Enhancing undergraduates’ engagement in a learning community by including their voices in the technological and instructional design

IF 8.9 1区 教育学 Q1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS Computers & Education Pub Date : 2024-02-28 DOI:10.1016/j.compedu.2024.105026
Wangda Zhu , Gaoxia Zhu , Ying Hua
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Abstract

Over the past decades, Social Networking Tools (SNT) have been applied in educational settings to support students' engagement in learning communities. Previous studies suggested the positive effects of including students' voices in technological and instructional design. However, educators usually cannot revise the features of SNT as they like, which may limit the possibility of enhancing students' engagement (i.e., cognitive, emotional, and social-behavioral engagement). Therefore, this study explored whether changing SNT technological and instructional design based on students' voices can improve engagement. We developed a photo-sharing web-based SNT and examined whether refining the SNT and instruction design based on students' input would enhance their multifaceted engagement in a learning community. We collected the opinions and feedback from 114 undergraduate students in an environmental psychology course at a private university in the USA using surveys every three weeks. We refined the technological and instructional design accordingly. Students' engagement was measured four times during the semester, and after the semester, nine students were interviewed with regard to how the technological and instructional design changes influenced their engagement. With successive iterations, we found that students' cognitive and emotional engagement significantly improved, while their social-behavioral engagement did not change significantly during the study. Interview results further explained how the design changes influenced students' engagement. The findings suggested soliciting students’ input into SNT technological and instructional design can benefit their engagement in a learning community, while engagement was also influenced by many other factors.

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通过让本科生参与技术和教学设计,提高他们在学习社区中的参与度
在过去的几十年里,社交网络工具(SNT)已被应用于教育环境,以支持学生参与学习社区。以往的研究表明,将学生的声音纳入技术和教学设计会产生积极影响。然而,教育者通常无法随心所欲地修改 SNT 的功能,这可能会限制提高学生参与度(即认知、情感和社会行为参与度)的可能性。因此,本研究探讨了根据学生的意见改变 SNT 技术和教学设计是否能提高参与度。我们开发了一个基于照片分享的网络学习社区,并研究了根据学生的意见改进网络学习社区和教学设计是否会提高学生在学习社区中的多方面参与度。我们通过每三周一次的调查,收集了美国一所私立大学环境心理学课程 114 名本科生的意见和反馈。我们据此改进了技术和教学设计。学期中,我们对学生的参与度进行了四次测量。学期结束后,我们对九名学生进行了访谈,了解技术和教学设计的改变对他们参与度的影响。我们发现,在连续的迭代过程中,学生的认知和情感参与度明显提高,而他们的社会行为参与度在研究期间没有发生明显变化。访谈结果进一步解释了设计变更如何影响学生的参与度。研究结果表明,征求学生对 SNT 技术和教学设计的意见可以提高学生在学习社区中的参与度,同时参与度还受到许多其他因素的影响。
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来源期刊
Computers & Education
Computers & Education 工程技术-计算机:跨学科应用
CiteScore
27.10
自引率
5.80%
发文量
204
审稿时长
42 days
期刊介绍: Computers & Education seeks to advance understanding of how digital technology can improve education by publishing high-quality research that expands both theory and practice. The journal welcomes research papers exploring the pedagogical applications of digital technology, with a focus broad enough to appeal to the wider education community.
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