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
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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.
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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。
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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
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