首页 > 最新文献

Journal of Educational Technology Systems最新文献

英文 中文
Editorial Overview for Vol. 52 No. 2 编辑概述第52卷第2期
Pub Date : 2023-10-17 DOI: 10.1177/00472395231208751
Thomas T. Liao
{"title":"Editorial Overview for Vol. 52 No. 2","authors":"Thomas T. Liao","doi":"10.1177/00472395231208751","DOIUrl":"https://doi.org/10.1177/00472395231208751","url":null,"abstract":"","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"220 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135994112","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}
引用次数: 0
Networking With Industry Partners, Experiential Learning, and Teamwork: Engaging and Preparing Students Across Modalities 与行业合作伙伴建立联系,体验式学习和团队合作:参与并为学生做好准备
Pub Date : 2023-10-09 DOI: 10.1177/00472395231204852
Sarah Portway
This case study assesses a course re-designed to scaffold a semester-long networking opportunity and experiential learning project. The course occurred online twice using Microsoft Teams in the spring and fall of 2021 and later in person once in the spring of 2023. I present quantitative student course evaluation data from all three semesters and compare them to the department, school, and university. I also address open comments from students, pedagogy, media coverage, and our fashion industry partner's perspective. Findings suggest that the course design was successful across modalities. Students rated the course highly compared to others on campus, even while online, and ratings improved over time. Student comments praised the course for offering valuable career preparation. Our industry partner also derived professional and personal value by interacting with and mentoring students. The case study concludes by encouraging educators to implement experiential learning in any modality, offering guidance, and addressing obstacles.
本案例研究评估了一个重新设计的课程,以支撑一个长达一个学期的网络机会和体验式学习项目。该课程在2021年春季和秋季使用微软团队在线进行了两次,后来在2023年春季进行了一次亲自授课。我展示了所有三个学期的定量学生课程评估数据,并将其与院系、学院和大学进行比较。我也谈到了来自学生、教育、媒体报道和我们的时尚行业合作伙伴的观点的公开评论。研究结果表明,课程设计在各种模式下都是成功的。学生们对这门课的评价高于校园里的其他课程,即使是在网上,而且随着时间的推移,评分也在提高。学生评论称赞该课程提供了宝贵的职业准备。我们的行业合作伙伴也通过与学生互动和指导学生获得专业和个人价值。案例研究的结论是鼓励教育工作者以任何形式实施体验式学习,提供指导并解决障碍。
{"title":"Networking With Industry Partners, Experiential Learning, and Teamwork: Engaging and Preparing Students Across Modalities","authors":"Sarah Portway","doi":"10.1177/00472395231204852","DOIUrl":"https://doi.org/10.1177/00472395231204852","url":null,"abstract":"This case study assesses a course re-designed to scaffold a semester-long networking opportunity and experiential learning project. The course occurred online twice using Microsoft Teams in the spring and fall of 2021 and later in person once in the spring of 2023. I present quantitative student course evaluation data from all three semesters and compare them to the department, school, and university. I also address open comments from students, pedagogy, media coverage, and our fashion industry partner's perspective. Findings suggest that the course design was successful across modalities. Students rated the course highly compared to others on campus, even while online, and ratings improved over time. Student comments praised the course for offering valuable career preparation. Our industry partner also derived professional and personal value by interacting with and mentoring students. The case study concludes by encouraging educators to implement experiential learning in any modality, offering guidance, and addressing obstacles.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135142694","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}
引用次数: 0
Increasing Community in a HyFlex Class During COVID-19 在COVID-19期间增加HyFlex班级的社区
Pub Date : 2023-10-04 DOI: 10.1177/00472395231205212
Mark Savignano, John Holbrook
This experience paper recounts the research and outcomes of applying a modified professional learning community (PLC) to a pre-service teacher education course. The purpose of applying the PLC to the pre-service teacher education course was to increase community amongst students participating in a HyFlex classroom. In a HyFlex classroom, students can participate in person or online synchronously. This causes issues with students feeling a lack of community and connectedness to their peers. The result was that students felt more connected to their peers during the course and appreciated the PLC as part of the class.
本文叙述了将改进的专业学习社区(PLC)应用于职前教师教育课程的研究和结果。将PLC应用于职前教师教育课程的目的是增加参与HyFlex教室的学生之间的社区。在HyFlex教室中,学生可以亲自或在线同步参与。这导致学生们感到缺乏社区和与同龄人的联系。结果是,学生们在课程中感到与同龄人之间的联系更加紧密,并欣赏PLC作为课堂的一部分。
{"title":"Increasing Community in a HyFlex Class During COVID-19","authors":"Mark Savignano, John Holbrook","doi":"10.1177/00472395231205212","DOIUrl":"https://doi.org/10.1177/00472395231205212","url":null,"abstract":"This experience paper recounts the research and outcomes of applying a modified professional learning community (PLC) to a pre-service teacher education course. The purpose of applying the PLC to the pre-service teacher education course was to increase community amongst students participating in a HyFlex classroom. In a HyFlex classroom, students can participate in person or online synchronously. This causes issues with students feeling a lack of community and connectedness to their peers. The result was that students felt more connected to their peers during the course and appreciated the PLC as part of the class.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135644874","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}
引用次数: 0
Integration of Gamified Elements and Learning Style Data in Online Learning System 在线学习系统中游戏化元素与学习风格数据的整合
Pub Date : 2023-09-29 DOI: 10.1177/00472395231202004
Sushil Shrestha, Manish Joshi, Aakash Bashyal, Arun Timilsina, Sushant Subedi
The increase in usage of Online Learning systems has provided a challenge to deliver e-contents based on user needs. This study uses learning style data to determine the learning profile and provide the content based on the user's needs, whereas gamified elements are used to increase user engagement. The combination of these two approaches would eventually increase the overall user motivation and interest in the platform. The model developed is used to predict the Learning Style (LS) preference by analyzing the activity data obtained from the student interaction in the course. Further, clustering is done to determine the LS preference of the user in the system. Content is designed based on user's learning styles and preferences and uploaded to the platform. Data were collected through surveys after the end of the course to measure students’ perception of the three variables: motivation, learning satisfaction, and learning outcomes. The findings from the study suggest that the students showed high motivation, positive learning outcomes, and satisfaction with the developed contents.
在线学习系统使用的增加对根据用户需求提供电子内容提出了挑战。本研究使用学习风格数据来确定学习概况,并根据用户需求提供内容,而游戏化元素则用于提高用户粘性。这两种方法的结合将最终提高用户对平台的整体动机和兴趣。该模型通过分析学生在课程中的互动活动数据来预测学生的学习风格偏好。此外,进行聚类以确定系统中用户的LS偏好。根据用户的学习风格和喜好设计内容,上传至平台。课程结束后,通过问卷调查收集数据,测量学生对动机、学习满意度和学习成果三个变量的感知。研究结果显示,学生的学习动机高,学习成果积极,对开发的内容满意。
{"title":"Integration of Gamified Elements and Learning Style Data in Online Learning System","authors":"Sushil Shrestha, Manish Joshi, Aakash Bashyal, Arun Timilsina, Sushant Subedi","doi":"10.1177/00472395231202004","DOIUrl":"https://doi.org/10.1177/00472395231202004","url":null,"abstract":"The increase in usage of Online Learning systems has provided a challenge to deliver e-contents based on user needs. This study uses learning style data to determine the learning profile and provide the content based on the user's needs, whereas gamified elements are used to increase user engagement. The combination of these two approaches would eventually increase the overall user motivation and interest in the platform. The model developed is used to predict the Learning Style (LS) preference by analyzing the activity data obtained from the student interaction in the course. Further, clustering is done to determine the LS preference of the user in the system. Content is designed based on user's learning styles and preferences and uploaded to the platform. Data were collected through surveys after the end of the course to measure students’ perception of the three variables: motivation, learning satisfaction, and learning outcomes. The findings from the study suggest that the students showed high motivation, positive learning outcomes, and satisfaction with the developed contents.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135193617","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}
引用次数: 0
Co-Teaching in a Digital World: It's Not Teaching by Title, It's Teaching by Talent 数字世界的联合教学:不是职称教学,而是人才教学
Pub Date : 2023-09-28 DOI: 10.1177/00472395231197675
Kimberly Coy, Libbi R Miller
While virtual and online schools for students in grades K-12 gained in popularity before the coronavirus disease 2019 (COVID-19) pandemic and served a wide variety of student populations, including students with disabilities during the pandemic virtual teaching became the reluctant norm. As online school sites have begun to welcome students with disabilities, inclusive classroom practices such as co-teaching as a model for instruction became an interesting step. The purpose of this year-long, before COVID-19, case study was to better understand the implementation of the co-teaching model at an online K-8 school. Data analysis revealed salient themes which informed the following findings: A need for preplanning before implementation and sustained professional development during implementation, universal benefits for all students with accessibility within the least restrictive environment, and redefining the roles of general education teachers for successful collaboration. Implications and scholarly significance are shared.
虽然K-12年级学生的虚拟和在线学校在2019年冠状病毒病(COVID-19)大流行之前受到欢迎,并为各种各样的学生群体提供服务,包括在大流行期间残疾学生,虚拟教学成为不情愿的常态。随着在线学校网站开始欢迎残疾学生,将联合教学作为教学模式等包容性课堂实践成为一个有趣的步骤。在COVID-19之前,这个为期一年的案例研究的目的是更好地了解在线K-8学校合作教学模式的实施情况。数据分析揭示了突出的主题,这些主题为以下发现提供了依据:在实施之前需要预先规划,在实施过程中需要持续的专业发展,在限制最少的环境中为所有无障碍学生提供普遍利益,以及重新定义普通教育教师在成功合作中的角色。启示和学术意义是共享的。
{"title":"Co-Teaching in a Digital World: It's Not Teaching by Title, It's Teaching by Talent","authors":"Kimberly Coy, Libbi R Miller","doi":"10.1177/00472395231197675","DOIUrl":"https://doi.org/10.1177/00472395231197675","url":null,"abstract":"While virtual and online schools for students in grades K-12 gained in popularity before the coronavirus disease 2019 (COVID-19) pandemic and served a wide variety of student populations, including students with disabilities during the pandemic virtual teaching became the reluctant norm. As online school sites have begun to welcome students with disabilities, inclusive classroom practices such as co-teaching as a model for instruction became an interesting step. The purpose of this year-long, before COVID-19, case study was to better understand the implementation of the co-teaching model at an online K-8 school. Data analysis revealed salient themes which informed the following findings: A need for preplanning before implementation and sustained professional development during implementation, universal benefits for all students with accessibility within the least restrictive environment, and redefining the roles of general education teachers for successful collaboration. Implications and scholarly significance are shared.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135385689","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}
引用次数: 0
A Cross-Disciplinary Examination of the Instructional Uses of ChatGPT in Higher Education 高等教育中ChatGPT教学应用的跨学科考察
Pub Date : 2023-09-06 DOI: 10.1177/00472395231196532
S. Onal, Derya Kulavuz-Onal
This paper examines the potential uses of ChatGPT in generating assessment tasks that can be used across different disciplines in higher education. To illustrate this, we provide examples from three courses in the disciplines of industrial engineering and applied linguistics: Project Analysis and Control, Manufacturing Processes, and Introduction to Linguistics. Our examination of ChatGPT focuses on how some of the common, but time-consuming, tasks can be generated by using ChatGPT as a supportive instructional tool. We observed in our analysis that ChatGPT demonstrates a high level of performance in generating assessment questions and tasks that are accurate and on-topic, and a level of creativity and flexibility in its question generation capabilities. However, it is important to note that ChatGPT is not designed to replace human expertise or judgment. It is crucial that instructors carefully evaluate the reliability and accuracy of the assessments or information generated by ChatGPT.
本文研究了ChatGPT在生成评估任务方面的潜在用途,这些任务可以在高等教育的不同学科中使用。为了说明这一点,我们提供了工业工程和应用语言学学科中的三门课程的例子:项目分析与控制,制造过程和语言学导论。我们对ChatGPT的研究重点是如何通过使用ChatGPT作为支持性教学工具来生成一些常见但耗时的任务。我们在分析中观察到,ChatGPT在生成评估问题和任务方面表现出了高水平的性能,这些问题和任务是准确的、与主题相关的,并且在问题生成能力方面具有一定程度的创造力和灵活性。然而,重要的是要注意,ChatGPT不是为了取代人类的专业知识或判断而设计的。讲师仔细评估ChatGPT生成的评估或信息的可靠性和准确性是至关重要的。
{"title":"A Cross-Disciplinary Examination of the Instructional Uses of ChatGPT in Higher Education","authors":"S. Onal, Derya Kulavuz-Onal","doi":"10.1177/00472395231196532","DOIUrl":"https://doi.org/10.1177/00472395231196532","url":null,"abstract":"This paper examines the potential uses of ChatGPT in generating assessment tasks that can be used across different disciplines in higher education. To illustrate this, we provide examples from three courses in the disciplines of industrial engineering and applied linguistics: Project Analysis and Control, Manufacturing Processes, and Introduction to Linguistics. Our examination of ChatGPT focuses on how some of the common, but time-consuming, tasks can be generated by using ChatGPT as a supportive instructional tool. We observed in our analysis that ChatGPT demonstrates a high level of performance in generating assessment questions and tasks that are accurate and on-topic, and a level of creativity and flexibility in its question generation capabilities. However, it is important to note that ChatGPT is not designed to replace human expertise or judgment. It is crucial that instructors carefully evaluate the reliability and accuracy of the assessments or information generated by ChatGPT.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129554009","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}
引用次数: 0
A Comprehensive Survey on Usage of Learning Analytics for Enhancing Learner's Performance in Learning Portals 在学习门户网站中使用学习分析提高学习者绩效的综合调查
Pub Date : 2023-08-22 DOI: 10.1177/00472395231185843
Shabnam Ara S.J, R. Tanuja, S. Manjula, K. Venugopal
Learning analytics (LA) is considered a promising field of study as it's helping to improve learning and the context in which it occurs. A learner's performance can be defined as how well students are learning in terms of knowledge and skills development and can be analyzed based on students’ outcomes and engagement in the course. We have consolidated the work carried out from 2011 to 2022 to improve learners’ performance using LA, describe criteria that define learners’ performance, discuss parameters that impact learners’ performance, and how predictive models can be created to forecast learners’ performance using these parameters. Results showed that the data collected from log files of the Learning Management System (LMS) had been used to get insights into the learner's performance in online platforms and LA could bring incredible benefits in the field of the education sector, such as improvement of learners’ involvement with learning activities as well as learning outcomes, identification of students at risk, providing real-time feedback, and personalization of learning. Hence, we can say usage of LA significantly helps learners’ performance improvement in learning portals. But we can get better results if we augment data from log files of LMS with the learner's personal data from his birth to the current moment, which is a bit challenging with respect to data collection i.e., huge and from multiple sources.
学习分析(LA)被认为是一个很有前途的研究领域,因为它有助于改善学习及其发生的环境。学习者的表现可以定义为学生在知识和技能发展方面的学习情况,并可以根据学生的成果和对课程的参与来分析。我们整合了从2011年到2022年开展的工作,使用LA来提高学习者的表现,描述了定义学习者表现的标准,讨论了影响学习者表现的参数,以及如何使用这些参数创建预测模型来预测学习者的表现。结果表明,从学习管理系统(LMS)的日志文件中收集的数据已被用于了解学习者在在线平台上的表现,学习管理系统可以在教育领域带来令人难以置信的好处,例如提高学习者对学习活动和学习成果的参与,识别有风险的学生,提供实时反馈,以及个性化学习。因此,我们可以说LA的使用显著地帮助学习者在学习门户中的绩效提高。但是,如果我们将LMS日志文件中的数据与学习者从出生到现在的个人数据相结合,我们可以得到更好的结果,这在数据收集方面有点挑战,即庞大且来自多个来源。
{"title":"A Comprehensive Survey on Usage of Learning Analytics for Enhancing Learner's Performance in Learning Portals","authors":"Shabnam Ara S.J, R. Tanuja, S. Manjula, K. Venugopal","doi":"10.1177/00472395231185843","DOIUrl":"https://doi.org/10.1177/00472395231185843","url":null,"abstract":"Learning analytics (LA) is considered a promising field of study as it's helping to improve learning and the context in which it occurs. A learner's performance can be defined as how well students are learning in terms of knowledge and skills development and can be analyzed based on students’ outcomes and engagement in the course. We have consolidated the work carried out from 2011 to 2022 to improve learners’ performance using LA, describe criteria that define learners’ performance, discuss parameters that impact learners’ performance, and how predictive models can be created to forecast learners’ performance using these parameters. Results showed that the data collected from log files of the Learning Management System (LMS) had been used to get insights into the learner's performance in online platforms and LA could bring incredible benefits in the field of the education sector, such as improvement of learners’ involvement with learning activities as well as learning outcomes, identification of students at risk, providing real-time feedback, and personalization of learning. Hence, we can say usage of LA significantly helps learners’ performance improvement in learning portals. But we can get better results if we augment data from log files of LMS with the learner's personal data from his birth to the current moment, which is a bit challenging with respect to data collection i.e., huge and from multiple sources.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131702301","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}
引用次数: 0
Modeling the Impact of Motivation Factors on Students’ Study Strategies and Performance Using Machine Learning 使用机器学习建模动机因素对学生学习策略和表现的影响
Pub Date : 2023-08-09 DOI: 10.1177/00472395231191139
F. Orji, Julita Vassileva
This research presents a proposed approach that could be applied in modeling students’ study strategies and performance in higher education. The research used key learning attributes, including intrinsic motivation, extrinsic motivation, autonomy, relatedness, competence, and self-esteem in the modeling. Five machine learning models were implemented, trained, evaluated, and tested with data from 924 university students. The comparative analysis reveals that tree-based models, particularly random forest and decision trees, outperform other models, achieving a prediction accuracy of 94.9%. The models built in this research can be used in predicting student study strategies and performance and this can be applied in implementing targeted interventions for improving learning progress. The research findings emphasize the importance of incorporating strategies that address diverse motivation dimensions in online educational systems, as it increases student engagement and promotes continuous learning. The findings also highlight the potential for modeling these attributes collectively to personalize and adapt learning process.
本研究提出了一种可用于高等教育学生学习策略与表现建模的方法。本研究使用了学习的关键属性,包括内在动机、外在动机、自主性、关联性、能力和自尊。使用924名大学生的数据实施、训练、评估和测试了五种机器学习模型。对比分析表明,基于树的模型,特别是随机森林和决策树的预测精度达到94.9%,优于其他模型。本研究建立的模型可用于预测学生的学习策略和表现,并可用于实施有针对性的干预措施,以提高学习进度。研究结果强调了在在线教育系统中整合解决不同动机维度的策略的重要性,因为它提高了学生的参与度并促进了持续学习。研究结果还强调了对这些属性进行集体建模以个性化和适应学习过程的潜力。
{"title":"Modeling the Impact of Motivation Factors on Students’ Study Strategies and Performance Using Machine Learning","authors":"F. Orji, Julita Vassileva","doi":"10.1177/00472395231191139","DOIUrl":"https://doi.org/10.1177/00472395231191139","url":null,"abstract":"This research presents a proposed approach that could be applied in modeling students’ study strategies and performance in higher education. The research used key learning attributes, including intrinsic motivation, extrinsic motivation, autonomy, relatedness, competence, and self-esteem in the modeling. Five machine learning models were implemented, trained, evaluated, and tested with data from 924 university students. The comparative analysis reveals that tree-based models, particularly random forest and decision trees, outperform other models, achieving a prediction accuracy of 94.9%. The models built in this research can be used in predicting student study strategies and performance and this can be applied in implementing targeted interventions for improving learning progress. The research findings emphasize the importance of incorporating strategies that address diverse motivation dimensions in online educational systems, as it increases student engagement and promotes continuous learning. The findings also highlight the potential for modeling these attributes collectively to personalize and adapt learning process.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121762687","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}
引用次数: 0
Editorial Overview 编辑概述
Pub Date : 2023-07-18 DOI: 10.1177/00472395231187022
T. Liao
In order to design and manage more learner-centered Instructional systems, the needs and active involvement of students must be addressed. Sub-systems for promoting active learning need to be properly designed to create learning communities that integrate educational technology with quality pedagogy. In this issue, we feature a set of six papers that report on findings of research that focus on innovations such as student feedback, artificial intelligence (AI)-based conversation-based assessment (CBA), discussion groups, collaborative learning, and other aspects of effective and synergistic learning communities. This issue concludes with two papers that discuss programs that deal with the instruction of languages. In this case, the learning communities are undergraduate students from Ecuador and third-grade students from Qatar. The first two papers focus on two innovative ways of increasing student participation in learning communities. The lead paper deals with a peer critique program for graduate students. The main objective of the research is to determine the quality of the feedback that is provided in the peer review. Both the benefits and problems associated with the feedback are observed and analyzed. The paper also provides lessons learned for the re-design of peer critique programs. The second paper discusses a digital version of the CBA program for undergraduate students. In this study, a CBA system was deployed with Google Chat to support formative assessment. For faculty involved in AI-based tools such as Rasa, this paper is must reading. The next paper describes a high school learning community that tested an online experimental instructional intervention that is designed to foster intrinsic motivation. This experiment integrated active learning elements such as collaborative teamwork engagement and a student response system that addressed student questions. The fourth paper provides a report about an experiment designed to compare various ways of using group discussion to help pre-service non-traditional special education elementary school teachers to study and explore metacognition as a learning tool. The group discussion among the career-oriented learning community members was achieved via virtual simulation. The next two papers address similar types of instructional content, namely learning languages (in this case, English and Arabic). However, the members of the learning Editorial
为了设计和管理更加以学习者为中心的教学系统,必须解决学生的需求和积极参与。需要适当设计促进主动学习的子系统,以创建将教育技术与优质教学法相结合的学习社区。在本期中,我们将介绍一组六篇论文,这些论文报告了一些研究成果,这些研究成果侧重于学生反馈、基于人工智能(AI)的对话评估(CBA)、讨论小组、协作学习以及有效和协同学习社区的其他方面。这期的最后两篇论文讨论了处理语言教学的程序。在这种情况下,学习社区是来自厄瓜多尔的本科生和来自卡塔尔的三年级学生。前两篇论文聚焦于提高学生参与学习社区的两种创新方式。这篇论文的主要内容是针对研究生的同行评议项目。本研究的主要目的是确定同行评议中提供的反馈的质量。观察和分析与反馈相关的好处和问题。本文还为重新设计同行评议项目提供了经验教训。第二篇论文讨论了面向本科生的CBA课程的数字版本。在本研究中,CBA系统采用谷歌Chat来支持形成性评估。对于涉及基于人工智能的工具(如Rasa)的教师来说,这篇论文是必读的。下一篇论文描述了一个高中学习社区,测试了一个旨在培养内在动机的在线实验教学干预。该实验整合了主动学习元素,如协作团队参与和学生回答系统,以解决学生的问题。第四篇论文提供了一个实验报告,旨在比较利用小组讨论帮助职前非传统特殊教育小学教师学习和探索元认知作为学习工具的各种方法。通过虚拟仿真实现了职业导向学习社区成员之间的小组讨论。接下来的两篇论文涉及类似类型的教学内容,即学习语言(在这种情况下,英语和阿拉伯语)。然而,学习编辑的成员们
{"title":"Editorial Overview","authors":"T. Liao","doi":"10.1177/00472395231187022","DOIUrl":"https://doi.org/10.1177/00472395231187022","url":null,"abstract":"In order to design and manage more learner-centered Instructional systems, the needs and active involvement of students must be addressed. Sub-systems for promoting active learning need to be properly designed to create learning communities that integrate educational technology with quality pedagogy. In this issue, we feature a set of six papers that report on findings of research that focus on innovations such as student feedback, artificial intelligence (AI)-based conversation-based assessment (CBA), discussion groups, collaborative learning, and other aspects of effective and synergistic learning communities. This issue concludes with two papers that discuss programs that deal with the instruction of languages. In this case, the learning communities are undergraduate students from Ecuador and third-grade students from Qatar. The first two papers focus on two innovative ways of increasing student participation in learning communities. The lead paper deals with a peer critique program for graduate students. The main objective of the research is to determine the quality of the feedback that is provided in the peer review. Both the benefits and problems associated with the feedback are observed and analyzed. The paper also provides lessons learned for the re-design of peer critique programs. The second paper discusses a digital version of the CBA program for undergraduate students. In this study, a CBA system was deployed with Google Chat to support formative assessment. For faculty involved in AI-based tools such as Rasa, this paper is must reading. The next paper describes a high school learning community that tested an online experimental instructional intervention that is designed to foster intrinsic motivation. This experiment integrated active learning elements such as collaborative teamwork engagement and a student response system that addressed student questions. The fourth paper provides a report about an experiment designed to compare various ways of using group discussion to help pre-service non-traditional special education elementary school teachers to study and explore metacognition as a learning tool. The group discussion among the career-oriented learning community members was achieved via virtual simulation. The next two papers address similar types of instructional content, namely learning languages (in this case, English and Arabic). However, the members of the learning Editorial","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114718468","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}
引用次数: 0
Virtual Simulations to Practice Whole Group Discussions: Preservice Teachers’ Metacognitive Awareness 虚拟模拟练习小组讨论:职前教师的元认知意识
Pub Date : 2023-06-26 DOI: 10.1177/00472395231184566
Deana J. Ford, S. Luke, S. M. Vaughn, Angelica Fulchini-Scruggs
The purpose of this study was to investigate the impact explicit teaching of metacognition had on preservice teachers’ metacognitive awareness and accuracy of whole group discussions using virtual simulations. One class of preservice teachers was randomly assigned to the explicit metacognitive teaching group, while the other class was assigned to the information-only group. A total of 40 nontraditional preservice teachers participated in the research study. A pre-, mid-, and post-assessment quasi-experimental design was employed. The independent variables were the two training groups (explicit metacognitive teaching group and information-only group). The dependent variables were preservice teachers’ self-reported metacognitive awareness, the researchers’ metacognitive awareness rubric scores, and metacognitive accuracy. The results revealed that engaging in the virtual simulation experiences improved preservice teachers’ metacognitive awareness of leading a whole group discussion and that preservice teachers were overconfident in assessing their metacognitive awareness.
本研究旨在探讨元认知外显教学对职前教师虚拟模拟小组讨论元认知意识及准确性的影响。一个班的职前教师被随机分配到外显元认知教学组,另一个班被分配到仅信息教学组。共有40名非传统职前教师参与了本研究。采用评估前、中、后准实验设计。自变量为两个训练组(外显元认知教学组和信息教学组)。因变量为职前教师自我报告的元认知意识、研究者的元认知意识题得分和元认知准确性。结果表明,参与虚拟模拟体验提高了职前教师领导整个小组讨论的元认知意识,并且职前教师在评估其元认知意识时过于自信。
{"title":"Virtual Simulations to Practice Whole Group Discussions: Preservice Teachers’ Metacognitive Awareness","authors":"Deana J. Ford, S. Luke, S. M. Vaughn, Angelica Fulchini-Scruggs","doi":"10.1177/00472395231184566","DOIUrl":"https://doi.org/10.1177/00472395231184566","url":null,"abstract":"The purpose of this study was to investigate the impact explicit teaching of metacognition had on preservice teachers’ metacognitive awareness and accuracy of whole group discussions using virtual simulations. One class of preservice teachers was randomly assigned to the explicit metacognitive teaching group, while the other class was assigned to the information-only group. A total of 40 nontraditional preservice teachers participated in the research study. A pre-, mid-, and post-assessment quasi-experimental design was employed. The independent variables were the two training groups (explicit metacognitive teaching group and information-only group). The dependent variables were preservice teachers’ self-reported metacognitive awareness, the researchers’ metacognitive awareness rubric scores, and metacognitive accuracy. The results revealed that engaging in the virtual simulation experiences improved preservice teachers’ metacognitive awareness of leading a whole group discussion and that preservice teachers were overconfident in assessing their metacognitive awareness.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130589058","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}
引用次数: 0
期刊
Journal of Educational Technology Systems
全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1