Pub Date : 2022-10-01DOI: 10.58459/rptel.2023.18006
X. P. Voon, S. Wong, L. Wong, Masnida Md. Khambari, Sharifah Intan Sharina Syed-Abdullah
Computational thinking (CT) is one of the skills that are critical for problem-solving in a technology-driven society. Although the importance of CT as a goal in education is increasingly acknowledged, there is scant research on developing pre-service teachers’ CT competencies so that they can integrate CT in their lesson design. In this study, drawing from the experiential learning framework, we discuss the design of a module using a novel approach that is a hybridisation of plugged and unplugged CT approaches. The aim is to facilitate pre-service teachers in making connections between CT and their teaching contexts. Thirty-eight pre-service teachers attended the CT module for twelve weeks. The results indicated that the participants developed better CT competencies by integrating, justifying and reflecting CT in their lesson design. This study demonstrates the importance of providing a practical CT module to conduct unplugged activities for pre-service teachers, especially for those without prior computing knowledge, before introducing CT in the context of programming.
{"title":"Developing pre-service teachers' computational thinking through experiential learning: hybridisation of plugged and unplugged approaches","authors":"X. P. Voon, S. Wong, L. Wong, Masnida Md. Khambari, Sharifah Intan Sharina Syed-Abdullah","doi":"10.58459/rptel.2023.18006","DOIUrl":"https://doi.org/10.58459/rptel.2023.18006","url":null,"abstract":"\u0000 \u0000 \u0000Computational thinking (CT) is one of the skills that are critical for problem-solving in a technology-driven society. Although the importance of CT as a goal in education is increasingly acknowledged, there is scant research on developing pre-service teachers’ CT competencies so that they can integrate CT in their lesson design. In this study, drawing from the experiential learning framework, we discuss the design of a module using a novel approach that is a hybridisation of plugged and unplugged CT approaches. The aim is to facilitate pre-service teachers in making connections between CT and their teaching contexts. Thirty-eight pre-service teachers attended the CT module for twelve weeks. The results indicated that the participants developed better CT competencies by integrating, justifying and reflecting CT in their lesson design. This study demonstrates the importance of providing a practical CT module to conduct unplugged activities for pre-service teachers, especially for those without prior computing knowledge, before introducing CT in the context of programming. \u0000 \u0000 \u0000","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"46 1","pages":"6"},"PeriodicalIF":3.2,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79351511","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 : 2022-10-01DOI: 10.58459/rptel.2023.18007
Isabel Hopwood
Learning is socially constructed, influenced by the norms of the learning environment as well as the relationships within it. As higher education students continue to access their learning through online platforms during the pandemic, some find the experience stressful and intimidating. Higher education students develop four key relationships during their studies: to self, to teachers, to peers and to subject. Might the shift to online learning have impacted the development of these key relationships? And if so, could adjustments to the design of online learning help? Thematic analysis of student feedback about online learning provision (n=496) indicates peer relationships are disrupted by limited interactional opportunity during some online learning formats, and that the peer relationship plays a mediating role in the development of other key relationships. Problematic synchronous teaching formats are identified and mitigations suggested. These findings are of interest to all seeking to optimise the design and delivery of online learning.
{"title":"Peerless? How students' experience of synchronous online teaching can disrupt the development of relationships to peers, teachers, subject and self","authors":"Isabel Hopwood","doi":"10.58459/rptel.2023.18007","DOIUrl":"https://doi.org/10.58459/rptel.2023.18007","url":null,"abstract":"\u0000 \u0000 \u0000Learning is socially constructed, influenced by the norms of the learning environment as well as the relationships within it. As higher education students continue to access their learning through online platforms during the pandemic, some find the experience stressful and intimidating. Higher education students develop four key relationships during their studies: to self, to teachers, to peers and to subject. Might the shift to online learning have impacted the development of these key relationships? And if so, could adjustments to the design of online learning help? Thematic analysis of student feedback about online learning provision (n=496) indicates peer relationships are disrupted by limited interactional opportunity during some online learning formats, and that the peer relationship plays a mediating role in the development of other key relationships. Problematic synchronous teaching formats are identified and mitigations suggested. These findings are of interest to all seeking to optimise the design and delivery of online learning. \u0000 \u0000 \u0000","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"22 1","pages":"7"},"PeriodicalIF":3.2,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82789671","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 : 2022-09-17DOI: 10.58459/rptel.2023.18004
Linda J. Castañeda, Victoria I. Marín
Decision processes to improve pedagogical designs have been commonly based on the superficial comparison between learning design and students’ results. This article focuses on proposing other ways of analysing the learning experience in higher education by exploring the (1) “participant’s declared performance” (PDP) as a collection of complex data, as well as (2) the qualitative visual network analysis (VNA), as a sustainable technique, to be used for untangling the learning activity. For this purpose, a mixed-method naturalistic case study of a pre-service teacher training course in a Spanish university, run by one professor and with the participation of 58 students, is presented. Materials collected included course design documentation regarding tasks and performance roles, students’ blog posts and satisfaction questionnaires. Findings demonstrate that the joint analysis of various elements – including PDP and VNA – shows the correspondence between learning design and student’s experiences. It also highlights prominent design aspects and weaknesses and provides insights for improving the learning design in future course editions. The reflection on PDP and VNA’s use is an opportunity to provide, feasibly and sustainably, qualitative information for educators to research their pedagogical practices.
{"title":"Improving pedagogical design in higher education: untangling the learning activity complexity through students' declared performance","authors":"Linda J. Castañeda, Victoria I. Marín","doi":"10.58459/rptel.2023.18004","DOIUrl":"https://doi.org/10.58459/rptel.2023.18004","url":null,"abstract":"\u0000 \u0000 \u0000Decision processes to improve pedagogical designs have been commonly based on the superficial comparison between learning design and students’ results. This article focuses on proposing other ways of analysing the learning experience in higher education by exploring the (1) “participant’s declared performance” (PDP) as a collection of complex data, as well as (2) the qualitative visual network analysis (VNA), as a sustainable technique, to be used for untangling the learning activity. For this purpose, a mixed-method naturalistic case study of a pre-service teacher training course in a Spanish university, run by one professor and with the participation of 58 students, is presented. Materials collected included course design documentation regarding tasks and performance roles, students’ blog posts and satisfaction questionnaires. Findings demonstrate that the joint analysis of various elements – including PDP and VNA – shows the correspondence between learning design and student’s experiences. It also highlights prominent design aspects and weaknesses and provides insights for improving the learning design in future course editions. The reflection on PDP and VNA’s use is an opportunity to provide, feasibly and sustainably, qualitative information for educators to research their pedagogical practices. \u0000 \u0000 \u0000","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"19 1","pages":"4"},"PeriodicalIF":3.2,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89984313","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 : 2022-09-17DOI: 10.58459/rptel.2023.18003
Soumya Narayana, S. Murthy
Restricted exploration of design space is a problem that novice designers face when solving engineering product design problems. Consequences of limited exploration can be the generation of sub-optimal solutions and fixation towards the first solution idea or known solution space. Expert designers sift through their vast repertoire of solution alternatives and choose the appropriate solution for the given design problem. Novices, however, lack this vast repository of alternative solution approaches. Therefore, it is good practice for novices to expand the problem and solution space and explore different aspects of the product design problem before identifying solutions appropriate for the design problem. Flare-fork collaborative strategy is a design exploration strategy that enables designers to generate opportunistic ideas related to the design problem and integrate them during the design process thereby expanding problem and solution space. The flare-fork collaborative strategy leverages rapid ideation, and semantic analogy thought transformation strategy to generate new ideas, interlinking ideas in design space map (DSM) for the elaboration of ideas, and thought transformer strategy to manipulate ideas for expanding problem and solution space. This paper describes a study to examine how the operationalization of the flare aspect of flare-fork collaborative strategy as an intervention supports the design process of three teams of students. We found that students frequently traverse between problem and solution space via an intermediate bridge space. Also, regardless of where the students begin, they do a comprehensive exploration of problem and solution space while using flare-fork collaborative strategy. Students’ perception of using flare-fork collaborative strategy to explore engineering product design is predominantly positive, with students identifying several ways in which flare aspect of flare-fork collaborative strategy aided them in their expansion of problem and solution space.
{"title":"Flare-fork collaborative strategy: expanding design space via opportunistic ideation in engineering product design","authors":"Soumya Narayana, S. Murthy","doi":"10.58459/rptel.2023.18003","DOIUrl":"https://doi.org/10.58459/rptel.2023.18003","url":null,"abstract":"\u0000 \u0000 \u0000Restricted exploration of design space is a problem that novice designers face when solving engineering product design problems. Consequences of limited exploration can be the generation of sub-optimal solutions and fixation towards the first solution idea or known solution space. Expert designers sift through their vast repertoire of solution alternatives and choose the appropriate solution for the given design problem. Novices, however, lack this vast repository of alternative solution approaches. Therefore, it is good practice for novices to expand the problem and solution space and explore different aspects of the product design problem before identifying solutions appropriate for the design problem. \u0000Flare-fork collaborative strategy is a design exploration strategy that enables designers to generate opportunistic ideas related to the design problem and integrate them during the design process thereby expanding problem and solution space. The flare-fork collaborative strategy leverages rapid ideation, and semantic analogy thought transformation strategy to generate new ideas, interlinking ideas in design space map (DSM) for the elaboration of ideas, and thought transformer strategy to manipulate ideas for expanding problem and solution space. This paper describes a study to examine how the operationalization of the flare aspect of flare-fork collaborative strategy as an intervention supports the design process of three teams of students. We found that students frequently traverse between problem and solution space via an intermediate bridge space. Also, regardless of where the students begin, they do a comprehensive exploration of problem and solution space while using flare-fork collaborative strategy. Students’ perception of using flare-fork collaborative strategy to explore engineering product design is predominantly positive, with students identifying several ways in which flare aspect of flare-fork collaborative strategy aided them in their expansion of problem and solution space. \u0000 \u0000 \u0000","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"68 1","pages":"3"},"PeriodicalIF":3.2,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85454549","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 : 2022-08-30DOI: 10.58459/rptel.2023.18002
Chaka Chaka
Much has been written about the fourth industrial revolution’s (4IR) contributions to and its impact on higher education (HE). In addition, review studies have been conducted on the contributions of 4IR technologies to and on their impact on HE. Most of these studies have reviewed single 4IR technologies in isolation as attested to by the review studies cited in the current study. Against this backdrop, the current study reviewed, discussed, and synthesized the applications, prospects, and challenges of artificial intelligence (AI), robotics, and blockchain at given higher education institutions (HEIs) between 2013 and 2019 as reported by 26 selected journal articles. Employing a slightly modified version of the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) guidelines for searching and screening, three of the findings of this study are worth mentioning. Firstly, the dominant AI technologies for learning are chatbots, and AI holds the prospect of personalized, scalable, and affordable learning. Secondly, the applications of robotics are exploratory in nature, and have a meta-teaching and a meta-learning orientation. Thirdly, some of the applications of blockchain relate to digital grading, digital credentialing and digital certification, and to real-time contracting and time stamping of learning. The implications of this review are that the three sets of technologies reviewed, have a lot applications for HE, barring the challenges that have been outlined.
{"title":"Fourth industrial revolution - a review of applications, prospects, and challenges for artificial intelligence, robotics and blockchain in higher education","authors":"Chaka Chaka","doi":"10.58459/rptel.2023.18002","DOIUrl":"https://doi.org/10.58459/rptel.2023.18002","url":null,"abstract":"Much has been written about the fourth industrial revolution’s (4IR) contributions to and its impact on higher education (HE). In addition, review studies have been conducted on the contributions of 4IR technologies to and on their impact on HE. Most of these studies have reviewed single 4IR technologies in isolation as attested to by the review studies cited in the current study. Against this backdrop, the current study reviewed, discussed, and synthesized the applications, prospects, and challenges of artificial intelligence (AI), robotics, and blockchain at given higher education institutions (HEIs) between 2013 and 2019 as reported by 26 selected journal articles. Employing a slightly modified version of the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) guidelines for searching and screening, three of the findings of this study are worth mentioning. Firstly, the dominant AI technologies for learning are chatbots, and AI holds the prospect of personalized, scalable, and affordable learning. Secondly, the applications of robotics are exploratory in nature, and have a meta-teaching and a meta-learning orientation. Thirdly, some of the applications of blockchain relate to digital grading, digital credentialing and digital certification, and to real-time contracting and time stamping of learning. The implications of this review are that the three sets of technologies reviewed, have a lot applications for HE, barring the challenges that have been outlined.","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"23 1","pages":"2"},"PeriodicalIF":3.2,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87182116","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 : 2022-08-30DOI: 10.58459/rptel.2023.18001
Angel J. Y. Tan, J. Davies, R. Nicolson, T. Karaminis
Adjustments to life and learning following the COVID-19 pandemic have transformed user acceptance of online learning methods. It is, therefore, imperative to analyse factors relating to user performance and preferences for such interactions. In this study, we combined video-based learning with precision teaching to reinforce previously learnt statistics skills in university students without a mathematical background. We developed a learning design consisting of eight ‘bite-sized’ online learning episodes. Each episode started with a brief learning video followed by a practice phase and an end-of-episode assessment. The practice phase differed in two groups of participants, matched on statistics attainment pre- intervention. A precision-teaching intervention group (N = 19) completed practice guided by a frequency-based approach aiming at building fluency in statistics. A control group (N = 19) completed self-directed practice for the same amount of time as the intervention group. All participants completed a statistics attainment test and a questionnaire on their attitudes towards statistics pre- and post- intervention, and a review of the learning materials post-intervention. The intervention group achieved, consistently, higher scores in all end-of-episode assessments compared to the control group. Both groups showed significant and comparable improvements in statistics attainment post-intervention. Both groups also reported more positive feelings towards statistics post-intervention, while the review of the learning materials suggested that the video-based learning design was well-received by students. Our results suggest that video-based learning has great potential to support, as a supplementary teaching aid, university students in learning statistics. We discuss future research directions and implications of the study.
{"title":"A technology-enhanced learning intervention for statistics in higher education using bite-sized video-based learning and precision teaching","authors":"Angel J. Y. Tan, J. Davies, R. Nicolson, T. Karaminis","doi":"10.58459/rptel.2023.18001","DOIUrl":"https://doi.org/10.58459/rptel.2023.18001","url":null,"abstract":"\u0000 \u0000 \u0000Adjustments to life and learning following the COVID-19 pandemic have transformed user acceptance of online learning methods. It is, therefore, imperative to analyse factors relating to user performance and preferences for such interactions. In this study, we combined video-based learning with precision teaching to reinforce previously learnt statistics skills in university students without a mathematical background. We developed a learning design consisting of eight ‘bite-sized’ online learning episodes. Each episode started with a brief learning video followed by a practice phase and an end-of-episode assessment. The practice phase differed in two groups of participants, matched on statistics attainment pre- intervention. A precision-teaching intervention group (N = 19) completed practice guided by a frequency-based approach aiming at building fluency in statistics. A control group (N = 19) completed self-directed practice for the same amount of time as the intervention group. All participants completed a statistics attainment test and a questionnaire on their attitudes towards statistics pre- and post- intervention, and a review of the learning materials post-intervention. The intervention group achieved, consistently, higher scores in all end-of-episode assessments compared to the control group. Both groups showed significant and comparable improvements in statistics attainment post-intervention. Both groups also reported more positive feelings towards statistics post-intervention, while the review of the learning materials suggested that the video-based learning design was well-received by students. Our results suggest that video-based learning has great potential to support, as a supplementary teaching aid, university students in learning statistics. We discuss future research directions and implications of the study. \u0000 \u0000 \u0000","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"86 1","pages":"1"},"PeriodicalIF":3.2,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83074049","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 : 2022-07-16DOI: 10.1186/s41039-022-00202-1
Ting-Chia Hsu, Mu-Sheng Chen
{"title":"The engagement of students when learning to use a personal audio classifier to control robot cars in a computational thinking board game","authors":"Ting-Chia Hsu, Mu-Sheng Chen","doi":"10.1186/s41039-022-00202-1","DOIUrl":"https://doi.org/10.1186/s41039-022-00202-1","url":null,"abstract":"","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"38 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2022-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72830939","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 : 2022-06-21DOI: 10.1186/s41039-022-00199-7
S. Mohammed, László Kinyó
{"title":"The cross-cultural validation of the technology-enhanced social constructivist learning environment questionnaire in the Iraqi Kurdistan Region","authors":"S. Mohammed, László Kinyó","doi":"10.1186/s41039-022-00199-7","DOIUrl":"https://doi.org/10.1186/s41039-022-00199-7","url":null,"abstract":"","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"55 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84595807","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 : 2022-06-08DOI: 10.1186/s41039-022-00198-8
Didin Nuruddin Hidayat, J. Lee, Jon Mason, Teguh Khaerudin
{"title":"Digital technology supporting English learning among Indonesian university students","authors":"Didin Nuruddin Hidayat, J. Lee, Jon Mason, Teguh Khaerudin","doi":"10.1186/s41039-022-00198-8","DOIUrl":"https://doi.org/10.1186/s41039-022-00198-8","url":null,"abstract":"","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"1 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2022-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83634707","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 : 2022-05-24DOI: 10.1186/s41039-022-00192-0
Prajish Prasad, Sridhar V. Iyer
{"title":"VeriSIM: A model-based learning pedagogy for fostering software design evaluation skills in computer science undergraduates","authors":"Prajish Prasad, Sridhar V. Iyer","doi":"10.1186/s41039-022-00192-0","DOIUrl":"https://doi.org/10.1186/s41039-022-00192-0","url":null,"abstract":"","PeriodicalId":37055,"journal":{"name":"Research and Practice in Technology Enhanced Learning","volume":"139 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2022-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73321281","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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