Pub Date : 2022-11-16DOI: 10.1007/s12528-022-09344-z
Siew Lee Chang, Muhammad Kamarul Kabilan
Although e-Portfolio is acknowledged as one of the powerful pedagogical practices that enhance learning in higher education (HE), not much is known about the types of social media (SM) utilized as e-Portfolios and the benefits for students. This literature analysis, using directed content analysis, aims to explore the above vacuum. The research questions in this study are: (1) In what ways do the SM as e-Portfolios benefit students in HE? (2) To what extent are the benefits of SM as e-Portfolios comparable to those of conventional e-Portfolios? and (3) What are the drawbacks that practitioners and researchers need to be concerned with? Findings indicate that blogs are the most popular SM used as e-Portfolios to support learning, followed by social networking sites and collaborative projects. The study yields 13 advantages and 12 drawbacks when SM is manipulated as e-Portfolios. These findings conclude that the use of SM as e-Portfolios has a great potential in supporting students' learning and development by providing an environment for them to learn meaningfully from their experiences and engage in critical reflections and dialogues that allow them to gain new knowledge and valuable insights and thus, improve their skills. A pedagogical framework for the planning and implementation of SM as e-Portfolios is suggested based on the findings and aims of the papers that were reviewed.
Supplementary information: The online version contains supplementary material available at 10.1007/s12528-022-09344-z.
尽管电子作品集被公认为是促进高等教育(HE)学习的强大教学实践之一,但人们对用作电子作品集的社交媒体(SM)类型及其对学生的益处却知之甚少。本文献分析采用定向内容分析法,旨在探索上述真空地带。本研究的问题如下(1) 作为电子作品集的社交媒体在哪些方面使高校学生受益?(2) SM 作为电子作品集的好处在多大程度上可与传统电子作品集相媲美? (3) 实践者和研究者需要关注哪些缺点?研究结果表明,博客是最常用的支持学习的电子学习工具,其次是社交网站和协作项目。研究得出了将 SM 用作电子作品集的 13 个优点和 12 个缺点。这些研究结果得出结论,使用 SM 作为电子作品集在支持学生的学习和发展方面有着巨大的潜力,它为学生提供了一个环境,让他们从自己的经历中进行有意义的学习,并参与批判性的反思和对话,从而获得新的知识和有价值的见解,进而提高自己的技能。根据所审查论文的研究结果和目的,提出了规划和实施 SM 作为电子作品集的教学框架:在线版本包含补充材料,可查阅 10.1007/s12528-022-09344-z。
{"title":"Using social media as e-Portfolios to support learning in higher education: a literature analysis.","authors":"Siew Lee Chang, Muhammad Kamarul Kabilan","doi":"10.1007/s12528-022-09344-z","DOIUrl":"10.1007/s12528-022-09344-z","url":null,"abstract":"<p><p>Although e-Portfolio is acknowledged as one of the powerful pedagogical practices that enhance learning in higher education (HE), not much is known about the types of social media (SM) utilized as e-Portfolios and the benefits for students. This literature analysis, using directed content analysis, aims to explore the above vacuum. The research questions in this study are: (1) In what ways do the SM as e-Portfolios benefit students in HE? (2) To what extent are the benefits of SM as e-Portfolios comparable to those of conventional e-Portfolios? and (3) What are the drawbacks that practitioners and researchers need to be concerned with? Findings indicate that blogs are the most popular SM used as e-Portfolios to support learning, followed by social networking sites and collaborative projects. The study yields 13 advantages and 12 drawbacks when SM is manipulated as e-Portfolios. These findings conclude that the use of SM as e-Portfolios has a great potential in supporting students' learning and development by providing an environment for them to learn meaningfully from their experiences and engage in critical reflections and dialogues that allow them to gain new knowledge and valuable insights and thus, improve their skills. A pedagogical framework for the planning and implementation of SM as e-Portfolios is suggested based on the findings and aims of the papers that were reviewed.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s12528-022-09344-z.</p>","PeriodicalId":15404,"journal":{"name":"Journal of Computing in Higher Education","volume":null,"pages":null},"PeriodicalIF":5.6,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9668229/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40697729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-01DOI: 10.1007/s12528-022-09339-w
W. Watson, S. Watson, Adrie A. Koehler, Kyung Ha Oh
{"title":"Student profiles and attitudes towards case-based learning in an online graduate instructional design course","authors":"W. Watson, S. Watson, Adrie A. Koehler, Kyung Ha Oh","doi":"10.1007/s12528-022-09339-w","DOIUrl":"https://doi.org/10.1007/s12528-022-09339-w","url":null,"abstract":"","PeriodicalId":15404,"journal":{"name":"Journal of Computing in Higher Education","volume":null,"pages":null},"PeriodicalIF":5.6,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44423344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-26DOI: 10.1007/s12528-022-09341-2
K. Li, B. Wong
{"title":"Personalisation in STE(A)M education: a review of literature from 2011 to 2020","authors":"K. Li, B. Wong","doi":"10.1007/s12528-022-09341-2","DOIUrl":"https://doi.org/10.1007/s12528-022-09341-2","url":null,"abstract":"","PeriodicalId":15404,"journal":{"name":"Journal of Computing in Higher Education","volume":null,"pages":null},"PeriodicalIF":5.6,"publicationDate":"2022-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46393233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-11DOI: 10.1007/s12528-022-09342-1
Joseph T Wong, Bradley S Hughes
Higher education may benefit from investigating alternative evidence-based methods of online learning to understand students' learning behaviors while considering students' social cognitive motivational traits. Researchers conducted an in situ design-based research (DBR) study to investigate learner experience design (LXD) methods, deploying approaches of asynchronous video, course dashboards, and enhanced user experience. This mixed-methods study (N = 181) assessed associations of students' social cognitive motivational traits (self-efficacy, task-value, self-regulation) influencing their learning behaviors (engagement, elaboration, critical thinking) resulting from LXD. Social cognitive motivational traits were positively predictive of learning behaviors. As motivational factors increased, students' course engagement, usage of elaboration, and critical thinking skills increased. Self-efficacy, task-value, and self-regulation explained 31% of the variance of engagement, 47% of the explained variance of critical thinking skills, and 57% of the explained variance in the usage of elaboration. As a predictor, task-value beliefs increased the proportion of explained variance in each model significantly, above self-efficacy and self-regulation. Qualitative content analysis corroborated these findings, explaining how LXD efforts contributed to motivations, learning behaviors, and learning experience. Results suggest that mechanisms underpinning LXD and students' learning behaviors are likely the result of dynamically catalyzing social cognitive motivational factors. The discussion concludes with the LXD affordances that explain the positive influences in students' social cognitive motivational traits and learning behaviors, while also considering constraints for future iterations.
{"title":"Leveraging learning experience design: digital media approaches to influence motivational traits that support student learning behaviors in undergraduate online courses.","authors":"Joseph T Wong, Bradley S Hughes","doi":"10.1007/s12528-022-09342-1","DOIUrl":"10.1007/s12528-022-09342-1","url":null,"abstract":"<p><p>Higher education may benefit from investigating alternative evidence-based methods of online learning to understand students' learning behaviors while considering students' social cognitive motivational traits. Researchers conducted an in situ design-based research (DBR) study to investigate learner experience design (LXD) methods, deploying approaches of asynchronous video, course dashboards, and enhanced user experience. This mixed-methods study (<i>N</i> = 181) assessed associations of students' social cognitive motivational traits (self-efficacy, task-value, self-regulation) influencing their learning behaviors (engagement, elaboration, critical thinking) resulting from LXD. Social cognitive motivational traits were positively predictive of learning behaviors. As motivational factors increased, students' course engagement, usage of elaboration, and critical thinking skills increased. Self-efficacy, task-value, and self-regulation explained 31% of the variance of engagement, 47% of the explained variance of critical thinking skills, and 57% of the explained variance in the usage of elaboration. As a predictor, task-value beliefs increased the proportion of explained variance in each model significantly, above self-efficacy and self-regulation. Qualitative content analysis corroborated these findings, explaining how LXD efforts contributed to motivations, learning behaviors, and learning experience. Results suggest that mechanisms underpinning LXD and students' learning behaviors are likely the result of dynamically catalyzing social cognitive motivational factors. The discussion concludes with the LXD affordances that explain the positive influences in students' social cognitive motivational traits and learning behaviors, while also considering constraints for future iterations.</p>","PeriodicalId":15404,"journal":{"name":"Journal of Computing in Higher Education","volume":null,"pages":null},"PeriodicalIF":5.6,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9552131/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33517158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-01DOI: 10.1007/s12528-022-09340-3
M. Khalil, P. Prinsloo, Sharon Slade
{"title":"The use and application of learning theory in learning analytics: a scoping review","authors":"M. Khalil, P. Prinsloo, Sharon Slade","doi":"10.1007/s12528-022-09340-3","DOIUrl":"https://doi.org/10.1007/s12528-022-09340-3","url":null,"abstract":"","PeriodicalId":15404,"journal":{"name":"Journal of Computing in Higher Education","volume":null,"pages":null},"PeriodicalIF":5.6,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"52828324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-16DOI: 10.1007/s12528-022-09337-y
D. Zou, Haoran Xie, F. Wang
{"title":"Effects of technology enhanced peer, teacher and self-feedback on students’ collaborative writing, critical thinking tendency and engagement in learning","authors":"D. Zou, Haoran Xie, F. Wang","doi":"10.1007/s12528-022-09337-y","DOIUrl":"https://doi.org/10.1007/s12528-022-09337-y","url":null,"abstract":"","PeriodicalId":15404,"journal":{"name":"Journal of Computing in Higher Education","volume":null,"pages":null},"PeriodicalIF":5.6,"publicationDate":"2022-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47333485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Exploring the relationships between students’ network characteristics, discussion topics and learning outcomes in a course discussion forum","authors":"Sannyuya Liu, Lingyun Kang, Zhi Liu, Liang Zhao, Zongkai Yang, Zhu Su","doi":"10.1007/s12528-022-09335-0","DOIUrl":"https://doi.org/10.1007/s12528-022-09335-0","url":null,"abstract":"","PeriodicalId":15404,"journal":{"name":"Journal of Computing in Higher Education","volume":null,"pages":null},"PeriodicalIF":5.6,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44771779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-23DOI: 10.1007/s12528-022-09336-z
Young-Jin Seo, Ki-Hyun Um
The present study aims to conceptualize service quality and perceived value in the context of blended learning by redefining and modifying the existing SERVQUAL model, reviewing prior marketing literature on perceived value, and examining the relationships between service quality, perceived value, and student satisfaction. The sample was restricted to colleges in South Korea, where blended learning programs have started to receive much attention. We examined our hypotheses by using regression analysis via the statistical programs Amos 22.0 and SPSS 23.0. The following results are produced. First, the conceptualization of service quality and perceived value was confirmed. Second, the different effects of online and offline service quality on each perceived value are confirmed. Offline service quality is more effective in generating perceived epistemic value, perceived social value, and perceived emotional value than online service quality, whereas online service quality is more effective in triggering perceived conditional value than offline service quality. Finally, perceived emotional value and perceived conditional value are the important determinants of student satisfaction. We address the theoretical implications that (1) service quality and perceived value are conceptualized through modification, refinement, and empirical testing and develop a multidimensional scale for service quality and perceived value, and (2) the sequential and causal relationships among service quality, perceived value, and student satisfaction are confirmed. Practically, we expect that our measurement scales for service quality and perceived value, which have high validity and reliability, can serve as diagnostic tools for blended learning program evaluation from students' perspective.
{"title":"The role of service quality in fostering different types of perceived value for student blended learning satisfaction.","authors":"Young-Jin Seo, Ki-Hyun Um","doi":"10.1007/s12528-022-09336-z","DOIUrl":"10.1007/s12528-022-09336-z","url":null,"abstract":"<p><p>The present study aims to conceptualize service quality and perceived value in the context of blended learning by redefining and modifying the existing SERVQUAL model, reviewing prior marketing literature on perceived value, and examining the relationships between service quality, perceived value, and student satisfaction. The sample was restricted to colleges in South Korea, where blended learning programs have started to receive much attention. We examined our hypotheses by using regression analysis via the statistical programs Amos 22.0 and SPSS 23.0. The following results are produced. First, the conceptualization of service quality and perceived value was confirmed. Second, the different effects of online and offline service quality on each perceived value are confirmed. Offline service quality is more effective in generating perceived epistemic value, perceived social value, and perceived emotional value than online service quality, whereas online service quality is more effective in triggering perceived conditional value than offline service quality. Finally, perceived emotional value and perceived conditional value are the important determinants of student satisfaction. We address the theoretical implications that (1) service quality and perceived value are conceptualized through modification, refinement, and empirical testing and develop a multidimensional scale for service quality and perceived value, and (2) the sequential and causal relationships among service quality, perceived value, and student satisfaction are confirmed. Practically, we expect that our measurement scales for service quality and perceived value, which have high validity and reliability, can serve as diagnostic tools for blended learning program evaluation from students' perspective.</p>","PeriodicalId":15404,"journal":{"name":"Journal of Computing in Higher Education","volume":null,"pages":null},"PeriodicalIF":5.6,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9398053/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33443197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-12DOI: 10.1007/s12528-022-09331-4
Antoine Van den Beemt, Suzanne Groothuijsen, Leyla Ozkan, Will Hendrix
In engineering education laboratories serve as experiential learning aimed at engaging students. The past decades saw an increased use of online laboratories, including virtual and remote labs. Remote labs, providing online interfaces to physical labs, allow students to conduct experiments with real-world equipment anywhere and at any time. However, this advantage challenges active student engagement. Little evidence is available on effective pedagogies for student engagement in remote labs. This paper aims to identify how a remote lab assignment based on active learning pedagogy in higher engineering education supports student engagement, with the overarching aim to promote students' transfer skills from theory to practice. Our research question, "What impact does an active learning pedagogy have on students' engagement with a remote lab?", was answered with a case study of two courses on systems and control in higher engineering education. Data included digital traces, course evaluations, interviews, and observations. Students reported how remote labs, to be used anywhere at any time, require self-regulation and scheduling of experiments. However, accompanying open-ended lab assignments encouraged students to engage with the lab and the theoretical content of the course by creating a 'need-to-know.' Our results furthermore suggest the need for a structured arrangement of open-ended lab assignment, lab preparation, teamwork supporting peer learning and discussion, progress meetings focused on feedback and formative assessment, and reports focused on reflection. Engagement can be strengthened by support for students before and during the experiments, clear signposting about the experiment and lab set-up, and pre-structuring of lab activities.
{"title":"Remote labs in higher engineering education: engaging students with active learning pedagogy.","authors":"Antoine Van den Beemt, Suzanne Groothuijsen, Leyla Ozkan, Will Hendrix","doi":"10.1007/s12528-022-09331-4","DOIUrl":"10.1007/s12528-022-09331-4","url":null,"abstract":"<p><p>In engineering education laboratories serve as experiential learning aimed at engaging students. The past decades saw an increased use of online laboratories, including virtual and remote labs. Remote labs, providing online interfaces to physical labs, allow students to conduct experiments with real-world equipment anywhere and at any time. However, this advantage challenges active student engagement. Little evidence is available on effective pedagogies for student engagement in remote labs. This paper aims to identify how a remote lab assignment based on active learning pedagogy in higher engineering education supports student engagement, with the overarching aim to promote students' transfer skills from theory to practice. Our research question, \"What impact does an active learning pedagogy have on students' engagement with a remote lab?\", was answered with a case study of two courses on systems and control in higher engineering education. Data included digital traces, course evaluations, interviews, and observations. Students reported how remote labs, to be used anywhere at any time, require self-regulation and scheduling of experiments. However, accompanying open-ended lab assignments encouraged students to engage with the lab and the theoretical content of the course by creating a 'need-to-know.' Our results furthermore suggest the need for a structured arrangement of open-ended lab assignment, lab preparation, teamwork supporting peer learning and discussion, progress meetings focused on feedback and formative assessment, and reports focused on reflection. Engagement can be strengthened by support for students before and during the experiments, clear signposting about the experiment and lab set-up, and pre-structuring of lab activities.</p>","PeriodicalId":15404,"journal":{"name":"Journal of Computing in Higher Education","volume":null,"pages":null},"PeriodicalIF":5.6,"publicationDate":"2022-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9372942/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40617268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-02DOI: 10.1007/s12528-022-09329-y
Yinan Liu, Xingcan Meng, Z. Roy-Campbell
{"title":"The modality and redundancy principles revisited: do they apply in a controlled multimedia lesson?","authors":"Yinan Liu, Xingcan Meng, Z. Roy-Campbell","doi":"10.1007/s12528-022-09329-y","DOIUrl":"https://doi.org/10.1007/s12528-022-09329-y","url":null,"abstract":"","PeriodicalId":15404,"journal":{"name":"Journal of Computing in Higher Education","volume":null,"pages":null},"PeriodicalIF":5.6,"publicationDate":"2022-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41759121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}