Pub Date : 2020-12-20DOI: 10.20368/1971-8829/1135315
V. Patwardhan, Shreelatha Rao, K. Thirugnanasambantham, N. Prabhu
The Community of Inquiry (CoI) is a popular framework to measure meaningful engagement and communication in distance learning environments, where it is claimed that three interactive elements of presence (teaching, social, and cognitive) enhance the quality of education and learning outcomes. However, research suggestslack of empirical evidence on its efficacy in emergency remote teaching. Using a noteworthy research contribution on CoI as the central subject of this research, we examined its applicability in remote teaching environment as a predictor of student satisfaction. In doing so, we tested the proposition that course design variables mediate the relationship between CoI and student satisfaction. A theoretical model is developed and tested using data collected from 621 hospitality students from an Institute of Eminence in India. Students were electronically queried to capture the data within a 10-day time frame. The data collected using a 34 item CoI scale, 6 item course design scale, and 6 item online course satisfaction scale were analysed using structural equation modelling and PROCESS macro 3.4 - Model 4. Overall, the results showed that the proposed model fits the observed relationships and teaching presence is the primary determinant of satisfaction. Likewise, the results implied partial mediation by course design on the relationship between CoI elements and satisfaction. We believe that this model could serve as a guide to possible future studies to explore the relevance of CoI framework in emergency remote teaching. The outcomes provide significant theoretical and practical contributions to the key stakeholders to design a satisfying online curricula as part of blended learning for the post COVID-19 era.
探究社区(CoI)是衡量远程学习环境中有意义的参与和沟通的一个流行框架，据称存在的三个互动要素(教学、社会和认知)提高了教育质量和学习成果。然而，研究表明其在应急远程教学中的有效性缺乏经验证据。使用值得注意的CoI研究成果作为本研究的中心主题，我们检验了其在远程教学环境中作为学生满意度预测因子的适用性。在此过程中，我们测试了课程设计变量介导CoI和学生满意度之间关系的命题。利用从印度卓越学院的621名酒店管理专业学生收集的数据，开发并测试了一个理论模型。以电子方式查询学生，以在10天的时间框架内获取数据。采用34项CoI量表、6项课程设计量表和6项在线课程满意度量表收集数据，采用结构方程模型和PROCESS macro 3.4 - Model 4对数据进行分析。总体而言，结果表明所提出的模型符合观察到的关系，教学在场是满意度的主要决定因素。同样，课程设计对CoI要素与满意度之间的关系具有部分中介作用。我们认为，该模型可以作为未来可能的研究指南，以探索CoI框架在应急远程教学中的相关性。研究结果为关键利益攸关方设计令人满意的在线课程提供了重要的理论和实践贡献，作为后COVID-19时代混合学习的一部分。
{"title":"Community of Inquiry (CoI) Framework and Course Design as Predictors of Satisfaction in Emergency Remote Teaching: Perspectives of Hospitality Management Students","authors":"V. Patwardhan, Shreelatha Rao, K. Thirugnanasambantham, N. Prabhu","doi":"10.20368/1971-8829/1135315","DOIUrl":"https://doi.org/10.20368/1971-8829/1135315","url":null,"abstract":"The Community of Inquiry (CoI) is a popular framework to measure meaningful engagement and communication in distance learning environments, where it is claimed that three interactive elements of presence (teaching, social, and cognitive) enhance the quality of education and learning outcomes. However, research suggestslack of empirical evidence on its efficacy in emergency remote teaching. Using a noteworthy research contribution on CoI as the central subject of this research, we examined its applicability in remote teaching environment as a predictor of student satisfaction. In doing so, we tested the proposition that course design variables mediate the relationship between CoI and student satisfaction. A theoretical model is developed and tested using data collected from 621 hospitality students from an Institute of Eminence in India. Students were electronically queried to capture the data within a 10-day time frame. The data collected using a 34 item CoI scale, 6 item course design scale, and 6 item online course satisfaction scale were analysed using structural equation modelling and PROCESS macro 3.4 - Model 4. Overall, the results showed that the proposed model fits the observed relationships and teaching presence is the primary determinant of satisfaction. Likewise, the results implied partial mediation by course design on the relationship between CoI elements and satisfaction. We believe that this model could serve as a guide to possible future studies to explore the relevance of CoI framework in emergency remote teaching. The outcomes provide significant theoretical and practical contributions to the key stakeholders to design a satisfying online curricula as part of blended learning for the post COVID-19 era.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82378730","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 : 2020-10-01DOI: 10.20368/1971-8829/1135218
N. Tuyet, Nguyen Tien Long, N. Hanh
{"title":"The effect of positive learning culture in students’ blended learning process","authors":"N. Tuyet, Nguyen Tien Long, N. Hanh","doi":"10.20368/1971-8829/1135218","DOIUrl":"https://doi.org/10.20368/1971-8829/1135218","url":null,"abstract":"","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48797328","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 : 2020-09-01DOI: 10.20368/1971-8829/1135273
A. Rodrigues
The objective of this research was to identify the theoretical and practical bases that contribute to a model that will allow the implementation of an innovative teaching-learning model for the integration of digital technologies in teacher education. This model of teacher training, based on identified pedagogical trends, was characterised by a flexible approach to the training process, including active training strategies that encourage the acquisition of diversified skills, including digital. This approach can also transfer to students skills which enable them to take responsibility for their learning and creation of their own knowledge. The research method used was two-fold: i) action research in the development of training workshops in an in-service research training project and ii) a case study in a pre-service teacher education study, in Portugal. It was found in this study that the participating teachers were able to develop skills and integrate digital technologies in their own teaching-learning process and could change their teaching practices, which will support the development of online education in the future.
{"title":"Digital technologies integration in teacher education: the active teacher training model","authors":"A. Rodrigues","doi":"10.20368/1971-8829/1135273","DOIUrl":"https://doi.org/10.20368/1971-8829/1135273","url":null,"abstract":"The objective of this research was to identify the theoretical and practical bases that contribute to a model that will allow the implementation of an innovative teaching-learning model for the integration of digital technologies in teacher education. This model of teacher training, based on identified pedagogical trends, was characterised by a flexible approach to the training process, including active training strategies that encourage the acquisition of diversified skills, including digital. This approach can also transfer to students skills which enable them to take responsibility for their learning and creation of their own knowledge. The research method used was two-fold: i) action research in the development of training workshops in an in-service research training project and ii) a case study in a pre-service teacher education study, in Portugal. It was found in this study that the participating teachers were able to develop skills and integrate digital technologies in their own teaching-learning process and could change their teaching practices, which will support the development of online education in the future.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44710094","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 : 2020-08-01DOI: 10.20368/1971-8829/1135235
Ani Grubišić, Branko Žitko, S. Stankov, Ines Šarić-Grgić, A. Gašpar, Suzana Tomaš, Emil Brajković, Tomislav Volarić, Daniel Vasić, Arta Dodaj
{"title":"A common model for tracking student learning and knowledge acquisition in different e-Learning platforms","authors":"Ani Grubišić, Branko Žitko, S. Stankov, Ines Šarić-Grgić, A. Gašpar, Suzana Tomaš, Emil Brajković, Tomislav Volarić, Daniel Vasić, Arta Dodaj","doi":"10.20368/1971-8829/1135235","DOIUrl":"https://doi.org/10.20368/1971-8829/1135235","url":null,"abstract":"","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44315980","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 : 2020-05-01DOI: 10.20368/1971-8829/1135039
Sara Dias-Trindade, J. Moreira
Access to education and training has been a growing concern to different international organizations, and the concern for socially vulnerable groups at risk of exclusion, such as the prison population, in particular, has been increasingly evident. In this context, and assuming that education and training in prisons must have a similar degree of demand as regular educational institutions, Online Education, mediated by digital platforms, is an opportunity for inmates to acquire knowledge and skills. In fact, the integration of digital platforms in the context of imprisonment can be a very appropriate tool to revitalize the educational experience. It is precisely the creation of learning environments enriched with audiovisual technologies that we intend to analyse, describing their impact on the creation and development of a virtual learning community, based on the qualitative analysis of the perceptions and narratives of seventeen students attending Higher Education in prisons and having as reference the pedagogical models developed by Garrison et al. (2000) and Moreira (2017). The results show that the design of the online environment anchored in these models and in the use of audiovisual technologies can have very positive effects in the creation and development of virtual learning communities in higher education in prison context.
{"title":"Online Learning Environments enriched with audiovisual technologies and its impact on the construction of virtual communities in Higher Education in prison context","authors":"Sara Dias-Trindade, J. Moreira","doi":"10.20368/1971-8829/1135039","DOIUrl":"https://doi.org/10.20368/1971-8829/1135039","url":null,"abstract":"Access to education and training has been a growing concern to different international organizations, and the concern for socially vulnerable groups at risk of exclusion, such as the prison population, in particular, has been increasingly evident. In this context, and assuming that education and training in prisons must have a similar degree of demand as regular educational institutions, Online Education, mediated by digital platforms, is an opportunity for inmates to acquire knowledge and skills. In fact, the integration of digital platforms in the context of imprisonment can be a very appropriate tool to revitalize the educational experience. It is precisely the creation of learning environments enriched with audiovisual technologies that we intend to analyse, describing their impact on the creation and development of a virtual learning community, based on the qualitative analysis of the perceptions and narratives of seventeen students attending Higher Education in prisons and having as reference the pedagogical models developed by Garrison et al. (2000) and Moreira (2017). The results show that the design of the online environment anchored in these models and in the use of audiovisual technologies can have very positive effects in the creation and development of virtual learning communities in higher education in prison context.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46345448","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 : 2020-05-01DOI: 10.20368/1971-8829/1135191
A. Cadamuro, E. Bisagno, G. Bernardo, L. Vezzali, A. Versari
{"title":"Making the school Smart: the interactive whiteboard against disparities in children stemming from low metacognitive skills","authors":"A. Cadamuro, E. Bisagno, G. Bernardo, L. Vezzali, A. Versari","doi":"10.20368/1971-8829/1135191","DOIUrl":"https://doi.org/10.20368/1971-8829/1135191","url":null,"abstract":"","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45267303","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 : 2020-05-01DOI: 10.20368/1971-8829/1135197
D. Amendola, R. Galassi, Chiara Schettini, Ido Borsini
Three academic years have been considered for the evaluation of the impact of an online tutoring course of general and inorganic chemistry for freshmen students of the University of Camerino (Italy). The online material mainly consists of video tutorials, other open source web tools and multi-choice self-assessment exercises. During the academic year 2016-2017, the e-Learning course was not available yet, but then the online course was first implemented (2017/18) and fully adopted (2018/2019).The online tutoring support was activated alongside a traditional general chemistry course, adopting a blended mode, with the aims of: (i) homogenizing freshmen’s chemistry knowledge; (ii) fostering the most appropriate method of study in a multi access modality; (iii) implementing the Johnstone’s three levels’ knowledge and (iv) increasing students’ self-confidence, by the means of a self-evaluation training process. Differently from previous studies, the online course herein aimed mainly to develop a correct method of study of chemistry topics, with a punctual description of what-and-how to do. The results, i.e. the exam's scores, the time spent in the platform, and the successful percentage of students per year, have been collected and analysed through qualitative and quantitative methods. Apart a general satisfaction of the students perceived by the answers to a survey questionnaire, the analysis of the data shows an increase of 11 % of students passing the final exam within three exam sessions together with an improvement and a positive correlation between the time spent on the platform and the mid-term scores achieved.
{"title":"A blended learning approach for general chemistry modules using a Moodle platform for first year academic students","authors":"D. Amendola, R. Galassi, Chiara Schettini, Ido Borsini","doi":"10.20368/1971-8829/1135197","DOIUrl":"https://doi.org/10.20368/1971-8829/1135197","url":null,"abstract":"Three academic years have been considered for the evaluation of the impact of an online tutoring course of general and inorganic chemistry for freshmen students of the University of Camerino (Italy). The online material mainly consists of video tutorials, other open source web tools and multi-choice self-assessment exercises. During the academic year 2016-2017, the e-Learning course was not available yet, but then the online course was first implemented (2017/18) and fully adopted (2018/2019).The online tutoring support was activated alongside a traditional general chemistry course, adopting a blended mode, with the aims of: (i) homogenizing freshmen’s chemistry knowledge; (ii) fostering the most appropriate method of study in a multi access modality; (iii) implementing the Johnstone’s three levels’ knowledge and (iv) increasing students’ self-confidence, by the means of a self-evaluation training process. Differently from previous studies, the online course herein aimed mainly to develop a correct method of study of chemistry topics, with a punctual description of what-and-how to do. The results, i.e. the exam's scores, the time spent in the platform, and the successful percentage of students per year, have been collected and analysed through qualitative and quantitative methods. Apart a general satisfaction of the students perceived by the answers to a survey questionnaire, the analysis of the data shows an increase of 11 % of students passing the final exam within three exam sessions together with an improvement and a positive correlation between the time spent on the platform and the mid-term scores achieved.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47090332","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 : 2020-05-01DOI: 10.20368/1971-8829/1135193
L. E. W. Fajari, Sarwanto, Chumdari
{"title":"Improving elementary school’s critical thinking skills through three different learning media viewed from learning styles","authors":"L. E. W. Fajari, Sarwanto, Chumdari","doi":"10.20368/1971-8829/1135193","DOIUrl":"https://doi.org/10.20368/1971-8829/1135193","url":null,"abstract":"","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47277428","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 : 2019-10-12DOI: 10.20368/1971-8829/1135044
Anna Dipace, Bojan Fazlagic, T. Minerva
The current EduOpen dashboard is not capable of monitoring performances and trends over the medium to long term both for the students as for the instructors; summarising and synthesising the adequate information; allowing implementation of any sort of predictive actions and functions (learning prediction). The article aims to expose the process of innovation and redefinition of a learning analytics dashboard in the EduOpen MOOC platform in order to define a model to design it accurately in terms of productivity for all users (teachers and students above all). From the literature analysis, main MOOC platform comparisons and the insights from the round tables a time spent variable is identified as at the basis of the entire user experience in online training paths. A concrete experimentation, through the design of a learning timeline and a constructive feedback system of an upcoming course in the EduOpen catalogue, is designed and explained relaying on the hypothesis of the existence of a correlation between the “time spent” (time value) and the final performance of the student.
{"title":"The Design of a Learning Analytics Dashboard: EduOpen Mooc platform redefinition procedures","authors":"Anna Dipace, Bojan Fazlagic, T. Minerva","doi":"10.20368/1971-8829/1135044","DOIUrl":"https://doi.org/10.20368/1971-8829/1135044","url":null,"abstract":"The current EduOpen dashboard is not capable of monitoring performances and trends over the medium to long term both for the students as for the instructors; summarising and synthesising the adequate information; allowing implementation of any sort of predictive actions and functions (learning prediction). The article aims to expose the process of innovation and redefinition of a learning analytics dashboard in the EduOpen MOOC platform in order to define a model to design it accurately in terms of productivity for all users (teachers and students above all). From the literature analysis, main MOOC platform comparisons and the insights from the round tables a time spent variable is identified as at the basis of the entire user experience in online training paths. A concrete experimentation, through the design of a learning timeline and a constructive feedback system of an upcoming course in the EduOpen catalogue, is designed and explained relaying on the hypothesis of the existence of a correlation between the “time spent” (time value) and the final performance of the student.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2019-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80638306","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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