Penelitian ini bertujuan untuk mengetahui pemanfaatan media digital dalam proses pembelajaran di kelas X SMK Negeri 1 Busungbiu. Penelitian ini dilakukan dengan menggunakan metode penelitian deskriptif kualitatif dengan teknik pengumpulan data melalui observasi, wawancara, dan studi literatur. Penelitian ini melibatkan 30 responden yang terdiri dari guru dan siswa di kelas X SMK Negeri 1 Busungbiu. Hasil penelitian menunjukkan bahwa pengembangan media digital dapat meningkatkan proses pembelajaran di kelas X di SMK Negeri 1 Busungbiu. Hal ini terlihat dari peningkatan minat dan motivasi belajar siswa, efektivitas waktu pembelajaran, serta hasil belajar yang lebih baik. Selain itu, penggunaan media digital juga membantu meningkatkan kemampuan kognitif dan keterampilan teknologi siswa. Kesimpulan dari penelitian ini adalah pemanfaatan media digital dapat meningkatkan proses pembelajaran di kelas X SMK Negeri 1 Busungbiu. Oleh karena itu, diharapkan pihak sekolah dapat memberikan perhatian lebih terhadap pengembangan media digital dalam proses pembelajaran. Selain itu, diperlukan kerja sama antara guru dan siswa untuk memaksimalkan penggunaan media digital dalam pembelajaran.
本研究旨在了解X班SMK Negeri 1 Busungbiu的数字媒体学习过程。本研究采用一种描述性质的研究方法，通过观察、采访和文献研究来收集数据。这项研究包括30名教师和学生组成了国家职业高中1班的xsmk班。研究结果表明，数字媒体的发展可以改善SMK国家1 Busungbiu的X类学习过程。这可以从提高学生学习的兴趣和动机、学习时间的有效性和更好的学习结果中看出来。此外，使用数字媒体也有助于提高学生的认知能力和技术技能。这项研究的结论是，数字媒体的利用可以改善国家1布桑比X班的学习过程。因此，预计学校将能够在学习过程中更加关注数字媒体的发展。此外，需要教师和学生合作，以最大限度地利用数字媒体的学习。
{"title":"PEMANFAATAN MEDIA DIGITAL DALAM PROSES PEMBELAJARAN DI KELAS X SMK NEGERI 1 BUSUNGBIU","authors":"Kadek Rusma Dewi, F. L. S. Korompis","doi":"10.33830/jlt.v2i1.5842","DOIUrl":"https://doi.org/10.33830/jlt.v2i1.5842","url":null,"abstract":"Penelitian ini bertujuan untuk mengetahui pemanfaatan media digital dalam proses pembelajaran di kelas X SMK Negeri 1 Busungbiu. Penelitian ini dilakukan dengan menggunakan metode penelitian deskriptif kualitatif dengan teknik pengumpulan data melalui observasi, wawancara, dan studi literatur. Penelitian ini melibatkan 30 responden yang terdiri dari guru dan siswa di kelas X SMK Negeri 1 Busungbiu. Hasil penelitian menunjukkan bahwa pengembangan media digital dapat meningkatkan proses pembelajaran di kelas X di SMK Negeri 1 Busungbiu. Hal ini terlihat dari peningkatan minat dan motivasi belajar siswa, efektivitas waktu pembelajaran, serta hasil belajar yang lebih baik. Selain itu, penggunaan media digital juga membantu meningkatkan kemampuan kognitif dan keterampilan teknologi siswa. Kesimpulan dari penelitian ini adalah pemanfaatan media digital dapat meningkatkan proses pembelajaran di kelas X SMK Negeri 1 Busungbiu. Oleh karena itu, diharapkan pihak sekolah dapat memberikan perhatian lebih terhadap pengembangan media digital dalam proses pembelajaran. Selain itu, diperlukan kerja sama antara guru dan siswa untuk memaksimalkan penggunaan media digital dalam pembelajaran.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86811835","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}
Meisya Salsabil Zahra, Ratri Mei Setiasih, Syifa Aulia Usman, Anggita Zulfa Anis, Mita Septiani, Info Artikel, Abstrak, Aplikasi Pembelajaran, Memfasilitasi Belajar, Pemanfaatan Aplikasi, Pengalaman Belajar, Siswa Smk
Tujuan penelitian ini adalah untuk mendeskripsikan tentang pemanfaatan aplikasi pembelajaran yang dapat memfasilitasi belajar siswa kelas XI SMK jurusan akuntansi. Metode penelitian yang digunakan adalah penelitian kualitatif. Penelitian ini dilaksanakan dari bulan Mei-Juni 2023 di SMKN 17 Jakarta dengan subjek penelitian yaitu siswa SMK kelas XI dan guru dari jurusan Akuntansi. Teknik pengumpulan data yang digunakan adalah dengan melakukan wawancara dan observasi. Teknik analisis yang digunakan adalah deskriptif kualitatif. Hasil penelitian menunjukkan bahwa sebagian besar guru memanfaatkan aplikasi pembelajaran untuk memfasilitasi pembelajaran siswa. Aplikasi yang sering digunakan antara lain MYOB, Spreadsheet, Quiziz dan Kahoot. Dengan memanfaatkan aplikasi tersebut, proses pembelajaran menjadi lebih efektif, efisien. Selain itu, siswa menjadi lebih termotivasi dan mendapat pengalaman belajar yang bermakna.
{"title":"PEMANFAATAN APLIKASI PEMBELAJARAN UNTUK MEMFASILITASI BELAJAR SISWA SMK JURUSAN AKUNTANSI","authors":"Meisya Salsabil Zahra, Ratri Mei Setiasih, Syifa Aulia Usman, Anggita Zulfa Anis, Mita Septiani, Info Artikel, Abstrak, Aplikasi Pembelajaran, Memfasilitasi Belajar, Pemanfaatan Aplikasi, Pengalaman Belajar, Siswa Smk","doi":"10.33830/jlt.v2i1.5286","DOIUrl":"https://doi.org/10.33830/jlt.v2i1.5286","url":null,"abstract":"Tujuan penelitian ini adalah untuk mendeskripsikan tentang pemanfaatan aplikasi pembelajaran yang dapat memfasilitasi belajar siswa kelas XI SMK jurusan akuntansi. Metode penelitian yang digunakan adalah penelitian kualitatif. Penelitian ini dilaksanakan dari bulan Mei-Juni 2023 di SMKN 17 Jakarta dengan subjek penelitian yaitu siswa SMK kelas XI dan guru dari jurusan Akuntansi. Teknik pengumpulan data yang digunakan adalah dengan melakukan wawancara dan observasi. Teknik analisis yang digunakan adalah deskriptif kualitatif. Hasil penelitian menunjukkan bahwa sebagian besar guru memanfaatkan aplikasi pembelajaran untuk memfasilitasi pembelajaran siswa. Aplikasi yang sering digunakan antara lain MYOB, Spreadsheet, Quiziz dan Kahoot. Dengan memanfaatkan aplikasi tersebut, proses pembelajaran menjadi lebih efektif, efisien. Selain itu, siswa menjadi lebih termotivasi dan mendapat pengalaman belajar yang bermakna.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82425928","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}
Penelitian ini bertujuan untuk mengetahui dampak penggunaan Kahoot dalam pembelajaran siswa SMA. Dalam upaya mencapai tujuan tersebut, digunakan metode kajian pustaka atau library research, di mana lima belas artikel yang dipilih dari jurnal terakreditasi dalam negeri yang terbit antara Januari 2018 hingga April 2023 menjadi sumber data utama. Melalui proses pengumpulan dan analisis data, penelitian ini mencoba untuk mengungkapkan berbagai dampak yang mungkin terkait dengan pemanfaatan Kahoot dalam pembelajaran di tingkat SMA. Hasil analisis menunjukkan bahwa penggunaan Kahoot dalam pembelajaran siswa SMA memiliki dampak yang signifikan. Terdapat peningkatan prestasi belajar siswa. Melalui interaksi yang interaktif dan menarik dalam format permainan kuis, Kahoot mampu meningkatkan pemahaman siswa terhadap materi pelajaran dan kemampuan mereka dalam mengingat informasi yang diajarkan. Kesimpulannya, penggunaan Kahoot dalam pembelajaran siswa SMA memiliki dampak positif. Dengan meningkatkan prestasi belajar, membangkitkan motivasi belajar, memudahkan penguasaan materi, dan menarik minat belajar siswa, Kahoot dapat menjadi alat yang efektif untuk meningkatkan pembelajaran di kelas SMA.
{"title":"DAMPAK PENGGUNAAN KAHOOT SEBAGAI PLATFORM GAMIFIKASI DALAM PROSES PEMBELAJARAN","authors":"Muh. Rizal Mattawang, Edy Syarif","doi":"10.33830/jlt.v2i1.5843","DOIUrl":"https://doi.org/10.33830/jlt.v2i1.5843","url":null,"abstract":"Penelitian ini bertujuan untuk mengetahui dampak penggunaan Kahoot dalam pembelajaran siswa SMA. Dalam upaya mencapai tujuan tersebut, digunakan metode kajian pustaka atau library research, di mana lima belas artikel yang dipilih dari jurnal terakreditasi dalam negeri yang terbit antara Januari 2018 hingga April 2023 menjadi sumber data utama. Melalui proses pengumpulan dan analisis data, penelitian ini mencoba untuk mengungkapkan berbagai dampak yang mungkin terkait dengan pemanfaatan Kahoot dalam pembelajaran di tingkat SMA. Hasil analisis menunjukkan bahwa penggunaan Kahoot dalam pembelajaran siswa SMA memiliki dampak yang signifikan. Terdapat peningkatan prestasi belajar siswa. Melalui interaksi yang interaktif dan menarik dalam format permainan kuis, Kahoot mampu meningkatkan pemahaman siswa terhadap materi pelajaran dan kemampuan mereka dalam mengingat informasi yang diajarkan. Kesimpulannya, penggunaan Kahoot dalam pembelajaran siswa SMA memiliki dampak positif. Dengan meningkatkan prestasi belajar, membangkitkan motivasi belajar, memudahkan penguasaan materi, dan menarik minat belajar siswa, Kahoot dapat menjadi alat yang efektif untuk meningkatkan pembelajaran di kelas SMA.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87475666","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}
This article puts to use the work of Deleuze and Guattari to build new knowledge and understanding associated with the circumstantial nature of becoming a technology-capable language teacher through experimentations with/in the agencements of an ongoing research project associated with the design and delivery of a 12-week online graduate course in computer-assisted language learning (CALL). Methodologically, data collection encompassed participants’ assignments, semi-structured interviews, course materials, and researcher’s journal. Moreover, rhizoanalysis was deployed to map change and potentialities in teachers’ becoming. Scholarly contributions to the fields of technology, learning, and teacher education relate to re-theorizing the role and effect of human, expressive, and material elements in teacher education in CALL, as well as developing new methodologies to research micro-level singularities and emergent potentialities for teaching and learning with/in teacher education.
{"title":"Rhizo-Creation of Second-Language Teachers’ Capacity for Technological Integration","authors":"Francis Bangou","doi":"10.21432/cjlt28013","DOIUrl":"https://doi.org/10.21432/cjlt28013","url":null,"abstract":"This article puts to use the work of Deleuze and Guattari to build new knowledge and understanding associated with the circumstantial nature of becoming a technology-capable language teacher through experimentations with/in the agencements of an ongoing research project associated with the design and delivery of a 12-week online graduate course in computer-assisted language learning (CALL). Methodologically, data collection encompassed participants’ assignments, semi-structured interviews, course materials, and researcher’s journal. Moreover, rhizoanalysis was deployed to map change and potentialities in teachers’ becoming. Scholarly contributions to the fields of technology, learning, and teacher education relate to re-theorizing the role and effect of human, expressive, and material elements in teacher education in CALL, as well as developing new methodologies to research micro-level singularities and emergent potentialities for teaching and learning with/in teacher education.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"PC-20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84832394","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}
Higher education worldwide is facing several challenges spanning from economic, social, technological, demographic, environmental, to political tensions. Calls to rethink, reimagine, and reform higher education to respond to such challenges are ongoing, and need to be informed by a wide variety of stakeholders. To inform such efforts, we interviewed thirty-seven faculty members at Canadian colleges and universities to develop a greater understanding of their hopes and anxieties about the future of higher education as they considered what higher education may look like five years into the future. Results centred on four themes: (1) anxieties and hopes are shaped by supports and resources from various sources, (2) faculty members face anxiety over matters that negatively impact them but are beyond their control, (3) faculty members hope that “good” comes from the COVID-19 pandemic, and (4) faculty members hope for a well-rounded education that will enable students to succeed both within and beyond their careers. Implications for these findings suggest a need to direct research efforts and practices toward more hopeful futures for higher education, especially in the context of online and blended learning.
{"title":"Canadian Faculty Members’ Hopes and Anxieties About the Near-Future of Higher Education","authors":"G. Veletsianos, Nicole Johnson","doi":"10.21432/cjlt28319","DOIUrl":"https://doi.org/10.21432/cjlt28319","url":null,"abstract":"Higher education worldwide is facing several challenges spanning from economic, social, technological, demographic, environmental, to political tensions. Calls to rethink, reimagine, and reform higher education to respond to such challenges are ongoing, and need to be informed by a wide variety of stakeholders. To inform such efforts, we interviewed thirty-seven faculty members at Canadian colleges and universities to develop a greater understanding of their hopes and anxieties about the future of higher education as they considered what higher education may look like five years into the future. Results centred on four themes: (1) anxieties and hopes are shaped by supports and resources from various sources, (2) faculty members face anxiety over matters that negatively impact them but are beyond their control, (3) faculty members hope that “good” comes from the COVID-19 pandemic, and (4) faculty members hope for a well-rounded education that will enable students to succeed both within and beyond their careers. Implications for these findings suggest a need to direct research efforts and practices toward more hopeful futures for higher education, especially in the context of online and blended learning.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"83 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89435483","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}
The Encyclopedia of Female Pioneers in Online Learning by Drs. Susan Bainbridge and Norine Wark is an overview of the work and experiences of 30 women - early adopters of online (OL) and distance education (DE) in their countries (although even they struggle with what to call their focus of study and practice, as discussed in Chapter 32). Building on the use of “…career profiles, original interviews, and research analysis…” (p. 1), the book is a testament to the space that women in this field, have occupied and continue to occupy in the modern-day world of technology enhanced global education. The book is divided into two parts.
{"title":"The Encyclopedia of Female Pioneers in Online Learning, 2023.","authors":"Diane P. Janes","doi":"10.21432/cjlt28445","DOIUrl":"https://doi.org/10.21432/cjlt28445","url":null,"abstract":"The Encyclopedia of Female Pioneers in Online Learning by Drs. Susan Bainbridge and Norine Wark is an overview of the work and experiences of 30 women - early adopters of online (OL) and distance education (DE) in their countries (although even they struggle with what to call their focus of study and practice, as discussed in Chapter 32). Building on the use of “…career profiles, original interviews, and research analysis…” (p. 1), the book is a testament to the space that women in this field, have occupied and continue to occupy in the modern-day world of technology enhanced global education. The book is divided into two parts.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"108 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77326552","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}
Adult online college students often suffer from time scarcity, which results in a drain on cognitive capacity and executive function, thus lowering their ability to plan, reason, and multitask. Busy students often engage in tunneling, ignoring everything but the most pressing concern. To support these students, educators should recommend timelines for task completion and divide larger assignments into smaller tasks. To reduce feelings of time scarcity, classrooms should have a predictable rhythm of regular assignments, a clear syllabus, meaningful assignments, and no busywork. Allocating points for preparatory tasks affirms their value and demonstrates respect for students’ time. Educators can help students build slack into their schedules so that they can better navigate disruptions by recommending multitasking strategies, suggesting rules of thumb, highlighting key points in instructions, and distinguishing essential from non-essential resources. Better understanding the challenges of the busy adult online student can help educators more effectively support their success.
{"title":"Time Scarcity and Student Performance: Instructional Strategies for Busy Adult Online Students","authors":"Melanie Holmes","doi":"10.21432/cjlt28357","DOIUrl":"https://doi.org/10.21432/cjlt28357","url":null,"abstract":"Adult online college students often suffer from time scarcity, which results in a drain on cognitive capacity and executive function, thus lowering their ability to plan, reason, and multitask. Busy students often engage in tunneling, ignoring everything but the most pressing concern. To support these students, educators should recommend timelines for task completion and divide larger assignments into smaller tasks. To reduce feelings of time scarcity, classrooms should have a predictable rhythm of regular assignments, a clear syllabus, meaningful assignments, and no busywork. Allocating points for preparatory tasks affirms their value and demonstrates respect for students’ time. Educators can help students build slack into their schedules so that they can better navigate disruptions by recommending multitasking strategies, suggesting rules of thumb, highlighting key points in instructions, and distinguishing essential from non-essential resources. Better understanding the challenges of the busy adult online student can help educators more effectively support their success.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75814573","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}
Research on the impact of the visual design of the user interface of learning management systems (LMS) on learning experience is sparse. The purpose of this study was to conduct a preliminary examination of students’ perceptions of the visual design of their postsecondary institutions’ LMS and their learning experiences using survey methodology (N= 46). Students generally agreed that the course homepages were well organized and that the LMS colours, while deemed moderately to very important, did not enhance learning or increase the ability to remember course content. However, more positive perceptions of the visual appearance of the LMS were associated with greater satisfaction with grades. Expected end of term grade point average was negatively correlated with the degree to which students perceived that colour enhanced their learning. Students reported a greater satisfaction with the contribution of the LMS to learning correlated to the number of school terms they had used an LMS, their LMS proficiency, and their perceptions about the visual appeal of the LMS design. Together, these results suggest that exploring the impact of LMS colour and other dimensions of visual design on student engagement and learning are important and have practical value for LMS developers, instructional designers, and instructors.
{"title":"Student Perceptions of the Visual Design of Learning Management Systems","authors":"B. Stoesz, Mehdi Niknam","doi":"10.21432/cjlt28154","DOIUrl":"https://doi.org/10.21432/cjlt28154","url":null,"abstract":"Research on the impact of the visual design of the user interface of learning management systems (LMS) on learning experience is sparse. The purpose of this study was to conduct a preliminary examination of students’ perceptions of the visual design of their postsecondary institutions’ LMS and their learning experiences using survey methodology (N= 46). Students generally agreed that the course homepages were well organized and that the LMS colours, while deemed moderately to very important, did not enhance learning or increase the ability to remember course content. However, more positive perceptions of the visual appearance of the LMS were associated with greater satisfaction with grades. Expected end of term grade point average was negatively correlated with the degree to which students perceived that colour enhanced their learning. Students reported a greater satisfaction with the contribution of the LMS to learning correlated to the number of school terms they had used an LMS, their LMS proficiency, and their perceptions about the visual appeal of the LMS design. Together, these results suggest that exploring the impact of LMS colour and other dimensions of visual design on student engagement and learning are important and have practical value for LMS developers, instructional designers, and instructors.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80631649","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}
This article reviews recent literature (2011–present) on the automated scoring (AS) of writing and speaking. Its purpose is to first survey the current research on automated scoring of language, then highlight how automated scoring impacts the present and future of assessment, teaching, and learning. The article begins by outlining the general background of AS issues in language assessment and testing. It then positions AS research with respect to technological advancements. Section two details the literature review search process and criteria for article inclusion. In section three, the three main themes emerging from the review are presented: automated scoring design considerations, the role of humans and artificial intelligence, and the accuracy of automated scoring with different groups. Two tables show how specific articles contributed to each of the themes. Following this, each of the three themes is presented in further detail, with a sequential focus on writing, speaking, and a short summary. Section four addresses AS implementation with respect to current assessment, teaching, and learning issues. Section five considers future research possibilities related to both the research and current uses of AS, with implications for the Canadian context in terms of the next steps for automated scoring.
{"title":"Automated Scoring of Speaking and Writing: Starting to Hit its Stride","authors":"Daniel Marc Jones, Liying Cheng, Gregory Tweedie","doi":"10.21432/cjlt28241","DOIUrl":"https://doi.org/10.21432/cjlt28241","url":null,"abstract":"This article reviews recent literature (2011–present) on the automated scoring (AS) of writing and speaking. Its purpose is to first survey the current research on automated scoring of language, then highlight how automated scoring impacts the present and future of assessment, teaching, and learning. The article begins by outlining the general background of AS issues in language assessment and testing. It then positions AS research with respect to technological advancements. Section two details the literature review search process and criteria for article inclusion. In section three, the three main themes emerging from the review are presented: automated scoring design considerations, the role of humans and artificial intelligence, and the accuracy of automated scoring with different groups. Two tables show how specific articles contributed to each of the themes. Following this, each of the three themes is presented in further detail, with a sequential focus on writing, speaking, and a short summary. Section four addresses AS implementation with respect to current assessment, teaching, and learning issues. Section five considers future research possibilities related to both the research and current uses of AS, with implications for the Canadian context in terms of the next steps for automated scoring.","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73663192","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}
Cette étude pilote porte sur l’utilisation des fonctions d’aide technologique (FAT) par des élèves du primaire, scolarisés en français et ayant des difficultés en lecture et en écriture (groupe FAT, n = 25). L’objectif est d’évaluer si les FAT améliorent leur compréhension de lecture et leur concept de soi scolaire (CSS) et si elles permettent de réduire le nombre de fautes à l’écrit. Un groupe de comparaison d’élèves tout-venant (n = 22) est inclus pour examiner si les scores des deux groupes se rapprochent au fil du temps. Les résultats montrent qu’après seulement cinq mois d’utilisation des FAT les élèves du groupe FAT réduisent leurs fautes à l’écrit et ils obtiennent même des performances comparables à celles de leurs pairs tout-venant. Pour la compréhension de lecture et le CSS, les effets d’interaction ne sont pas significatifs. Les implications pour la réussite scolaire et les recherches futures sont discutées.
{"title":"Utilité des Fonctions d’Aide Technologique sur les Performances en Lecture et en Écriture et sur le Concept de soi Scolaire Auprès d’élèves du Primaire qui ont des Difficultés d’Apprentissage","authors":"Gabrielle Bourget-Piché, Céline Leroux Chemla, Clélie Bigo, Marie-Claude Guay","doi":"10.21432/cjlt28276","DOIUrl":"https://doi.org/10.21432/cjlt28276","url":null,"abstract":"Cette étude pilote porte sur l’utilisation des fonctions d’aide technologique (FAT) par des élèves du primaire, scolarisés en français et ayant des difficultés en lecture et en écriture (groupe FAT, n = 25). L’objectif est d’évaluer si les FAT améliorent leur compréhension de lecture et leur concept de soi scolaire (CSS) et si elles permettent de réduire le nombre de fautes à l’écrit. Un groupe de comparaison d’élèves tout-venant (n = 22) est inclus pour examiner si les scores des deux groupes se rapprochent au fil du temps. Les résultats montrent qu’après seulement cinq mois d’utilisation des FAT les élèves du groupe FAT réduisent leurs fautes à l’écrit et ils obtiennent même des performances comparables à celles de leurs pairs tout-venant. Pour la compréhension de lecture et le CSS, les effets d’interaction ne sont pas significatifs. Les implications pour la réussite scolaire et les recherches futures sont discutées. ","PeriodicalId":37047,"journal":{"name":"Canadian Journal of Learning and Technology","volume":"84 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73854435","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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