Pub Date : 2024-03-25DOI: 10.1177/20427530241239418
Rouhollah Khodabandelou, Mohammad Reza Vahdani Asadi, Maryam Ghasemi, Mohammad Amerian
The Community of Inquiry (CoI) has provided a useful tool for studying technology-enhanced learning environments. It has also been implemented as the theoretical framework for many types of relevant research. Since its development, the framework has generated substantial interest among scholars in many fields such as distance education, online and blended learning and computed-mediated instruction. Although extensive research has been carried out on the CoI, no single study has been conducted that statistically and mathematically examines all publications of the framework. This study aimed to comprehensively review more than two decades of publications on the CoI framework by applying the bibliometric analysis technique. Therefore, all the corresponding Scopus records (in total 5169) in the past 24 years (1999-2023) were analyzed using the VOSviewer, Bibliometrix, and CiteSpace tools. The study described various essential research indicators, such as the research categories (directions), most productive authors, journals, institutions, and countries, along with potential research hotspots. The thematic analysis highlighted the research themes that have attracted scholars in the field by visualization of the current CoI research landscape.
探究社区（CoI）为研究技术强化学习环境提供了有用的工具。它还被用作许多相关研究的理论框架。自开发以来，该框架在远程教育、在线和混合式学习以及计算机辅助教学等许多领域引起了学者们的浓厚兴趣。尽管对 CoI 进行了广泛的研究，但还没有一项研究对该框架的所有出版物进行统计和数学分析。本研究旨在通过应用文献计量分析技术，全面回顾二十多年来有关 CoI 框架的出版物。因此，使用 VOSviewer、Bibliometrix 和 CiteSpace 工具分析了过去 24 年（1999-2023 年）中所有相应的 Scopus 记录（共计 5169 条）。研究描述了各种基本研究指标，如研究类别（方向）、最有成果的作者、期刊、机构和国家，以及潜在的研究热点。专题分析通过可视化当前的 CoI 研究景观，突出了吸引该领域学者的研究主题。
{"title":"More than two decades of community of inquiry research: A comprehensive bibliometric analysis","authors":"Rouhollah Khodabandelou, Mohammad Reza Vahdani Asadi, Maryam Ghasemi, Mohammad Amerian","doi":"10.1177/20427530241239418","DOIUrl":"https://doi.org/10.1177/20427530241239418","url":null,"abstract":"The Community of Inquiry (CoI) has provided a useful tool for studying technology-enhanced learning environments. It has also been implemented as the theoretical framework for many types of relevant research. Since its development, the framework has generated substantial interest among scholars in many fields such as distance education, online and blended learning and computed-mediated instruction. Although extensive research has been carried out on the CoI, no single study has been conducted that statistically and mathematically examines all publications of the framework. This study aimed to comprehensively review more than two decades of publications on the CoI framework by applying the bibliometric analysis technique. Therefore, all the corresponding Scopus records (in total 5169) in the past 24 years (1999-2023) were analyzed using the VOSviewer, Bibliometrix, and CiteSpace tools. The study described various essential research indicators, such as the research categories (directions), most productive authors, journals, institutions, and countries, along with potential research hotspots. The thematic analysis highlighted the research themes that have attracted scholars in the field by visualization of the current CoI research landscape.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140382532","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 : 2024-03-22DOI: 10.1177/20427530241240797
Zahra Karimian, Maria Masoudi
The development of e-learning in recent decades is one of the main policies of higher education administrators, but it requires the identification of development requirements and infrastructure. The aim of this study was to achieve two objectives: identifying the components of e-learning development (e-LDC) and validation of the eLDC tools. The study was conducted in 2020 on 156 faculty members of the Shiraz University of Medical Sciences. The research utilized random sampling through email and e-questionnaires. The research tool employed was a valid questionnaire based on a four-dimensional model . The research tool was a valid questionnaire based on the four-dimensional model (Bolman and Deal, 2003) with 32 items in four components: human resource (9), structural (8), political (6) and symbolic (9). The validity of the instrument was confirmed by CVI = 0.914, CVR = 0.83 and Cronbach’s-alpha of 0.969. 18 (11.5%) were instructors, 80 (51.3%) were assistant professors, 39 (25%) were associate professors, and 19 (12.2%) were professors. In the factor analysis test, KMO = 0.944 and the significance of Bartlett’s Test of Sphericity with ( p < 0.0001) confirmed the adequacy of the sample and the appropriateness of the test. According to the Scree Polt diagram and the variance explained, the four factors are cultural, structural, political, and manpower, respectively, influencing the development of e-learning. The explained common value of all items was more than 0.5 and the fit of the questionnaire at the special point was 67.12%. The development of e-learning in the universities requires a comprehensive view on the provision of infrastructure and e-learning requirements. But cultural development and modification of faculty members’ beliefs in e-learning is the most important factor and can be effective in the development of other factors.
{"title":"Identification and analysis of e-Learning development components and validation of e-LDC questionnaire based on four-lens model","authors":"Zahra Karimian, Maria Masoudi","doi":"10.1177/20427530241240797","DOIUrl":"https://doi.org/10.1177/20427530241240797","url":null,"abstract":"The development of e-learning in recent decades is one of the main policies of higher education administrators, but it requires the identification of development requirements and infrastructure. The aim of this study was to achieve two objectives: identifying the components of e-learning development (e-LDC) and validation of the eLDC tools. The study was conducted in 2020 on 156 faculty members of the Shiraz University of Medical Sciences. The research utilized random sampling through email and e-questionnaires. The research tool employed was a valid questionnaire based on a four-dimensional model . The research tool was a valid questionnaire based on the four-dimensional model (Bolman and Deal, 2003) with 32 items in four components: human resource (9), structural (8), political (6) and symbolic (9). The validity of the instrument was confirmed by CVI = 0.914, CVR = 0.83 and Cronbach’s-alpha of 0.969. 18 (11.5%) were instructors, 80 (51.3%) were assistant professors, 39 (25%) were associate professors, and 19 (12.2%) were professors. In the factor analysis test, KMO = 0.944 and the significance of Bartlett’s Test of Sphericity with ( p < 0.0001) confirmed the adequacy of the sample and the appropriateness of the test. According to the Scree Polt diagram and the variance explained, the four factors are cultural, structural, political, and manpower, respectively, influencing the development of e-learning. The explained common value of all items was more than 0.5 and the fit of the questionnaire at the special point was 67.12%. The development of e-learning in the universities requires a comprehensive view on the provision of infrastructure and e-learning requirements. But cultural development and modification of faculty members’ beliefs in e-learning is the most important factor and can be effective in the development of other factors.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140212954","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 : 2024-03-22DOI: 10.1177/20427530241239409
Mahsa Moradi, Y. Mahdavinasab, Mahboobe Mehrvarz
The impact of player styles in game-based learning on academic performance is a significant consideration, with the exploratory style being one of these styles. Despite the initial random sampling of 60 tenth-grade students to ensure unbiased representation, the sampling method became purposeful as students with the exploratory player style were selectively placed in the first experimental group. Pre-test data, collected using Bartle’s player styles questionnaire, informed the categorization of students into groups based on their styles, enhancing sampling accuracy. The Explorer player style students formed one group, while students with other styles constituted a separate group. All students completed the Player Styles questionnaire and a pre-learning test. Subsequently, an exploratory-style game was provided to all students, followed by learning and retention tests. The data analysis method employed for this study was MANCOVA. The outcomes of the multivariate analysis of covariance (MANCOVA) demonstrate a substantial multivariate F value of 7.075 (df = 2) with a significant level at p < .05. This outcome substantiates the existence of a notable distinction between the students belonging to the first group (exemplifying the explorer player style) and those in the second experimental group (encompassing the socializer, achiever, and killer player styles) concerning the dependent variables (learning and retention). The observed distinction is in favor of the first experimental group, underscoring the potential influence of player styles on the variables under consideration.
在基于游戏的学习中，玩家风格对学习成绩的影响是一个重要的考虑因素，而探索型风格就是其中之一。尽管最初随机抽取了 60 名十年级学生，以确保无偏见的代表性，但由于具有探索型玩家风格的学生被有选择性地安排到了第一实验组，这种抽样方法就变得有目的性了。使用 Bartle 球员风格问卷收集的前测数据为根据学生风格将其分组提供了依据，从而提高了抽样的准确性。探索者球员风格的学生组成一组，其他风格的学生组成另一组。所有学生都完成了玩家风格问卷和学前测试。随后，向所有学生提供了一个探索型游戏，并进行了学习和保持测试。本研究采用的数据分析方法是 MANCOVA。多变量协方差分析（MANCOVA）的结果显示，多变量 F 值为 7.075（df = 2），显著水平为 p <.05。这一结果证明，在因变量（学习和保持）方面，第一实验组（探索者风格）和第二实验组（社交者风格、成就者风格和杀手风格）的学生之间存在明显的差异。观察到的差异有利于第一实验组，这说明了玩家风格对变量的潜在影响。
{"title":"Adapting player styles to enhance learning and retention in high school science education","authors":"Mahsa Moradi, Y. Mahdavinasab, Mahboobe Mehrvarz","doi":"10.1177/20427530241239409","DOIUrl":"https://doi.org/10.1177/20427530241239409","url":null,"abstract":"The impact of player styles in game-based learning on academic performance is a significant consideration, with the exploratory style being one of these styles. Despite the initial random sampling of 60 tenth-grade students to ensure unbiased representation, the sampling method became purposeful as students with the exploratory player style were selectively placed in the first experimental group. Pre-test data, collected using Bartle’s player styles questionnaire, informed the categorization of students into groups based on their styles, enhancing sampling accuracy. The Explorer player style students formed one group, while students with other styles constituted a separate group. All students completed the Player Styles questionnaire and a pre-learning test. Subsequently, an exploratory-style game was provided to all students, followed by learning and retention tests. The data analysis method employed for this study was MANCOVA. The outcomes of the multivariate analysis of covariance (MANCOVA) demonstrate a substantial multivariate F value of 7.075 (df = 2) with a significant level at p < .05. This outcome substantiates the existence of a notable distinction between the students belonging to the first group (exemplifying the explorer player style) and those in the second experimental group (encompassing the socializer, achiever, and killer player styles) concerning the dependent variables (learning and retention). The observed distinction is in favor of the first experimental group, underscoring the potential influence of player styles on the variables under consideration.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140217898","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 : 2024-03-22DOI: 10.1177/20427530241241766
Carly Berwick
Youth representations of school on social media offer critical glimpses of student conceptions of their roles and agency within the institution. Current research on youth public performances on social media applications such as TikTok describe them primarily as reflections of how social media use acts on youth and, less often, as ways that youth can develop agency through social media. Much less examined is how youth use social media to practice resistance to dominant narratives. Using literary scholar Mikhail Bakhtin’s concept of the carnivalesque as a lens into youth social media performances in and about school, this investigation asks to what extent do public social media videos in and about school allow for youth practice of resistance to dominant narratives of control. Focusing on two different samples of TikTok videos taken in school, the first a time sample of seven videos and the second a close reading of six videos of a hashtag-based search, this analysis examines humor and parody as a space of resistance in youth expression and emphasizes the need to consider how educators and systems create and uphold official hierarchies that necessitate a vibrant second world of youth-created play.
{"title":"Social media performance in school: Youth practice of humor and resistance through TikTok trends","authors":"Carly Berwick","doi":"10.1177/20427530241241766","DOIUrl":"https://doi.org/10.1177/20427530241241766","url":null,"abstract":"Youth representations of school on social media offer critical glimpses of student conceptions of their roles and agency within the institution. Current research on youth public performances on social media applications such as TikTok describe them primarily as reflections of how social media use acts on youth and, less often, as ways that youth can develop agency through social media. Much less examined is how youth use social media to practice resistance to dominant narratives. Using literary scholar Mikhail Bakhtin’s concept of the carnivalesque as a lens into youth social media performances in and about school, this investigation asks to what extent do public social media videos in and about school allow for youth practice of resistance to dominant narratives of control. Focusing on two different samples of TikTok videos taken in school, the first a time sample of seven videos and the second a close reading of six videos of a hashtag-based search, this analysis examines humor and parody as a space of resistance in youth expression and emphasizes the need to consider how educators and systems create and uphold official hierarchies that necessitate a vibrant second world of youth-created play.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140211371","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 : 2024-03-21DOI: 10.1177/20427530241239424
Tamil Selvan P, Kalaiyarasan G
In this era, digital education technology, information and communication technologies have changed learning. WhatsApp group education has emerged because it can take place anytime and everywhere as compared to an offline approach. Students are slowly gaining confidence in digital education, but there are also drawbacks, associated with cheating and misuse of educational information. The purpose of this study is to explore the utilization of WhatsApp in education. This study is a systematic review of the utilization of WhatsApp in education based on 10 papers published on the topic between 2014 and 2020. The results reveal that students are positive about utilising WhatsApp groups for learning. This paper is an attempt to bring conceptual clarity about utilization of WhatsApp groups in education and to suggest technical security measures that can be adopted.
{"title":"Systematic review on utilization of WhatsApp in education","authors":"Tamil Selvan P, Kalaiyarasan G","doi":"10.1177/20427530241239424","DOIUrl":"https://doi.org/10.1177/20427530241239424","url":null,"abstract":"In this era, digital education technology, information and communication technologies have changed learning. WhatsApp group education has emerged because it can take place anytime and everywhere as compared to an offline approach. Students are slowly gaining confidence in digital education, but there are also drawbacks, associated with cheating and misuse of educational information. The purpose of this study is to explore the utilization of WhatsApp in education. This study is a systematic review of the utilization of WhatsApp in education based on 10 papers published on the topic between 2014 and 2020. The results reveal that students are positive about utilising WhatsApp groups for learning. This paper is an attempt to bring conceptual clarity about utilization of WhatsApp groups in education and to suggest technical security measures that can be adopted.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140223272","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 : 2024-03-19DOI: 10.1177/20427530241239403
Simona Schick, Lydia Eberhard, Luis Wettach, Shila Fazeli, Andreas Heberle, Rainer Neumann, Jörg Miebach, Stefan Titz, Jennifer Fuchs, Sinan Sen, Christopher Lux, Cornelia Frese
The aim of the current study was to develop an application for mobile devices that can improve the organization and documentation of clinical teaching in dental schools. The app should include a calendar to organize treatments, an overview of all treatments including the treatment stages, a digital waiting-list for the teacher’s assessment, and a standardized recording of all assessment results. Students and members of a Medical Faculty and a Faculty of Computer Science and Business Information Systems jointly developed the app. Twenty-three students tested the usability after 4 weeks. Next, the new app was tried and tested by n = 79 forth-year students who used it for 2 months during their clinical course. Fifth-year students of the same clinical course who did not use the app constituted the control group. Afterwards, the app was standard implemented in both integrated clinical courses and evaluated after 1 year by the same students both in winter and summer semester. After usability test, the majority of students (81%, n = 18) said they would recommend the app and gave it a mean overall score of 2.0 ± 0.6. Next, course organization and assessment was evaluated by n = 75 fourth-year students (95%) who used the app and by n = 40 control students (74%) who did not use the app. Students who used the app reported significantly better organization of treatment ( p = .002), documentation of treatment ( p = .001), waiting for the teacher’s assessment ( p = .038), overview of treatment sessions ( p = .040), and transparency of grading and assessment ( p = .012). After 12 months, the now fifth-year students still gave very good ratings for the organization of the treatment and the transparency of the grading in both evaluations, so that no significant changes were detectable (organization p = .959 and the rating p = .751). The newly created app improves the organization and evaluation of clinical education and even after 1 year of service, the students still perceive the consistently high advantages of digitization.
本研究的目的是开发一款移动设备应用程序，以改善牙科学校临床教学的组织和记录。该应用程序应包括组织治疗的日历、包括治疗阶段在内的所有治疗概览、教师评估的数字候诊名单以及所有评估结果的标准化记录。医学系和计算机科学与商业信息系统系的学生和成员共同开发了这款应用程序。23 名学生在 4 周后进行了可用性测试。接下来，n = 79 名四年级学生在临床课程中试用并测试了这款新应用，他们使用了 2 个月。未使用该应用程序的五年级学生组成对照组。之后，该应用程序在两门综合临床课程中标准实施，并在一年后由相同的学生在冬季和夏季学期进行评估。经过可用性测试，大多数学生（81%，n = 18）表示会推荐该应用程序，并给出了 2.0 ± 0.6 的平均总分。接下来，使用该应用程序的四年级学生 n = 75 人（95%）和未使用该应用程序的对照组学生 n = 40 人（74%）对课程组织和评估进行了评估。使用该应用程序的学生在治疗组织（p = .002）、治疗记录（p = .001）、等待教师评估（p = .038）、治疗课程概览（p = .040）以及评分和评估透明度（p = .012）方面均有明显改善。12 个月后，现在的五年级学生在两次评价中对治疗的组织性和评分的透明度仍然给予了很好的评价，因此没有发现明显的变化（组织性 p = .959，评分 p = .751）。新创建的应用程序改进了临床教学的组织和评估，即使在使用一年后，学生们仍能感受到数字化一贯的高优势。
{"title":"Development of a mobile app to optimize organization and assessment for clinical teaching in dentistry","authors":"Simona Schick, Lydia Eberhard, Luis Wettach, Shila Fazeli, Andreas Heberle, Rainer Neumann, Jörg Miebach, Stefan Titz, Jennifer Fuchs, Sinan Sen, Christopher Lux, Cornelia Frese","doi":"10.1177/20427530241239403","DOIUrl":"https://doi.org/10.1177/20427530241239403","url":null,"abstract":"The aim of the current study was to develop an application for mobile devices that can improve the organization and documentation of clinical teaching in dental schools. The app should include a calendar to organize treatments, an overview of all treatments including the treatment stages, a digital waiting-list for the teacher’s assessment, and a standardized recording of all assessment results. Students and members of a Medical Faculty and a Faculty of Computer Science and Business Information Systems jointly developed the app. Twenty-three students tested the usability after 4 weeks. Next, the new app was tried and tested by n = 79 forth-year students who used it for 2 months during their clinical course. Fifth-year students of the same clinical course who did not use the app constituted the control group. Afterwards, the app was standard implemented in both integrated clinical courses and evaluated after 1 year by the same students both in winter and summer semester. After usability test, the majority of students (81%, n = 18) said they would recommend the app and gave it a mean overall score of 2.0 ± 0.6. Next, course organization and assessment was evaluated by n = 75 fourth-year students (95%) who used the app and by n = 40 control students (74%) who did not use the app. Students who used the app reported significantly better organization of treatment ( p = .002), documentation of treatment ( p = .001), waiting for the teacher’s assessment ( p = .038), overview of treatment sessions ( p = .040), and transparency of grading and assessment ( p = .012). After 12 months, the now fifth-year students still gave very good ratings for the organization of the treatment and the transparency of the grading in both evaluations, so that no significant changes were detectable (organization p = .959 and the rating p = .751). The newly created app improves the organization and evaluation of clinical education and even after 1 year of service, the students still perceive the consistently high advantages of digitization.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140231239","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 : 2024-03-19DOI: 10.1177/20427530241239407
S. Ojetunde
Connected Learning Environment (CLE) was pictured as a potent tool to implement inclusive education because it supports widened access to learning that is socially rooted. However, the fact that a series of events that warrant its usage have shown that different uninvestigated factors associated with learners may serve as a clog to its potential in fostering inclusive learning created an impetus for this study. An autoethnographic study was conducted, two experienced teachers from mainstream, integrated, and special schools were interviewed and the data collected were subjected to Interpretative Phenomenological Analysis. The result revealed that the holistic adoption of 4IR/5IR education technology may heighten the exclusion of learners of various categories due to socio-economic background, lack of learning support, and inherent intellectual disabilities among special students. Hence, the usage of 4IR/5IR education technology at the secondary level needs to be accommodated with more nuances as it tends to amplify educational exclusion.
{"title":"Left-behind learners: Exclusion-inclusion paradox of 4IR/5IR education technology","authors":"S. Ojetunde","doi":"10.1177/20427530241239407","DOIUrl":"https://doi.org/10.1177/20427530241239407","url":null,"abstract":"Connected Learning Environment (CLE) was pictured as a potent tool to implement inclusive education because it supports widened access to learning that is socially rooted. However, the fact that a series of events that warrant its usage have shown that different uninvestigated factors associated with learners may serve as a clog to its potential in fostering inclusive learning created an impetus for this study. An autoethnographic study was conducted, two experienced teachers from mainstream, integrated, and special schools were interviewed and the data collected were subjected to Interpretative Phenomenological Analysis. The result revealed that the holistic adoption of 4IR/5IR education technology may heighten the exclusion of learners of various categories due to socio-economic background, lack of learning support, and inherent intellectual disabilities among special students. Hence, the usage of 4IR/5IR education technology at the secondary level needs to be accommodated with more nuances as it tends to amplify educational exclusion.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140230642","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 : 2024-03-18DOI: 10.1177/20427530241239417
Chi-Un Lei, Yuyue Wang
In the new normal after the pandemic, universities are planning how long-term online teaching should be designed. However, there are limited studies on preparing teachers for online teaching in the new normal during and after COVID-19 from perspectives of teaching centers in higher education institutions. Therefore, to answer the following question: how teaching centers should facilitate change among stakeholders to better prepare teaching staff for online teaching in the new normal or for future emergencies, this study analyzed online teaching support programmes launched by teaching centers during the pandemic. In specific, the study interviewed directors and e-learning coordinators of the teaching centers in seven universities in East Asia on their teacher support programs during the pandemic, and then analyzed their programs according to their adopted human process interventions, technostructural interventions, and strategic change interventions. Results show that universities were observed to adapt to the pandemic in generally similar measures, although there are differences according to the structure of the university. The reception of the actions was reported to be generally positive.
{"title":"Online teaching in new normal: Analysis and development","authors":"Chi-Un Lei, Yuyue Wang","doi":"10.1177/20427530241239417","DOIUrl":"https://doi.org/10.1177/20427530241239417","url":null,"abstract":"In the new normal after the pandemic, universities are planning how long-term online teaching should be designed. However, there are limited studies on preparing teachers for online teaching in the new normal during and after COVID-19 from perspectives of teaching centers in higher education institutions. Therefore, to answer the following question: how teaching centers should facilitate change among stakeholders to better prepare teaching staff for online teaching in the new normal or for future emergencies, this study analyzed online teaching support programmes launched by teaching centers during the pandemic. In specific, the study interviewed directors and e-learning coordinators of the teaching centers in seven universities in East Asia on their teacher support programs during the pandemic, and then analyzed their programs according to their adopted human process interventions, technostructural interventions, and strategic change interventions. Results show that universities were observed to adapt to the pandemic in generally similar measures, although there are differences according to the structure of the university. The reception of the actions was reported to be generally positive.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140233489","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 : 2024-03-18DOI: 10.1177/20427530241239393
A. Adu-Marfo, O. Kwapong, Y. Oheneba-sakyi, Janice Miller-Young
YouTube has been widely considered as a pedagogical tool over the last few decades. Recent findings from research portray YouTube videos as an instructional part of learning that contributes to best practices in teaching. Much of the studies have focused on usage by teachers and students at the tertiary level without much attention given to basic school teachers. Using an exploratory qualitative case study design and the ICT Pedagogical Beliefs Classification framework, we explored teachers’ usage of YouTube as a pedagogical tool. We drew on the experiences of 18 teachers in 3 private schools in Ghana to find out how Youtube was used in instruction. Four dominant ways of usage were identified. YouTube was used as a teaching tool, a means of enhancing specific topics, a means of learning new and varied ways of teaching, and as a means of developing teachers’ professional competence. Findings showed that whilst some of the ways of usage align with constructivist methods of teaching others still fall within traditional and teacher centred approaches to teaching. We argue that for teachers to enact meaningful pedagogies with technology through a more student-centred model, their knowledge and skills need to be developed alongside the reshaping of their motives and reasons and subsequently the ways in which they use technology for teaching. We recommend the planning and reinforcement of innovative instructional design of technological integration for teachers through informed policy and the use of training interventions to build new skills geared towards constructive and creative teaching suited to developing a net generation of students.
{"title":"Understanding teachers’ usage of YouTube as a pedagogical tool: A qualitative case study of basic school teachers in Ghana","authors":"A. Adu-Marfo, O. Kwapong, Y. Oheneba-sakyi, Janice Miller-Young","doi":"10.1177/20427530241239393","DOIUrl":"https://doi.org/10.1177/20427530241239393","url":null,"abstract":"YouTube has been widely considered as a pedagogical tool over the last few decades. Recent findings from research portray YouTube videos as an instructional part of learning that contributes to best practices in teaching. Much of the studies have focused on usage by teachers and students at the tertiary level without much attention given to basic school teachers. Using an exploratory qualitative case study design and the ICT Pedagogical Beliefs Classification framework, we explored teachers’ usage of YouTube as a pedagogical tool. We drew on the experiences of 18 teachers in 3 private schools in Ghana to find out how Youtube was used in instruction. Four dominant ways of usage were identified. YouTube was used as a teaching tool, a means of enhancing specific topics, a means of learning new and varied ways of teaching, and as a means of developing teachers’ professional competence. Findings showed that whilst some of the ways of usage align with constructivist methods of teaching others still fall within traditional and teacher centred approaches to teaching. We argue that for teachers to enact meaningful pedagogies with technology through a more student-centred model, their knowledge and skills need to be developed alongside the reshaping of their motives and reasons and subsequently the ways in which they use technology for teaching. We recommend the planning and reinforcement of innovative instructional design of technological integration for teachers through informed policy and the use of training interventions to build new skills geared towards constructive and creative teaching suited to developing a net generation of students.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140231661","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 : 2024-03-18DOI: 10.1177/20427530241239405
Driss Ait Ali, Hicham Khabbache, Fatima‐Zahra Senhaji, Khalid Ouazizi, Laila El Alami, Nicola Luigi Bragazzi, Francesco Chirico
The widespread acknowledgment of Information and Communication Technology (ICT) as a fundamental component of educational strategies is a key context for understanding the findings of our study, which focused on the use of technology by educators in higher education, particularly in the health professions domain. This study examines technology usage patterns and factors influencing active implementation of technology among health professions educators. A cross-sectional survey involving 202 educators from six institutions in Morocco reveals their high confidence in their Technological Pedagogical Content Knowledge (TPACK), notably in Pedagogical and Content domains. The study highlights a prevalence of passive digital learning activities over active approaches. Educators actively employing technology display enhanced TPACK, emphasizing the significance of TPACK development for effective technology integration in teaching practices. Among those with a good level of active technology use, a majority (102 out of 119) have a high TPACK level, and 54 out of 83 of those categorised as low-level participants have a low TPACK level. The findings contribute valuable insights with both theoretical and practical implications for educators in the health professions, emphasizing the significance of aligning technology use with effective instructional practices in this specialized field. Further research should be pursued with diverse methodological approaches to gain a deeper comprehension of the technology integration process in the health profession domain.
{"title":"A multi-centric investigation of technology integration in health professions education: The importance of educators’ Technological Pedagogical and Content Knowledge","authors":"Driss Ait Ali, Hicham Khabbache, Fatima‐Zahra Senhaji, Khalid Ouazizi, Laila El Alami, Nicola Luigi Bragazzi, Francesco Chirico","doi":"10.1177/20427530241239405","DOIUrl":"https://doi.org/10.1177/20427530241239405","url":null,"abstract":"The widespread acknowledgment of Information and Communication Technology (ICT) as a fundamental component of educational strategies is a key context for understanding the findings of our study, which focused on the use of technology by educators in higher education, particularly in the health professions domain. This study examines technology usage patterns and factors influencing active implementation of technology among health professions educators. A cross-sectional survey involving 202 educators from six institutions in Morocco reveals their high confidence in their Technological Pedagogical Content Knowledge (TPACK), notably in Pedagogical and Content domains. The study highlights a prevalence of passive digital learning activities over active approaches. Educators actively employing technology display enhanced TPACK, emphasizing the significance of TPACK development for effective technology integration in teaching practices. Among those with a good level of active technology use, a majority (102 out of 119) have a high TPACK level, and 54 out of 83 of those categorised as low-level participants have a low TPACK level. The findings contribute valuable insights with both theoretical and practical implications for educators in the health professions, emphasizing the significance of aligning technology use with effective instructional practices in this specialized field. Further research should be pursued with diverse methodological approaches to gain a deeper comprehension of the technology integration process in the health profession domain.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140234010","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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