M. Akhmedova, Gasangusein I. Ibragimov, Nina I. Kryukova, N. Galchenko, L. Lutskovskaia, Zhanna M. Sizova, Marat R. Minkin
This article provides a bibliometric overview of publications on eLearning trends in STE(A)M teaching and learning to give readers a better understanding of the current state of research in the field. The main objective of this study is to provide bibliometric data on publications on online teaching and learning trends for science, technology, engineering, and mathematics education (STEM) teaching and learning purposes printed in journals included in the Scopus database in the years 2011-2023. For the bibliometric analysis, STEM learning, STEM teaching, online education, bibliometric review keywords were used, and 136 documents from the Scopus database were chosen. The collected data of the publications scanned and published in the parameters of the study were subjected to a bibliometric analysis based on seven categories: number of articles and citations per year, most influential countries, most prolific author, most prominent affiliations, funding institutions, publication source, and subject areas. Network diagrams and bibliometric analyses were created using the Scopus database analysis. Most of the articles were published between 2016 and 2022. The United States of America, the United Kingdom, and China were among the top-three most productive countries, and the United States of America produced the most publications. The number of citations to publications indexed in the Scopus database is growing steadily and reached its peak in 2022 (178 citations). The most prolific author on this subject is Minichiello, A., with four publications. In addition, Stanford University and Utah State University have maximum publishing partners. By funding 16 publications for online STEM teaching and learning, the National Science Foundation has shown leadership. The topic areas of the publications’ distribution were looked at. The articles’ respective fields of study were social sciences and computer science. This study offers a vision for future research as well as a worldwide view of online learning for STEM teaching and learning.
{"title":"Uncovering patterns and trends in online teaching and learning for STEM education","authors":"M. Akhmedova, Gasangusein I. Ibragimov, Nina I. Kryukova, N. Galchenko, L. Lutskovskaia, Zhanna M. Sizova, Marat R. Minkin","doi":"10.30935/cedtech/13363","DOIUrl":"https://doi.org/10.30935/cedtech/13363","url":null,"abstract":"This article provides a bibliometric overview of publications on eLearning trends in STE(A)M teaching and learning to give readers a better understanding of the current state of research in the field. The main objective of this study is to provide bibliometric data on publications on online teaching and learning trends for science, technology, engineering, and mathematics education (STEM) teaching and learning purposes printed in journals included in the Scopus database in the years 2011-2023. For the bibliometric analysis, STEM learning, STEM teaching, online education, bibliometric review keywords were used, and 136 documents from the Scopus database were chosen. The collected data of the publications scanned and published in the parameters of the study were subjected to a bibliometric analysis based on seven categories: number of articles and citations per year, most influential countries, most prolific author, most prominent affiliations, funding institutions, publication source, and subject areas. Network diagrams and bibliometric analyses were created using the Scopus database analysis. Most of the articles were published between 2016 and 2022. The United States of America, the United Kingdom, and China were among the top-three most productive countries, and the United States of America produced the most publications. The number of citations to publications indexed in the Scopus database is growing steadily and reached its peak in 2022 (178 citations). The most prolific author on this subject is Minichiello, A., with four publications. In addition, Stanford University and Utah State University have maximum publishing partners. By funding 16 publications for online STEM teaching and learning, the National Science Foundation has shown leadership. The topic areas of the publications’ distribution were looked at. The articles’ respective fields of study were social sciences and computer science. This study offers a vision for future research as well as a worldwide view of online learning for STEM teaching and learning.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42548164","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}
Social media, such as Twitter, have skyrocketed in popularity over the past few years. In fact, social media have been widely used by students and instructors as teaching and learning tools. In response to the increasing use of Twitter in the educational field, we have collected ten studies between 2011 to 2020 in order to assess the relationship between social media, specifically Twitter, and students’ engagement and grades. We have conducted a meta-analysis to provide empirical evidence concerning the impact of Twitter on student engagement and achievement. Furthermore, we have utilized the manual approach of content analysis in order to code these articles. Overall, metadata suggests that Twitter has a stronger impact on student engagement than on grades. Nevertheless, its impact is not necessarily positive, especially on grades.
{"title":"A critical analysis of the effects of Twitter on student engagement and grades","authors":"I. Alshaye, Z. Tasir, Nurul Farhana Binti Jumaat","doi":"10.30935/cedtech/13277","DOIUrl":"https://doi.org/10.30935/cedtech/13277","url":null,"abstract":"Social media, such as Twitter, have skyrocketed in popularity over the past few years. In fact, social media have been widely used by students and instructors as teaching and learning tools. In response to the increasing use of Twitter in the educational field, we have collected ten studies between 2011 to 2020 in order to assess the relationship between social media, specifically Twitter, and students’ engagement and grades. We have conducted a meta-analysis to provide empirical evidence concerning the impact of Twitter on student engagement and achievement. Furthermore, we have utilized the manual approach of content analysis in order to code these articles. Overall, metadata suggests that Twitter has a stronger impact on student engagement than on grades. Nevertheless, its impact is not necessarily positive, especially on grades.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43911401","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}
Large language models, such as ChatGPT, have great potential to enhance learning and support teachers, but they must be used with care to tackle limitations and biases. This paper presents two easy-to-implement examples of how ChatGPT can be used in physics classrooms to foster critical thinking skills at the secondary school level. A pilot study (n=53) examining the implementation of these examples found that the intervention had a positive impact on students’ perceptions of ChatGPT, with an increase in agreement with statements related to its benefits and incorporation into their daily lives.
{"title":"ChatGPT in physics education: A pilot study on easy-to-implement activities","authors":"","doi":"10.30935/cedtech/13176","DOIUrl":"https://doi.org/10.30935/cedtech/13176","url":null,"abstract":"Large language models, such as ChatGPT, have great potential to enhance learning and support teachers, but they must be used with care to tackle limitations and biases. This paper presents two easy-to-implement examples of how ChatGPT can be used in physics classrooms to foster critical thinking skills at the secondary school level. A pilot study (n=53) examining the implementation of these examples found that the intervention had a positive impact on students’ perceptions of ChatGPT, with an increase in agreement with statements related to its benefits and incorporation into their daily lives.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42929692","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 article presents the research of empirical mixed methods on the use of a modern mobile reading app compared to traditional forms of teaching in English business classes in higher education in Slovakia. The research belongs to the theoretical frame of the mobile assisted language learning field that has generated an interest since the early 1990 thanks to the development of mobile technologies, their features, and their functions all over the world. The research sample consisted of 40 freshman students from the University of Economics in Bratislava who were equally divided into control and experimental groups. The experimental treatment lasted one semester and was based on analyzing books on a biweekly basis from Blinkist, the reading app based on the protocol the authors created, where three higher-level thinking domains of Bloom’s taxonomy (Anderson & Krathwohl, 2001) were identified. Students were also asked to read/listen to the books every week. Even though the current findings indicate no relationship between enhancing English reading skills and incorporating reading apps in a foreign language learning, SWOT analysis from focus group interviews shows different results. It is regarding the positive perception of working with the reading app in business English classes. Based on these findings, the authors make pedagogical implications about using reading apps as a part of the curriculum of blended learning in business English classes in higher education.
{"title":"The utilization of a reading app in business English classes in higher education","authors":"Katarina Zamborova, B. Klimova","doi":"10.30935/cedtech/13364","DOIUrl":"https://doi.org/10.30935/cedtech/13364","url":null,"abstract":"The article presents the research of empirical mixed methods on the use of a modern mobile reading app compared to traditional forms of teaching in English business classes in higher education in Slovakia. The research belongs to the theoretical frame of the mobile assisted language learning field that has generated an interest since the early 1990 thanks to the development of mobile technologies, their features, and their functions all over the world. The research sample consisted of 40 freshman students from the University of Economics in Bratislava who were equally divided into control and experimental groups. The experimental treatment lasted one semester and was based on analyzing books on a biweekly basis from Blinkist, the reading app based on the protocol the authors created, where three higher-level thinking domains of Bloom’s taxonomy (Anderson & Krathwohl, 2001) were identified. Students were also asked to read/listen to the books every week. Even though the current findings indicate no relationship between enhancing English reading skills and incorporating reading apps in a foreign language learning, SWOT analysis from focus group interviews shows different results. It is regarding the positive perception of working with the reading app in business English classes. Based on these findings, the authors make pedagogical implications about using reading apps as a part of the curriculum of blended learning in business English classes in higher education.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45965922","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 COVID-19 pandemic has changed the way instructors teach and students learn. Rather than receiving education face-to-face on-campus, remote online education emerged as an alternative solution. If implemented properly though, online education can have its positive impact on the teaching and learning processes. Online education, however, may have its deficiencies, especially in terms of mental health. This paper is a follow-on study comparing students’ perceptions towards remote online education versus their perceptions towards on-campus education as regards mental health specifically. Involving sixty-two engineering students at a private university in Dubai, where this study was implemented, the researchers utilized a questionnaire focusing on both online and on campus education models, which was conducted during the COVID-19 lockdown time and on-campus education following the lockdown period. Based on the study’s findings, most respondents were in favor of on-campus education, particularly in relation to its impact on student mental health.
{"title":"A comparative study for mental health challenges of students: Online versus on-campus education","authors":"Sara Suleymanova, Amjad Gawanmeh, Suhair Al-Alami","doi":"10.30935/cedtech/13337","DOIUrl":"https://doi.org/10.30935/cedtech/13337","url":null,"abstract":"The COVID-19 pandemic has changed the way instructors teach and students learn. Rather than receiving education face-to-face on-campus, remote online education emerged as an alternative solution. If implemented properly though, online education can have its positive impact on the teaching and learning processes. Online education, however, may have its deficiencies, especially in terms of mental health. This paper is a follow-on study comparing students’ perceptions towards remote online education versus their perceptions towards on-campus education as regards mental health specifically. Involving sixty-two engineering students at a private university in Dubai, where this study was implemented, the researchers utilized a questionnaire focusing on both online and on campus education models, which was conducted during the COVID-19 lockdown time and on-campus education following the lockdown period. Based on the study’s findings, most respondents were in favor of on-campus education, particularly in relation to its impact on student mental health.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42519506","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 increasing use of the Internet calls upon the need for adequate cyber security awareness to better face the risk and dangers connected with the online environment. This research presents an experiment that revealed the cyber security awareness of children at Czech primary schools. They were tested for their skills to distinguish different online risks. After the pre-testing children received training and with the time delay they filled in very similar questionnaires. The re-testing measured how well the children retained the training and their ability to use the skills in the virtual environment. The results show only a moderate level of cyber security awareness at the initial testing. The one-off training had only an insignificant impact on their online behavior. The research reveals an important finding. One-off training does not affect their responsive online behavior and is not a suitable solution for effectively improving online safety skills. The task is to involve cyber security awareness education in the whole educational process. Based on the literature and conducted research this paper provides a set of recommendations for the designers of the cyber security school curriculum.
{"title":"The good practices for implementation of cyber security education for school children","authors":"Dana Ondrušková, Richard Pospíšil","doi":"10.30935/cedtech/13253","DOIUrl":"https://doi.org/10.30935/cedtech/13253","url":null,"abstract":"The increasing use of the Internet calls upon the need for adequate cyber security awareness to better face the risk and dangers connected with the online environment. This research presents an experiment that revealed the cyber security awareness of children at Czech primary schools. They were tested for their skills to distinguish different online risks. After the pre-testing children received training and with the time delay they filled in very similar questionnaires. The re-testing measured how well the children retained the training and their ability to use the skills in the virtual environment. The results show only a moderate level of cyber security awareness at the initial testing. The one-off training had only an insignificant impact on their online behavior. The research reveals an important finding. One-off training does not affect their responsive online behavior and is not a suitable solution for effectively improving online safety skills. The task is to involve cyber security awareness education in the whole educational process. Based on the literature and conducted research this paper provides a set of recommendations for the designers of the cyber security school curriculum.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47063347","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 study focuses on how teachers’ pedagogical content knowledge (PCK) of mathematics may differ depending on teacher interactions in an online teacher community of practice (CoP). The study utilizes data from 26,857 posts collected from the South Korean self-generated online teacher CoP, ‘Indischool’. This data was then analyzed using natural language processing techniques; specifically, text classification with word2vec, BERT, and machine learning classifiers was used. The results indicate that the texts of posts can predict the level of teacher interactions in the online CoP. BERT embedding and classifier exhibited the best performance, ultimately achieving an F1 score of .756. Moreover, topic modeling utilizing BERT embedding is used to uncover the specific PCK of teachers through high- and low-interaction posts. The results reveal that high-interaction posts with numerous likes and replies demonstrate more in-depth reflections on teaching mathematics and refined PCK. This study makes two significant contributions. First, it applies a data science framework that allows for the analysis of real data from an actual online teacher community. Secondly, it sheds light on the intricacies of knowledge management in an online teacher CoP, an area that has to this point received limited empirical attention.
{"title":"Using natural language processing to analyze elementary teachers’ mathematical pedagogical content knowledge in online community of practice","authors":"Jiseung Yoo, Min Kyeong Kim","doi":"10.30935/cedtech/13278","DOIUrl":"https://doi.org/10.30935/cedtech/13278","url":null,"abstract":"This study focuses on how teachers’ pedagogical content knowledge (PCK) of mathematics may differ depending on teacher interactions in an online teacher community of practice (CoP). The study utilizes data from 26,857 posts collected from the South Korean self-generated online teacher CoP, ‘Indischool’. This data was then analyzed using natural language processing techniques; specifically, text classification with word2vec, BERT, and machine learning classifiers was used. The results indicate that the texts of posts can predict the level of teacher interactions in the online CoP. BERT embedding and classifier exhibited the best performance, ultimately achieving an F1 score of .756. Moreover, topic modeling utilizing BERT embedding is used to uncover the specific PCK of teachers through high- and low-interaction posts. The results reveal that high-interaction posts with numerous likes and replies demonstrate more in-depth reflections on teaching mathematics and refined PCK. This study makes two significant contributions. First, it applies a data science framework that allows for the analysis of real data from an actual online teacher community. Secondly, it sheds light on the intricacies of knowledge management in an online teacher CoP, an area that has to this point received limited empirical attention.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44095242","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}
Digital technology development has led to the creation of various learning options in the science education field. Technology such as gamification has been used in several science areas, uncovering diverse benefits regarding its usage. However, more research is needed to understand how gamification enhances students learning in science fields. Therefore, this study review presented an overview of gamification usage in the science education field literature and focused on research indexed in several international databases. 31 studies were included for review. The results showed that most of the studies presented positive outcomes as gamification proved to be effective with science education students. The study also indicated that most gamification studies were mostly used to enhance students’ learning skills in science education. The results of this study provide valuable data regarding technology techniques to enhance students’ skills in science education. Further research is needed to cover areas that are not widely investigated in gamification literature.
{"title":"Trends and gaps in empirical research on gamification in science education: A systematic review of the literature","authors":"","doi":"10.30935/cedtech/13177","DOIUrl":"https://doi.org/10.30935/cedtech/13177","url":null,"abstract":"Digital technology development has led to the creation of various learning options in the science education field. Technology such as gamification has been used in several science areas, uncovering diverse benefits regarding its usage. However, more research is needed to understand how gamification enhances students learning in science fields. Therefore, this study review presented an overview of gamification usage in the science education field literature and focused on research indexed in several international databases. 31 studies were included for review. The results showed that most of the studies presented positive outcomes as gamification proved to be effective with science education students. The study also indicated that most gamification studies were mostly used to enhance students’ learning skills in science education. The results of this study provide valuable data regarding technology techniques to enhance students’ skills in science education. Further research is needed to cover areas that are not widely investigated in gamification literature.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45621946","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}
Transmedia storytelling has the potential to be an effective approach for non-formal education. Previous research has suggested that there may be a reciprocal relationship between transmedia storytelling and the characteristics of non-formal learners. However, there is limited literature on how to structure and design educational processes using this approach in non-formal settings, and even less literature that integrates the perspectives of stakeholders on the necessary components for instructional design. To address this gap, a qualitative analysis of multiformat focus groups was conducted to describe the necessary items to be considered when developing transmedia educational process (TEP) in non-formal educational proposals when these are designed to families, children, and/or adolescents. Based on the findings, seven important levels were identified for instructional designing of TEPs: level of intentions (1), level of facilitators’ indications (2), level of participants’ needs (3), level of narrative integrations (4), level of elaboration and production (5), level of means and technological/physical support (6), and level of sharing willingness (7). The study discusses the importance to consider multiple perspectives, including those of facilitators, children and adolescents, and parents, when designing TEPs. Additionally, it is important to use a variety of media platforms, formats, and channels to engage diverse and heterogeneous groups of participants in non-formal educational settings. Further research could focus on developing and validating tools and strategies to guide instructional design in these types of educational processes.
{"title":"Designing a transmedia educational process in non-formal education: Considerations from families, children, adolescents, and practitioners","authors":"Arnau Erta-Majó, Eduard Vaquero","doi":"10.30935/cedtech/13338","DOIUrl":"https://doi.org/10.30935/cedtech/13338","url":null,"abstract":"Transmedia storytelling has the potential to be an effective approach for non-formal education. Previous research has suggested that there may be a reciprocal relationship between transmedia storytelling and the characteristics of non-formal learners. However, there is limited literature on how to structure and design educational processes using this approach in non-formal settings, and even less literature that integrates the perspectives of stakeholders on the necessary components for instructional design. To address this gap, a qualitative analysis of multiformat focus groups was conducted to describe the necessary items to be considered when developing transmedia educational process (TEP) in non-formal educational proposals when these are designed to families, children, and/or adolescents. Based on the findings, seven important levels were identified for instructional designing of TEPs: level of intentions (1), level of facilitators’ indications (2), level of participants’ needs (3), level of narrative integrations (4), level of elaboration and production (5), level of means and technological/physical support (6), and level of sharing willingness (7). The study discusses the importance to consider multiple perspectives, including those of facilitators, children and adolescents, and parents, when designing TEPs. Additionally, it is important to use a variety of media platforms, formats, and channels to engage diverse and heterogeneous groups of participants in non-formal educational settings. Further research could focus on developing and validating tools and strategies to guide instructional design in these types of educational processes.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49057366","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}
Paula Charbonneau-Gowdy, Dánisa Salinas, J. Oyanedel, Héctor Magaña
The deep disruption to education caused by the move to online learning during COVID-19 was unprecedented. While most educational stakeholders adapt to the transition back to a “new normal”, it seems an obvious time for constructivist reflection on the lessons learned. The aim of this longitudinal inquiry was to examine the experiences of higher education learners in Chile during the pandemic for potential insights to be gained. The focus was on students in multi-disciplinarian fields and the changes to their perspectives, practices, and identities. Working within the qualitative paradigm, data was gathered using interviews (n=22), surveys (n=1,054, n=1,137, n=205) and field notes. Learners’ experiences were mapped against contemporary e-learning theory and 21st century learner identity goals. Through this lens, pedagogical practices, course designs, and uses of technology reflected in online spaces were found to influence learners and their learning in complex ways. Two key themes emerged in the analysis: (1) exposure to conventional pedagogy, information transfer and assessment-driven designs and technology challenges online, left students discouraged with their learning progress and disparaging of their future workplace preparedness and (2) students who experienced learner-centered practices online, supported by contemporary learning theory and community-building course designs and technologies, underwent transformative changes to their learning and identities and feeling confidently qualified for their post study careers. In view of the increasing role e-learning will play in this century, we believe further empirical research of this kind into a myriad of global, digital learning contexts, could help transform online learning and learners in our new post pandemic reality.
{"title":"Designing the 'new normal': Key insights from the pandemic for transforming online learning going forward","authors":"Paula Charbonneau-Gowdy, Dánisa Salinas, J. Oyanedel, Héctor Magaña","doi":"10.30935/cedtech/13389","DOIUrl":"https://doi.org/10.30935/cedtech/13389","url":null,"abstract":"The deep disruption to education caused by the move to online learning during COVID-19 was unprecedented. While most educational stakeholders adapt to the transition back to a “new normal”, it seems an obvious time for constructivist reflection on the lessons learned. The aim of this longitudinal inquiry was to examine the experiences of higher education learners in Chile during the pandemic for potential insights to be gained. The focus was on students in multi-disciplinarian fields and the changes to their perspectives, practices, and identities. Working within the qualitative paradigm, data was gathered using interviews (n=22), surveys (n=1,054, n=1,137, n=205) and field notes. Learners’ experiences were mapped against contemporary e-learning theory and 21st century learner identity goals. Through this lens, pedagogical practices, course designs, and uses of technology reflected in online spaces were found to influence learners and their learning in complex ways. Two key themes emerged in the analysis: (1) exposure to conventional pedagogy, information transfer and assessment-driven designs and technology challenges online, left students discouraged with their learning progress and disparaging of their future workplace preparedness and (2) students who experienced learner-centered practices online, supported by contemporary learning theory and community-building course designs and technologies, underwent transformative changes to their learning and identities and feeling confidently qualified for their post study careers. In view of the increasing role e-learning will play in this century, we believe further empirical research of this kind into a myriad of global, digital learning contexts, could help transform online learning and learners in our new post pandemic reality.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46098259","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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