Pub Date : 2023-05-24DOI: 10.58459/rptel.2024.19007
Francesca Sylvester, N. Le, S. Soekadar
Educational chatbots have been shown to be useful assistants in computer-supported learning settings. However, how does feedback of an educational chatbot impact on the learner’s attention? Thus, this paper proposes a study to measure changes in human attention when learning by using an educational chatbot Liza that is intended to improve human reasoning ability. In total, 18 participants participated in the study and had a conversation with Liza. During the interaction with Liza, the attention of the study participants was measured using a mobile electroencephalogram (EEG) device. Three findings have been determined based on statistics methods. First, it was found that there was a significant attention effect occurring in 54% of the times, after the educational chatbot showed feedback and the attention measurement took place over the length of a task. Second, when differentiating the type of feedback, positive feedback had a significant effect in 71 of these 137 cases (51.82%) and negative feedback had a significant effect in 66 of the 137 cases (48.18%). Third, statistical results showed that there was no significant difference in attention at the significant level of 0.05 during the 10 seconds before, and 10 seconds after positive feedback is received. Similar is the case for negative feedback.
{"title":"How can an educational chatbot's feedback influence human attention?","authors":"Francesca Sylvester, N. Le, S. Soekadar","doi":"10.58459/rptel.2024.19007","DOIUrl":"https://doi.org/10.58459/rptel.2024.19007","url":null,"abstract":"Educational chatbots have been shown to be useful assistants in computer-supported learning settings. However, how does feedback of an educational chatbot impact on the learner’s attention? Thus, this paper proposes a study to measure changes in human attention when learning by using an educational chatbot Liza that is intended to improve human reasoning ability. In total, 18 participants participated in the study and had a conversation with Liza. During the interaction with Liza, the attention of the study participants was measured using a mobile electroencephalogram (EEG) device. Three findings have been determined based on statistics methods. First, it was found that there was a significant attention effect occurring in 54% of the times, after the educational chatbot showed feedback and the attention measurement took place over the length of a task. Second, when differentiating the type of feedback, positive feedback had a significant effect in 71 of these 137 cases (51.82%) and negative feedback had a significant effect in 66 of the 137 cases (48.18%). Third, statistical results showed that there was no significant difference in attention at the significant level of 0.05 during the 10 seconds before, and 10 seconds after positive feedback is received. Similar is the case for negative feedback.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"39 1","pages":"7"},"PeriodicalIF":3.2,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73809635","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 : 2023-05-15DOI: 10.58459/rptel.2024.19006
O. Rotar
Adults used to be the largest online student population before the COVID-19 pandemic. However, the number of online students multiplied during the pandemic, and now includes the complete conglomeration of all student groups. Due to their longer experience of online education, adult students continue to provide valuable insights on how to enhance online learning for other higher education students. This article reports the results of phenomenographic research on the qualitative differences in the ways of experiencing learning by fifteen adult students enrolled in two online postgraduate programmes. The analysis on in-depth, participant-led interviews demonstrated that online learning is conceptualised in three ways: as an investment, as a process that brings structure, and as a process that enables and empowers an individual. The results of this study are of particular importance for those who are concerned with introducing online learning to the higher education curricula. The paper argues that the stigma of online education being the second choice, maintained in the educational research literature, should be replaced by a holistic approach to education as a process that organically incorporates the online educational elements into higher education. Focusing on how adult students experience online learning provides a broader and deeper understanding of adopted effective practices and the variety of online learning opportunities and outcomes for other students’ groups. Insights based on the results of this study are summarised.
{"title":"What we have learned from adult students' online learning experiences to enhance online learning of other students' groups?","authors":"O. Rotar","doi":"10.58459/rptel.2024.19006","DOIUrl":"https://doi.org/10.58459/rptel.2024.19006","url":null,"abstract":"Adults used to be the largest online student population before the COVID-19 pandemic. However, the number of online students multiplied during the pandemic, and now includes the complete conglomeration of all student groups. Due to their longer experience of online education, adult students continue to provide valuable insights on how to enhance online learning for other higher education students. This article reports the results of phenomenographic research on the qualitative differences in the ways of experiencing learning by fifteen adult students enrolled in two online postgraduate programmes. The analysis on in-depth, participant-led interviews demonstrated that online learning is conceptualised in three ways: as an investment, as a process that brings structure, and as a process that enables and empowers an individual. The results of this study are of particular importance for those who are concerned with introducing online learning to the higher education curricula. The paper argues that the stigma of online education being the second choice, maintained in the educational research literature, should be replaced by a holistic approach to education as a process that organically incorporates the online educational elements into higher education. Focusing on how adult students experience online learning provides a broader and deeper understanding of adopted effective practices and the variety of online learning opportunities and outcomes for other students’ groups. Insights based on the results of this study are summarised.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"18 2","pages":"6"},"PeriodicalIF":3.2,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72473913","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 : 2023-05-09DOI: 10.58459/rptel.2024.19005
L. A. Ávila-Meléndez
An innovation project’s key features for meaningful information and communication technologies (ICT) integration into multigrade classrooms of non-internet access and deprived rural communities are explored. Although the project implementation achievement differed in each school, the article focuses on the concurrent conditions that enabled ICT integration in some cases. The research evidence stems from open structured interviews in six multigrade primary schools and two regional workshops, and one selected lesson’s focused ethnography. Considering a wide-ranging ICT integration impediment review, it stands out the value of the Project’s lesson planning model that, in turn, has features suited to traditional student autonomy rooted in Mexican rural schools. The conclusion is that the synergy occurred amongst a minimum of equipment and digital resources, a planning model highlighting academic subject links, learning activities based on multi-modal resources, and the tradition of student autonomy. Even though the Project’s digital technologies are not cutting-edge, their innovative adaptation to multigrade schools in deprived communities is a pressing necessity in many countries.
{"title":"Meaningful ICT integration into deprived rural communities' multigrade classrooms","authors":"L. A. Ávila-Meléndez","doi":"10.58459/rptel.2024.19005","DOIUrl":"https://doi.org/10.58459/rptel.2024.19005","url":null,"abstract":"An innovation project’s key features for meaningful information and communication technologies (ICT) integration into multigrade classrooms of non-internet access and deprived rural communities are explored. Although the project implementation achievement differed in each school, the article focuses on the concurrent conditions that enabled ICT integration in some cases. The research evidence stems from open structured interviews in six multigrade primary schools and two regional workshops, and one selected lesson’s focused ethnography. Considering a wide-ranging ICT integration impediment review, it stands out the value of the Project’s lesson planning model that, in turn, has features suited to traditional student autonomy rooted in Mexican rural schools. The conclusion is that the synergy occurred amongst a minimum of equipment and digital resources, a planning model highlighting academic subject links, learning activities based on multi-modal resources, and the tradition of student autonomy. Even though the Project’s digital technologies are not cutting-edge, their innovative adaptation to multigrade schools in deprived communities is a pressing necessity in many countries.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"24 1","pages":"5"},"PeriodicalIF":3.2,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82967093","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 : 2023-05-03DOI: 10.58459/rptel.2024.19004
Moloud Mohammadi
The usefulness of self-directed learning ability in education has been demonstrated in previous studies. However, there has been much less understanding of the importance of digital information literacy, as well as how to manage these abilities and knowledge, and their effects on learning processes, especially in the current situation of digital education dominance and the necessity of interest creation in students. In order to address such needs and to evaluate students, as well as determine the effectiveness of the Interest-Driven Creator (IDC) loops, this study was conducted. In this study, 164 English language students were asked to participate in the pre-test, treatment, and post-test processes, while the treatments for the IDC group were developed in the form of interest-creation-habit triple loops. The results represented that IDC hybrid instruction was more effective in strengthening digital information literacy and personal knowledge management; and the IDC hybrid group outperformed the non-IDC hybrid group in terms of self-directed learning skills. These findings also revealed that to develop self-directed learning in critical readers, in addition to digital skills and how to manage and apply acquired knowledge, learning instructions (i.e., interest-creation-habit loops) have been effective. The IDC-hybrid group also identified the features of participation, perception-interest and facility-opportunity as the most significant and tangible ones.
{"title":"Digital information literacy, self-directed learning, and personal knowledge management in critical readers: Application of IDC Theory","authors":"Moloud Mohammadi","doi":"10.58459/rptel.2024.19004","DOIUrl":"https://doi.org/10.58459/rptel.2024.19004","url":null,"abstract":"The usefulness of self-directed learning ability in education has been demonstrated in previous studies. However, there has been much less understanding of the importance of digital information literacy, as well as how to manage these abilities and knowledge, and their effects on learning processes, especially in the current situation of digital education dominance and the necessity of interest creation in students. In order to address such needs and to evaluate students, as well as determine the effectiveness of the Interest-Driven Creator (IDC) loops, this study was conducted. In this study, 164 English language students were asked to participate in the pre-test, treatment, and post-test processes, while the treatments for the IDC group were developed in the form of interest-creation-habit triple loops. The results represented that IDC hybrid instruction was more effective in strengthening digital information literacy and personal knowledge management; and the IDC hybrid group outperformed the non-IDC hybrid group in terms of self-directed learning skills. These findings also revealed that to develop self-directed learning in critical readers, in addition to digital skills and how to manage and apply acquired knowledge, learning instructions (i.e., interest-creation-habit loops) have been effective. The IDC-hybrid group also identified the features of participation, perception-interest and facility-opportunity as the most significant and tangible ones.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"215 1","pages":"4"},"PeriodicalIF":3.2,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73141158","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 : 2023-05-01DOI: 10.58459/rptel.2024.19003
D. I. Inan, A. Hidayanto, Ratna Juita, Christopher Y. Hasian, Kevin Luvian, Leonardo, Samuel Ludwig Ian, Setyawan Pratama
In a crisis such as COVID-19 that struck the world in 2019, social and community activities are restricted, including in-person classes. On the one hand, these restrictions are aimed as a precautionary measure against the virus spread; on the other hand, this could lead to a lost generation without an educational process. Notwithstanding this, online learning through a video-sharing platform is envisaged as the best way to keep learning in this particular situation. However, students have their learning style preferences. While a video-based sharing platform is seen as the most representative way of facilitating self-directed learning, understanding the motivations driving the adoption is crucial. This paper investigates technical, social, and personal environments that motivate generation Z to utilise this tool for self-directed learning, employing Social Cognitive Theory (SCT) as the theoretical lens. A total of 251 survey responses from this cohort were collected and analysed with a structural equation modelling approach. The findings reveal that perceived usefulness and content quality, peer influence, and self-efficacy and outcome from three perspectives, respectively, determine the adoption intention substantially by 67.1%. These findings provide several important implications for video-sharing platform acceptance in terms of both research and practice. Limitations and future research directions are also discussed.
{"title":"How personal, technical, social environments affecting generation Z to utilise video-based sharing platform in learning process during crisis?","authors":"D. I. Inan, A. Hidayanto, Ratna Juita, Christopher Y. Hasian, Kevin Luvian, Leonardo, Samuel Ludwig Ian, Setyawan Pratama","doi":"10.58459/rptel.2024.19003","DOIUrl":"https://doi.org/10.58459/rptel.2024.19003","url":null,"abstract":"In a crisis such as COVID-19 that struck the world in 2019, social and community activities are restricted, including in-person classes. On the one hand, these restrictions are aimed as a precautionary measure against the virus spread; on the other hand, this could lead to a lost generation without an educational process. Notwithstanding this, online learning through a video-sharing platform is envisaged as the best way to keep learning in this particular situation. However, students have their learning style preferences. While a video-based sharing platform is seen as the most representative way of facilitating self-directed learning, understanding the motivations driving the adoption is crucial. This paper investigates technical, social, and personal environments that motivate generation Z to utilise this tool for self-directed learning, employing Social Cognitive Theory (SCT) as the theoretical lens. A total of 251 survey responses from this cohort were collected and analysed with a structural equation modelling approach. The findings reveal that perceived usefulness and content quality, peer influence, and self-efficacy and outcome from three perspectives, respectively, determine the adoption intention substantially by 67.1%. These findings provide several important implications for video-sharing platform acceptance in terms of both research and practice. Limitations and future research directions are also discussed.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"258 1","pages":"3"},"PeriodicalIF":3.2,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77692030","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 : 2023-04-16DOI: 10.58459/rptel.2024.19002
M. Ramli, Ani Cahyadi, Hilmi Mizani, Hendryadi, R. Mais
This study investigated the impact of loneliness on academic self-efficacy (ASE) and student engagement in the context of remote teaching during the COVID-19 pandemic. Moreover, as a boundary condition, we examined the role of intermediate ASE in the relationship between loneliness, student engagement, and perceived humor in learning. A total of 367 undergraduate students from six universities in Indonesia completed an online questionnaire. Data were analyzed using Macro Process version 4 to test the moderating mediation model hypothesis. As expected, the study results show that loneliness is negatively related to ASE and student engagement. ASE is proven to affect student engagement positively; concurrently, it plays an intermediate role in the link between loneliness and student engagement. Finally, humor had a significant moderating effect on learning in the tested model. This study contributes to the existing literature on loneliness and student engagement by uncovering the intermediate role of ASE. Drawing on the social cognitive theory (SCT) and instructional humor processing theory (IHTP), we explored how perceived humor in learning moderates the relationships between loneliness, ASE, and student engagement.
本研究旨在探讨新冠肺炎大流行背景下远程教学中孤独感对学业自我效能感和学生参与度的影响。此外，作为一个边界条件，我们研究了中间ASE在孤独、学生投入和学习中感知幽默之间的关系中的作用。来自印尼六所大学的367名本科生完成了一份在线调查问卷。使用Macro Process version 4对数据进行分析，以检验调节中介模型假设。正如预期的那样，研究结果表明孤独感与ASE和学生投入呈负相关。ASE被证明对学生的参与有积极的影响;同时，它在孤独感与学生参与度之间起着中介作用。最后，在测试模型中，幽默对学习有显著的调节作用。本研究通过揭示ASE在孤独感与学生敬业度之间的中介作用，对现有文献的研究做出了贡献。基于社会认知理论(SCT)和教学幽默加工理论(IHTP)，我们探讨了学习中的幽默感知如何调节孤独感、ASE和学生参与之间的关系。
{"title":"Loneliness, academic self-efficacy, and student engagement in the online learning environment: the role of humor in learning","authors":"M. Ramli, Ani Cahyadi, Hilmi Mizani, Hendryadi, R. Mais","doi":"10.58459/rptel.2024.19002","DOIUrl":"https://doi.org/10.58459/rptel.2024.19002","url":null,"abstract":"This study investigated the impact of loneliness on academic self-efficacy (ASE) and student engagement in the context of remote teaching during the COVID-19 pandemic. Moreover, as a boundary condition, we examined the role of intermediate ASE in the relationship between loneliness, student engagement, and perceived humor in learning. A total of 367 undergraduate students from six universities in Indonesia completed an online questionnaire. Data were analyzed using Macro Process version 4 to test the moderating mediation model hypothesis. As expected, the study results show that loneliness is negatively related to ASE and student engagement. ASE is proven to affect student engagement positively; concurrently, it plays an intermediate role in the link between loneliness and student engagement. Finally, humor had a significant moderating effect on learning in the tested model. This study contributes to the existing literature on loneliness and student engagement by uncovering the intermediate role of ASE. Drawing on the social cognitive theory (SCT) and instructional humor processing theory (IHTP), we explored how perceived humor in learning moderates the relationships between loneliness, ASE, and student engagement.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"117 26","pages":"2"},"PeriodicalIF":3.2,"publicationDate":"2023-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72376606","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 : 2023-03-28DOI: 10.58459/rptel.2024.19001
Mostafa Hamadi, Jamal El-Den
The integration of digital technologies in Higher Education (HE) has dramatically changed the way students learn, however it has also raised critical concerns about the sustainability aspects of digital learning. Although a considerable amount of literature has been published on digital learning and Sustainable Development (SD) in HE, further research is needed to establish a comprehensive research framework which synthesises and organises the knowledge in this area. This paper draws on a critical review of the literature to develop a conceptual research framework on sustainable digital learning in HE from an Information Systems’ lens. The proposed framework is the outcome of a thorough integrative review, followed by a thematic analysis of relevant sources which outlines common research themes in the literature and identifies major areas for future research. The proposed framework provides researchers and educators with valuable insights on the use of digital technologies to promote SD in HE and highlights the importance of sustainability awareness. It further defines focus areas and future research directions which can guide their research, thereby assisting in building a coherent body of knowledge in this research area.
{"title":"A conceptual research framework for sustainable digital learning in higher education","authors":"Mostafa Hamadi, Jamal El-Den","doi":"10.58459/rptel.2024.19001","DOIUrl":"https://doi.org/10.58459/rptel.2024.19001","url":null,"abstract":"The integration of digital technologies in Higher Education (HE) has dramatically changed the way students learn, however it has also raised critical concerns about the sustainability aspects of digital learning. Although a considerable amount of literature has been published on digital learning and Sustainable Development (SD) in HE, further research is needed to establish a comprehensive research framework which synthesises and organises the knowledge in this area. This paper draws on a critical review of the literature to develop a conceptual research framework on sustainable digital learning in HE from an Information Systems’ lens. The proposed framework is the outcome of a thorough integrative review, followed by a thematic analysis of relevant sources which outlines common research themes in the literature and identifies major areas for future research. The proposed framework provides researchers and educators with valuable insights on the use of digital technologies to promote SD in HE and highlights the importance of sustainability awareness. It further defines focus areas and future research directions which can guide their research, thereby assisting in building a coherent body of knowledge in this research area.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"199 1","pages":"1"},"PeriodicalIF":3.2,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75909146","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 : 2023-03-21DOI: 10.58459/rptel.2023.18040
Navdeep Verma, S. Getenet, Christopher Dann, T. Shaik
Online learning is in high demand due to benefits such as convenience, flexibility, cost efficiency, and improved accessibility. In online learning, video conferencing is an effective technology for collaboration and increasing online student engagement. This study is part of a larger study conducted using design-based research (DBR) to develop a video annotation tool using artificial intelligence (AI) methodologies such as machine learning and deep learning. This systematic literature review is the foundation of the process which identifies the characteristics and indicators of engaging teaching videos. The studies included in this systematic literature review have been gathered from seven databases and selected by applying inclusion/exclusion criteria in accordance with the Preferred Reporting Items for Systematic Reviews. From the selected studies, we identified, categorised, and explained the characteristics and indicators of engaging teaching videos based on teachers’ behaviours and movements. In this study, we identified 11 characteristics and 47 associated indicators of the characteristics critical in enhancing student engagement. Teachers and higher education institutions can use these characteristics and indicators as a benchmark to improve the quality of engaging teaching videos and later improve teaching and learning. In the final stage of DBR, the identified indicators can be used to train a machine learning tool, a form of AI. This tool can provide a report on engaging teaching videos by highlighting the teachers’ behaviours and movements.
{"title":"Characteristics of engaging teaching videos in higher education: a systematic literature review of teachers' behaviours and movements in video conferencing","authors":"Navdeep Verma, S. Getenet, Christopher Dann, T. Shaik","doi":"10.58459/rptel.2023.18040","DOIUrl":"https://doi.org/10.58459/rptel.2023.18040","url":null,"abstract":"Online learning is in high demand due to benefits such as convenience, flexibility, cost efficiency, and improved accessibility. In online learning, video conferencing is an effective technology for collaboration and increasing online student engagement. This study is part of a larger study conducted using design-based research (DBR) to develop a video annotation tool using artificial intelligence (AI) methodologies such as machine learning and deep learning. This systematic literature review is the foundation of the process which identifies the characteristics and indicators of engaging teaching videos. The studies included in this systematic literature review have been gathered from seven databases and selected by applying inclusion/exclusion criteria in accordance with the Preferred Reporting Items for Systematic Reviews. From the selected studies, we identified, categorised, and explained the characteristics and indicators of engaging teaching videos based on teachers’ behaviours and movements. In this study, we identified 11 characteristics and 47 associated indicators of the characteristics critical in enhancing student engagement. Teachers and higher education institutions can use these characteristics and indicators as a benchmark to improve the quality of engaging teaching videos and later improve teaching and learning. In the final stage of DBR, the identified indicators can be used to train a machine learning tool, a form of AI. This tool can provide a report on engaging teaching videos by highlighting the teachers’ behaviours and movements.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"99 5 1","pages":"40"},"PeriodicalIF":3.2,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75587121","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 : 2023-03-08DOI: 10.58459/rptel.2023.18039
Liu Chen, S. Wong, Shwu Pyng How
Online homework has been emerging with the popularity of online learning. The significance of online homework has been recognised, especially during the outbreak of COVID-19. Although it is regarded as one homework format, studies explicitly targeted at online homework are limited till now, particularly in student interest. As interest is defined as the driver of student learning, it is important to explore the factors influencing student interest in online homework to promote this technology use. Thus, a systematic review of the literature was conducted to identify studies on student interest in online homework with the guide of PRISMA. Based on 23 selected studies, this study unveiled the included studies’ characteristics and the informed factors influencing student interest in the online homework system or the homework assigned or completed online. The findings of this study showed that background variables, adult guidance and monitoring, and the role of students in the process impact student interest in online homework. As online homework is delivered via technology, other factors, such as content design, the ability of technology use and homework submission methods, are also associated with student interest in online homework. Relevant educational implications are elaborated. Further studies and limitations are also included in this study.
{"title":"A systematic review of factors influencing student interest in online homework","authors":"Liu Chen, S. Wong, Shwu Pyng How","doi":"10.58459/rptel.2023.18039","DOIUrl":"https://doi.org/10.58459/rptel.2023.18039","url":null,"abstract":"Online homework has been emerging with the popularity of online learning. The significance of online homework has been recognised, especially during the outbreak of COVID-19. Although it is regarded as one homework format, studies explicitly targeted at online homework are limited till now, particularly in student interest. As interest is defined as the driver of student learning, it is important to explore the factors influencing student interest in online homework to promote this technology use. Thus, a systematic review of the literature was conducted to identify studies on student interest in online homework with the guide of PRISMA. Based on 23 selected studies, this study unveiled the included studies’ characteristics and the informed factors influencing student interest in the online homework system or the homework assigned or completed online. The findings of this study showed that background variables, adult guidance and monitoring, and the role of students in the process impact student interest in online homework. As online homework is delivered via technology, other factors, such as content design, the ability of technology use and homework submission methods, are also associated with student interest in online homework. Relevant educational implications are elaborated. Further studies and limitations are also included in this study.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"28 1","pages":"39"},"PeriodicalIF":3.2,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85928701","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 : 2023-03-08DOI: 10.58459/rptel.2023.18038
T. Shamir-Inbal, Esti Schwartz, I. Blau
This research examined the pedagogical characteristics of emergency online learning in elementary schools. The study adds to the educational technology literature, exploring the opportunities and challenges for students by triangulating analysis of learning activities with perspectives of teachers, students, and parents. Thematic analysis of the interviews with 22 teachers, 21 students, and 10 parents revealed 913 statements grouped into categories and subcategories. Furthermore, 93 learning activities were analyzed based on the recent e-CSAMR framework that combines the SAMR and collaboration models. Participants reported development of student independence, responsibility, and learning autonomy, while adversely mentioned feelings of disconnection and lack of social communication. However, analysis of learning activities reflected mostly basic rather than advanced techno-pedagogical levels of the original SAMR model and revealed that they did not sufficiently incorporate collaborative activities or design of learning artifacts. Theoretical implications supported the e-CSAMR framework and identified optimal components for emergency learning within the framework. The results highlight the need to integrate collaborative learning into distance online learning and suggest that appropriate support and training can transform challenges into pedagogical opportunities.
{"title":"What are the pedagogical characteristics of elementary emergency e-learning? Crosschecking learning activities' analysis with perspectives of teachers, students and parents","authors":"T. Shamir-Inbal, Esti Schwartz, I. Blau","doi":"10.58459/rptel.2023.18038","DOIUrl":"https://doi.org/10.58459/rptel.2023.18038","url":null,"abstract":"This research examined the pedagogical characteristics of emergency online learning in elementary schools. The study adds to the educational technology literature, exploring the opportunities and challenges for students by triangulating analysis of learning activities with perspectives of teachers, students, and parents. Thematic analysis of the interviews with 22 teachers, 21 students, and 10 parents revealed 913 statements grouped into categories and subcategories. Furthermore, 93 learning activities were analyzed based on the recent e-CSAMR framework that combines the SAMR and collaboration models. Participants reported development of student independence, responsibility, and learning autonomy, while adversely mentioned feelings of disconnection and lack of social communication. However, analysis of learning activities reflected mostly basic rather than advanced techno-pedagogical levels of the original SAMR model and revealed that they did not sufficiently incorporate collaborative activities or design of learning artifacts. Theoretical implications supported the e-CSAMR framework and identified optimal components for emergency learning within the framework. The results highlight the need to integrate collaborative learning into distance online learning and suggest that appropriate support and training can transform challenges into pedagogical opportunities.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"10 1","pages":"38"},"PeriodicalIF":3.2,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73902684","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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