Finding flow: unpacking the capacity of in-lecture question activities to engage online students

IF 3.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Technology Pedagogy and Education Pub Date : 2023-01-31 DOI:10.1080/1475939X.2023.2167859
Nathan G. Miles, Kerri Hicks, Kim Nelson, Michael A. Cahill, Christopher J. Scott, George K. John
{"title":"Finding flow: unpacking the capacity of in-lecture question activities to engage online students","authors":"Nathan G. Miles, Kerri Hicks, Kim Nelson, Michael A. Cahill, Christopher J. Scott, George K. John","doi":"10.1080/1475939X.2023.2167859","DOIUrl":null,"url":null,"abstract":"ABSTRACT Maintaining student engagement in online and recorded lectures is a challenging aspect of higher education. In light of this, active learning through in-lecture question activities was investigated using a pre-teaching focus group (n = 12) and student evaluations (n = 43) after an in-class trial. Data analysis was underpinned by flow theory, which can explain student engagement and immersion with content and activities. The key findings included: (1) students’ preference for familiar technology platforms; (2) students desired more engagement in their lectures both internally and online; and (3) in-lecture questions had to be matched with quality content to ensure the highest chance of flow and student engagement. Thematic analysis suggested engagement may have been related to key aspects of flow such as immediate feedback, and matching challenges to skill levels. Overall, learning designers and educational technologists should be used to ensure in-lecture question activity introductions work within current institutional platforms and pedagogies such as active learning.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":3.4000,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Technology Pedagogy and Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/1475939X.2023.2167859","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

ABSTRACT Maintaining student engagement in online and recorded lectures is a challenging aspect of higher education. In light of this, active learning through in-lecture question activities was investigated using a pre-teaching focus group (n = 12) and student evaluations (n = 43) after an in-class trial. Data analysis was underpinned by flow theory, which can explain student engagement and immersion with content and activities. The key findings included: (1) students’ preference for familiar technology platforms; (2) students desired more engagement in their lectures both internally and online; and (3) in-lecture questions had to be matched with quality content to ensure the highest chance of flow and student engagement. Thematic analysis suggested engagement may have been related to key aspects of flow such as immediate feedback, and matching challenges to skill levels. Overall, learning designers and educational technologists should be used to ensure in-lecture question activity introductions work within current institutional platforms and pedagogies such as active learning.
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
寻找流量:打开课堂提问活动的能力,吸引在线学生
摘要保持学生参与在线和录音讲座是高等教育的一个挑战。有鉴于此,在课堂试验后,使用教学前焦点小组(n=12)和学生评价(n=43)对通过课堂提问活动进行的主动学习进行了调查。数据分析以流理论为基础,流理论可以解释学生对内容和活动的参与度和沉浸感。主要研究结果包括:(1)学生对熟悉的技术平台的偏好;(2) 学生们希望更多地参与他们的内部和在线讲座;(3)课堂上的问题必须与高质量的内容相匹配,以确保最大的流畅性和学生参与度。专题分析表明,参与可能与流程的关键方面有关,如即时反馈和将挑战与技能水平相匹配。总的来说,应该使用学习设计师和教育技术人员来确保课堂提问活动介绍在当前的机构平台和教学法(如主动学习)中发挥作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
Technology Pedagogy and Education
Technology Pedagogy and Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
9.50
自引率
2.00%
发文量
25
期刊最新文献
Student teacher learning with Ozobots and Makey Makeys during a workshop and field experience Scripted synergy: elevating EFL writing and creativity through collaborative digital storytelling Unmasking the depoliticisation of ICT in digital competence frameworks for educators: a critical discourse study WhatsApp for pedagogy: initiatives, instructional practices and the nature of knowledge in Israel’s secondary education A testing load: a review of cognitive load in computer and paper-based learning and assessment
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1