspectives regarding the acceptance of mobile learning (m-learning) in higher education. Although UTAUT receives considerable attention in technology acceptance research, the present study is unlike previous work, in that it is among the first to integrate the self-determination and expectation-confirmation theories with this model to better understand m-learning adoption, particularly in developing countries. A total of 246 undergraduate students responded voluntarily to an online questionnaire. The resulting findings suggest that integrating the UTAUT model with variables that represent learners‘ basic psychological needs can highly affect their acceptance of m-learning technology. These findings are discussed further for their theoretical and practical implications. Implications for practice or policy: In mobile learning, teachers need to create meaningful learning tasks to facilitate students’ learning. Teachers should be aware of the importance of confirming learners’ initial expectations of mobile learning’s benefits, to ensure greater learning effectiveness. Students should feel no pressure in their decision to adopt mobile learning. Higher education institutes need to exploit the benefits of mobile learning, given that students have high willingness to accept it, but adequate training and facilities should be provided. PubDate: Tue, 09 Mar 2021 00:00:00 +110
Authors:M. Elena Alonso-Mencía; Carlos Alario-Hoyos, Iria Estévez-Ayres, Carlos Delgado Kloos Abstract: Massive open online courses (MOOCs) require registered learners to be autonomous in their learning. Nevertheless, prior research studies showed that many learners lack the necessary self-regulated learning (SRL) skills to succeed in MOOCs. This research study aimed to gain insights into the relationships that exist between SRL and background information from MOOC learners. To this end, a series of three MOOCs on computer programming offered through edX were used to collect self-reported data from learners using an adaptation of the Motivated Strategies for Learning Questionnaire. Results show significant differences in general learning strategies and motivation by continent, prior computing experience and percentage of completed MOOCs. Men reported higher motivation than women, whereas pre-university learners needed further guidance to improve their learning strategies. Implications for practice: A better understanding of learners’ SRL strategies can help design better MOOCs. An early identification of learners with poor SRL strategies can help to reduce dropout rates of those learners who actually intend to finish the MOOC. A better understanding of differences between groups of students with respect to their SRL strategies can help design MOOCs with personalised variations for a better performance. PubDate: Tue, 09 Mar 2021 00:00:00 +110
Authors:Hossein Banaeian; Ilkay Gilanlioglu Abstract: This study investigated how the NAO robot as a teaching assistant affects the way university students learn vocabulary and their attitudes towards it. A mixed method approach was followed to gather both quantitative and qualitative data. A quasi-experimental design, including a pre-test and a post-test, was employed to explore the impact of the NAO robot on students’ vocabulary learning. Moreover, a questionnaire and an interview were used to identify the attitudes of the participants towards the NAO robot. The participants, who were taking a vocabulary course for language improvement as part of the regular curriculum of the program during the experiment, were freshman students of the English language teaching undergraduate program at a higher education institution in North Cyprus. Of the two groups, the control group performed slightly better than the experimental group even though the analyses did not show any statistically significant difference between them. Descriptive data analysis showed that most of the students liked the NAO robot and its abilities. However, related findings from the qualitative data were mixed. Most participants liked the NAO robot and thought that the robot helped them to learn the new words, while some thought that the technology needed to be improved. Implications for practice or policy: Evidence of vocabulary gains and students’ generally positive attitudes mark the NAO robot as a promising tool in language learning and teaching. The benefits and drawbacks of the NAO robot should be taken into account prior to its integration into second language vocabulary learning and teaching. In alignment with the continuous assessment of developments in robot-assisted language learning research, teachers should be provided with professional training for using the NAO robot effectively with various learners. PubDate: Tue, 09 Mar 2021 00:00:00 +110
Authors:Hatice Cilsalar Sagnak Abstract: This qualitative case study aimed to examine faculty members’ perceived behaviour regarding the use of technology in their classrooms. The behavior was examined within the framework of the decomposed theory of planned behavior. The theory states that technology integration behaviour is directly related to intention and perceived behaviour control and indirectly related to attitude, subjective norms and perceived behaviour control. Data sources included semi-structured interviews conducted with 17 faculty members who participated in a faculty technology mentoring programme implemented at a large public university in Turkey over a semester of 4 months’ duration. The data analysis revealed that the factors affecting faculty members’ planned technology integration behaviour were related to their intentions, attitude, subjective norms and perceived behaviour control, as explained in the theory. Faculty members identified a number of student-related, faculty-related and context-related challenges in technology integration. The recommendations arising from the study are to support and sustain faculty members’ technology integration in higher education classrooms. Implications for practice or policy: Technology mentoring programs can improve faculty teaching practices with technology in higher education classrooms. Faculty members’ technology integration behaviour can be supported by addressing the challenges, including lack of time and motivation, insufficient technological knowledge and classroom management problems. The technology integration awareness of faculty members can be developed by improving the teaching and learning environment with the support of administrators, peers and students and providing the required time and incentives to integrate technology. PubDate: Fri, 01 Jan 2021 00:00:00 +110
Authors:Jill Willis; Andrew Gibson, Nick Kelly, Nerida Spina, Jennifer Azordegan, Leanne Crosswell Abstract: How feedback is understood and enacted has shifted from the traditional practice of providing individual feedback on summative tasks at key points to a more ongoing series of dialogues between the teacher and students during the teaching period. This paper reports on the experiences of designing faster feedback through weekly dialogic feedback loops to enhance students’ personal connection to their learning while providing teachers with faster, actionable feedback data to inform learning design. A pragmatic inquiry considered how benefits might potentially be amplified through the use of digital technologies. Data included student reflections collected via the GoingOK web application, interviews and focus groups. The findings identify and theorise four types of digitally mediated feedback loops: students in computer-mediated dialogue with themselves; students and teachers in dialogue with each other; the reflection on how feedback informed learning; and the sociotechnical dialogue informing ongoing technical design. Three design dilemmas that were experienced by teachers as they enacted digitally mediated dialogic feedback loops are articulated, alongside the principles that enabled responsive design. Understanding these design elements is fundamental if automation of some parts of the feedback loop through reflective writing analytics is to be considered both feasible and desirable. Implications for practice or policy: Digitally mediated feedback loops can facilitate faster feedback, enabling students to reflect on their learning and providing teachers with access to new insights about diverse learners. Feedback technology can challenge existing ideas about feedback. Faster feedback can save teachers time, but efficiencies are likely to depend on an increased human workload in the short term as automation technologies can be slower to develop. Sociotechnical innovation requires collective dialogue between educators and digital developers, across asynchronous timelines. PubDate: Fri, 01 Jan 2021 00:00:00 +110
Open Access journal
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