Pub Date : 2024-05-16DOI: 10.19173/irrodl.v25i2.7621
Gökhan Akçapınar, Erkan Er, Alper Bayazıt
Lecture capture videos, a popular type of instructional content used by instructors to share course recordings online, play a significant role in educational settings. Compared to other educational videos, these recordings require minimal time and effort to produce, making them a preferred choice for disseminating course materials. Despite their numerous benefits, there exists a scarcity of data-driven evidence regarding students’ use of and engagement with lecture capture videos. Most existing studies rely on self-reported data, lacking comprehensive insights into students’ actual video engagement. This research endeavor sought to bridge this gap by investigating university students’ engagement patterns while watching lecture capture videos. To achieve this objective, we conducted an analysis of a large-scale dataset comprising over one million rows of video interaction logs. Leveraging clustering and process mining methodologies, we explored the data to reveal valuable insights into students’ video engagement behaviors. Our findings indicate that in approximately 60% of students’ video-watching sessions, only a small portion of the videos (an average of 7%) is watched. Our results also show that visiting the video page does not necessarily mean that the student watched it. This study may contribute to the existing literature by providing robust data-driven evidence on university students’ lecture capture video engagement patterns. It is also expected to contribute methodologically to capturing, preprocessing, and analyzing students’ video interactions in different contexts.
{"title":"Decoding Video Logs: Unveiling Student Engagement Patterns in Lecture Capture Videos","authors":"Gökhan Akçapınar, Erkan Er, Alper Bayazıt","doi":"10.19173/irrodl.v25i2.7621","DOIUrl":"https://doi.org/10.19173/irrodl.v25i2.7621","url":null,"abstract":"Lecture capture videos, a popular type of instructional content used by instructors to share course recordings online, play a significant role in educational settings. Compared to other educational videos, these recordings require minimal time and effort to produce, making them a preferred choice for disseminating course materials. Despite their numerous benefits, there exists a scarcity of data-driven evidence regarding students’ use of and engagement with lecture capture videos. Most existing studies rely on self-reported data, lacking comprehensive insights into students’ actual video engagement. This research endeavor sought to bridge this gap by investigating university students’ engagement patterns while watching lecture capture videos. To achieve this objective, we conducted an analysis of a large-scale dataset comprising over one million rows of video interaction logs. Leveraging clustering and process mining methodologies, we explored the data to reveal valuable insights into students’ video engagement behaviors. Our findings indicate that in approximately 60% of students’ video-watching sessions, only a small portion of the videos (an average of 7%) is watched. Our results also show that visiting the video page does not necessarily mean that the student watched it. This study may contribute to the existing literature by providing robust data-driven evidence on university students’ lecture capture video engagement patterns. It is also expected to contribute methodologically to capturing, preprocessing, and analyzing students’ video interactions in different contexts.","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140970197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-16DOI: 10.19173/irrodl.v25i2.7651
Frank Senyo Loglo
{"title":"Book Review: Research, Writing, and Creative Process in Open and Distance Education: Tales From the Field, edited by Dianne Conrad (Open Book Publishers, 2023)","authors":"Frank Senyo Loglo","doi":"10.19173/irrodl.v25i2.7651","DOIUrl":"https://doi.org/10.19173/irrodl.v25i2.7651","url":null,"abstract":"","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140967605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-16DOI: 10.19173/irrodl.v25i2.7617
Mohsen Keshavarz, Maliheh Ahmadian
{"title":"Book Review: Critical Digital Pedagogy in Higher Education, edited by Suzan Köseoğlu, George Veletsianos, and Chris Rowell (AU Press, 2023)","authors":"Mohsen Keshavarz, Maliheh Ahmadian","doi":"10.19173/irrodl.v25i2.7617","DOIUrl":"https://doi.org/10.19173/irrodl.v25i2.7617","url":null,"abstract":"","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140970731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-16DOI: 10.19173/irrodl.v25i2.7428
Salome H. Maro, Aron W. Kondoro, Joel S. Mtebe, Jamie Proctor, Aneth Komba, Björn Haßler
In low-income countries, the use of technology to enhance teacher continuous professional development (TCPD) activities has been increasing significantly. However, most technology initiatives related to TCPD require the installation of complex information and communications technology (ICT) infrastructure in schools or availability of reliable Internet connectivity. While installation of ICT infrastructure is costly, the cost of the Internet is unaffordable to most teachers in low-income countries. This study explored the feasibility of deploying Raspberry Pi computers and tablets as micro-servers to facilitate school-based TCPD activities via a learning management system (LMS) without Internet connectivity. Teachers in eight schools in Dar es Salaam and Lindi accessed a TCPD sample module with Raspberry Pi and tablets providing hotspotting and treated as offline local servers hosting a LMS. After the trial, data was collected through focus group discussion, observation, and LMS logs involving 69 teachers. The findings showed that both Raspberry Pi and tablets could be used as micro-servers to provide access to learning resources in offline environments, but Raspberry Pi fared more favorably. Raspberry Pi was easy to set up and connected more devices than did the tablet. However, Raspberry Pi required careful handling as it is a delicate device. Interestingly, there was no significant difference in terms of the performance and cost of the two micro-servers. This study provided further evidence that both Raspberry Pi and tablets could be cost-effective approaches to deliver TCPD activities without installing complex ICT infrastructure or in areas with limited Internet connectivity.
在低收入国家，利用技术加强教师持续专业发展（TCPD）活动的情况显著增加。然而，大多数与教师持续专业发展有关的技术举措都需要在学校安装复杂的信息和传播技术（ICT）基础设施或提供可靠的互联网连接。安装信息与传播技术基础设施的费用高昂，而互联网的费用则是低收入国家的大多数教师无法负担的。本研究探讨了部署树莓派（Raspberry Pi）电脑和平板电脑作为微型服务器的可行性，以便在没有互联网连接的情况下，通过学习管理系统（LMS）促进校本 TCPD 活动。达累斯萨拉姆和林迪 8 所学校的教师使用树莓派电脑和平板电脑访问了一个 TCPD 示例模块，树莓派电脑和平板电脑可提供热点，并被视为托管 LMS 的离线本地服务器。试验结束后，通过焦点小组讨论、观察和涉及 69 名教师的 LMS 日志收集了数据。研究结果表明，Raspberry Pi 和平板电脑都可用作微型服务器，在离线环境中提供学习资源访问，但 Raspberry Pi 的表现更为出色。与平板电脑相比，Raspberry Pi 易于安装，连接的设备也更多。不过，Raspberry Pi 需要小心操作，因为它是一种易损设备。有趣的是，两种微型服务器在性能和成本方面没有明显差异。这项研究进一步证明，Raspberry Pi 和平板电脑都可以成为具有成本效益的方法，在不安装复杂的信息和通信技术基础设施的情况下，或在互联网连接有限的地区开展三年期全面政策文件活动。
{"title":"Exploring the Feasibility of Deploying Technology Enhanced School-Based Teacher Continuous Professional Development in Internet-Limited Environments in Tanzania","authors":"Salome H. Maro, Aron W. Kondoro, Joel S. Mtebe, Jamie Proctor, Aneth Komba, Björn Haßler","doi":"10.19173/irrodl.v25i2.7428","DOIUrl":"https://doi.org/10.19173/irrodl.v25i2.7428","url":null,"abstract":"In low-income countries, the use of technology to enhance teacher continuous professional development (TCPD) activities has been increasing significantly. However, most technology initiatives related to TCPD require the installation of complex information and communications technology (ICT) infrastructure in schools or availability of reliable Internet connectivity. While installation of ICT infrastructure is costly, the cost of the Internet is unaffordable to most teachers in low-income countries. This study explored the feasibility of deploying Raspberry Pi computers and tablets as micro-servers to facilitate school-based TCPD activities via a learning management system (LMS) without Internet connectivity. Teachers in eight schools in Dar es Salaam and Lindi accessed a TCPD sample module with Raspberry Pi and tablets providing hotspotting and treated as offline local servers hosting a LMS. After the trial, data was collected through focus group discussion, observation, and LMS logs involving 69 teachers. The findings showed that both Raspberry Pi and tablets could be used as micro-servers to provide access to learning resources in offline environments, but Raspberry Pi fared more favorably. Raspberry Pi was easy to set up and connected more devices than did the tablet. However, Raspberry Pi required careful handling as it is a delicate device. Interestingly, there was no significant difference in terms of the performance and cost of the two micro-servers. This study provided further evidence that both Raspberry Pi and tablets could be cost-effective approaches to deliver TCPD activities without installing complex ICT infrastructure or in areas with limited Internet connectivity.","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140970805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-16DOI: 10.19173/irrodl.v25i2.7702
Efrem Melián, Julio Meneses
Despite the increasing number of non-traditional doctoral researchers, this population’s experiences remain largely understudied and their voices unheard. Through in-depth interviews with 24 part-time online doctoral candidates, we explored the perceived facilitators and barriers to academic integration and sense of belonging, as well as how online delivery influences the doctoral journey. Reflexive thematic analysis revealed a strong drive for participation, sometimes matched by the supervisor but rarely supported by the institution, which in the end does not sufficiently promote community building. Online delivery was viewed as both a blessing for the accessibility it enabled and a curse due to pervasive feelings of isolation and virtually non-existent peer networks. Online doctoral researchers coped by breaking free from the fully online model whenever possible to seek in-person and synchronous interactions and guidance. We conclude that online doctoral candidates constitute an ultraperipheral population in the academic landscape. Support provided by online PhD programmes should be modelled after the actual needs of their non-traditional students.
{"title":"Alone in the Academic Ultraperiphery: Online Doctoral Candidates’ Quest to Belong, Thrive, and Succeed","authors":"Efrem Melián, Julio Meneses","doi":"10.19173/irrodl.v25i2.7702","DOIUrl":"https://doi.org/10.19173/irrodl.v25i2.7702","url":null,"abstract":"Despite the increasing number of non-traditional doctoral researchers, this population’s experiences remain largely understudied and their voices unheard. Through in-depth interviews with 24 part-time online doctoral candidates, we explored the perceived facilitators and barriers to academic integration and sense of belonging, as well as how online delivery influences the doctoral journey. Reflexive thematic analysis revealed a strong drive for participation, sometimes matched by the supervisor but rarely supported by the institution, which in the end does not sufficiently promote community building. Online delivery was viewed as both a blessing for the accessibility it enabled and a curse due to pervasive feelings of isolation and virtually non-existent peer networks. Online doctoral researchers coped by breaking free from the fully online model whenever possible to seek in-person and synchronous interactions and guidance. We conclude that online doctoral candidates constitute an ultraperipheral population in the academic landscape. Support provided by online PhD programmes should be modelled after the actual needs of their non-traditional students.","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140970577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-16DOI: 10.19173/irrodl.v25i2.7718
Anju Sanwal
The Covid-19 pandemic, for the past years, had led to disruption of classroom activities and adoption of online teaching-learning in almost all parts of the globe, including India. Sudden switch over from the classroom blackboard to the laptop screen may have influenced study approaches of students especially when there were challenges for access to technology and non-readiness for online learning among the Indian students. Since different social and economic factors bring differences in students’ learning, an online survey was conducted with 296 randomly selected undergraduate distance learning (DL) students of Indira Gandhi National Open University (IGNOU) to examine how technology access during the pandemic has influenced study approach of Indian DL students belonging to different marginalized and non-marginalized groups. The research results showed that marginalized students had lower access to technology than their non-marginalized counterparts, although no gender differences were found in access to technology in both the groups. Lower access to technology was found associated with more surface approach to study in the DL students in general and the marginalized students in particular. The marginalized females were found at risk in terms of both, access to technology and approaches to study. The findings, as discussed, are intended to further enrich our understanding of the role of technology vis-à-vis study approach of distance learning students during the pandemic, and formulate appropriate teaching-learning strategies for the future.
{"title":"Marginalization, Technology Access and Study Approaches of Undergraduate Distance Learners during Covid-19 Pandemic in India","authors":"Anju Sanwal","doi":"10.19173/irrodl.v25i2.7718","DOIUrl":"https://doi.org/10.19173/irrodl.v25i2.7718","url":null,"abstract":"The Covid-19 pandemic, for the past years, had led to disruption of classroom activities and adoption of online teaching-learning in almost all parts of the globe, including India. Sudden switch over from the classroom blackboard to the laptop screen may have influenced study approaches of students especially when there were challenges for access to technology and non-readiness for online learning among the Indian students. Since different social and economic factors bring differences in students’ learning, an online survey was conducted with 296 randomly selected undergraduate distance learning (DL) students of Indira Gandhi National Open University (IGNOU) to examine how technology access during the pandemic has influenced study approach of Indian DL students belonging to different marginalized and non-marginalized groups. The research results showed that marginalized students had lower access to technology than their non-marginalized counterparts, although no gender differences were found in access to technology in both the groups. Lower access to technology was found associated with more surface approach to study in the DL students in general and the marginalized students in particular. The marginalized females were found at risk in terms of both, access to technology and approaches to study. The findings, as discussed, are intended to further enrich our understanding of the role of technology vis-à-vis study approach of distance learning students during the pandemic, and formulate appropriate teaching-learning strategies for the future.","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140969122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-16DOI: 10.19173/irrodl.v25i2.7584
Sinem Cilligol Karabey, Selcuk Karaman
This study aimed to systematically compile the activities and applications to be used by instructors to conduct synchronous virtual classrooms effectively. Using specific keywords in various databases we examined the literature to discover the activities and applications associated with effective synchronous virtual classrooms. A total of 70 studies were included in the study, based upon pre-determined criteria. A total of 53 activities and applications for conducting synchronous virtual classrooms effectively were obtained and classified according to Gagné’s nine events of instruction (GNEI). These activities and applications were sorted within 11 themes dimensions: technical control, environment control, clarity, introductory activities, technological tools, course materials, interaction, feedback, summarizing, time management, and self-assessment. Synchronous virtual classrooms conducted according to this classification will serve as a guide for instructors to conduct synchronous virtual classrooms effectively.
{"title":"Identifying Pedagogical Design and Implementation of Synchronous Virtual Classrooms","authors":"Sinem Cilligol Karabey, Selcuk Karaman","doi":"10.19173/irrodl.v25i2.7584","DOIUrl":"https://doi.org/10.19173/irrodl.v25i2.7584","url":null,"abstract":"This study aimed to systematically compile the activities and applications to be used by instructors to conduct synchronous virtual classrooms effectively. Using specific keywords in various databases we examined the literature to discover the activities and applications associated with effective synchronous virtual classrooms. A total of 70 studies were included in the study, based upon pre-determined criteria. A total of 53 activities and applications for conducting synchronous virtual classrooms effectively were obtained and classified according to Gagné’s nine events of instruction (GNEI). These activities and applications were sorted within 11 themes dimensions: technical control, environment control, clarity, introductory activities, technological tools, course materials, interaction, feedback, summarizing, time management, and self-assessment. Synchronous virtual classrooms conducted according to this classification will serve as a guide for instructors to conduct synchronous virtual classrooms effectively.","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140967624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-16DOI: 10.19173/irrodl.v25i2.8012
Dietmar Kennepohl
{"title":"Editorial - Volume 25, Issue 2","authors":"Dietmar Kennepohl","doi":"10.19173/irrodl.v25i2.8012","DOIUrl":"https://doi.org/10.19173/irrodl.v25i2.8012","url":null,"abstract":"","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140968942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-16DOI: 10.19173/irrodl.v25i2.7578
Clemente Rodríguez-Sabiote, Ana T. Valerio-Peña, Roberto A. Batista-Almonte, Álvaro M. Úbeda-Sánchez
The global pandemic caused by the SARS-CoV-2 virus brought about a true revolution in the predominant teaching–learning processes (i.e., face-to-face environment) that had been implemented up to that point. In this regard, virtual teaching–learning environments (VTLEs) have gained unprecedented significance. The main objectives of our research were to define an explanatory theoretical model and to test a multiple serial mediation model with four variables in series (one independent variable plus three mediators) to relate perceived utility (independent variable) in the use of a VTLE and perceived learning (dependent or criterion variable) in such contexts, taking into account the mediation of subjective norm (mediator 1), ease of use (mediator 2), and intention to use behavior (mediator 3), and using the extended technology acceptance model as the theoretical framework. Additionally, we aimed to analyze the direct and indirect relationships and effects among the variables that constituted the proposed model. Methodologically, the research can be classified as a cross-sectional causal ex post facto design. A representative sample of students enrolled in higher education institutions in the Dominican Republic was used as the research population, and a standardized Likert scale was administered to measure the five dimensions of the proposed model. Finally, it is worth noting that the obtained results indicate that all direct and indirect effects considered in the model were statistically significant, except for the indirect effect, where the four predictor variables were arranged in series to verify their influence on the criterion variable: perceived learning.
{"title":"Perceived Utility and Learning by Dominican University Students in Virtual Teaching–Learning Environments: An Analysis of Multiple Serial Mediation Based on the Extended Technology Acceptance Model","authors":"Clemente Rodríguez-Sabiote, Ana T. Valerio-Peña, Roberto A. Batista-Almonte, Álvaro M. Úbeda-Sánchez","doi":"10.19173/irrodl.v25i2.7578","DOIUrl":"https://doi.org/10.19173/irrodl.v25i2.7578","url":null,"abstract":"The global pandemic caused by the SARS-CoV-2 virus brought about a true revolution in the predominant teaching–learning processes (i.e., face-to-face environment) that had been implemented up to that point. In this regard, virtual teaching–learning environments (VTLEs) have gained unprecedented significance. The main objectives of our research were to define an explanatory theoretical model and to test a multiple serial mediation model with four variables in series (one independent variable plus three mediators) to relate perceived utility (independent variable) in the use of a VTLE and perceived learning (dependent or criterion variable) in such contexts, taking into account the mediation of subjective norm (mediator 1), ease of use (mediator 2), and intention to use behavior (mediator 3), and using the extended technology acceptance model as the theoretical framework. Additionally, we aimed to analyze the direct and indirect relationships and effects among the variables that constituted the proposed model. Methodologically, the research can be classified as a cross-sectional causal ex post facto design. A representative sample of students enrolled in higher education institutions in the Dominican Republic was used as the research population, and a standardized Likert scale was administered to measure the five dimensions of the proposed model. Finally, it is worth noting that the obtained results indicate that all direct and indirect effects considered in the model were statistically significant, except for the indirect effect, where the four predictor variables were arranged in series to verify their influence on the criterion variable: perceived learning.","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140968342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-16DOI: 10.19173/irrodl.v25i2.7548
Sohyeon Bae, Kyle L. Chong
In this qualitative study, we analyzed the processes of a collaborative online international learning (COIL) collaboration between two higher education institutions in Japan and the United States from the perspective of the technological, pedagogical, and content knowledge (TPACK) framework. The research question this study aimed to address was: What is the utility of the TPACK framework, as a lens of analysis, for this online cultural exchange? To address this question, we conducted semi-structured interviews with student participants and examined their written works. From the student participants’ learning experiences, we identified evidence of cultural exchange as well as evidence of missed opportunities for cultural exchange arising from the limited knowledge of technology, pedagogy, content, and culture. COIL and TPACK both share a common goal of increasing students’ access to multiple knowledge systems using educational technology. As a result, COIL conceptually aligns well with the TPACK framework. This collaboration showed an ongoing need for the centering of cultural knowledge and cultural exchange in both COIL and TPACK. We, accordingly, outline potential for a TPACCK, a modified TPACK framework to center cultural knowledge in both with the hope of taking steps towards a more culturally sustaining framework of international collaboration.
{"title":"Centering Cultural Knowledge in TPACK— Evidence From a Collaborative Online International Learning Collaboration","authors":"Sohyeon Bae, Kyle L. Chong","doi":"10.19173/irrodl.v25i2.7548","DOIUrl":"https://doi.org/10.19173/irrodl.v25i2.7548","url":null,"abstract":"In this qualitative study, we analyzed the processes of a collaborative online international learning (COIL) collaboration between two higher education institutions in Japan and the United States from the perspective of the technological, pedagogical, and content knowledge (TPACK) framework. The research question this study aimed to address was: What is the utility of the TPACK framework, as a lens of analysis, for this online cultural exchange? To address this question, we conducted semi-structured interviews with student participants and examined their written works. From the student participants’ learning experiences, we identified evidence of cultural exchange as well as evidence of missed opportunities for cultural exchange arising from the limited knowledge of technology, pedagogy, content, and culture. COIL and TPACK both share a common goal of increasing students’ access to multiple knowledge systems using educational technology. As a result, COIL conceptually aligns well with the TPACK framework. This collaboration showed an ongoing need for the centering of cultural knowledge and cultural exchange in both COIL and TPACK. We, accordingly, outline potential for a TPACCK, a modified TPACK framework to center cultural knowledge in both with the hope of taking steps towards a more culturally sustaining framework of international collaboration.","PeriodicalId":22544,"journal":{"name":"The International Review of Research in Open and Distributed Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140970374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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