This paper examines the creation and running of the Language MOOC (LMOOC) “The Acquisition of English Pronunciation through Songs and Literary Texts” (1st ed.) and its effects on the proficiency rates of English pronunciation of a group of Spanish speakers registered in the Degree in English Studies offered at the Distance Learning University in Spain (UNED). The LMOOC included a new approach to phonetics teaching and learning based on the stress and rhythmic patterns of literary and music forms. It was offered as voluntary, complementary material to the 640 students registered on the second-year compulsory course on English Pronunciation. The results of a final oral exam showed that the students who took the LMOOC did much better in their oral production than those who only worked with the regular course materials. The LMOOC allowed us to investigate a reversed methodology to phonetics teaching, from rhythmic patterns to sounds, which proved to be highly beneficial to the students of higher education programs with a relevant impact on their pronunciation competences and skills. These findings also suggested that using an implicit methodology to phonetics teaching based on poems and songs is a good complement to explicit learning.
{"title":"The Role of a Pronunciation LMOOC in Higher Education Studies","authors":"Eva Estebas-Vilaplana, M. Solans","doi":"10.5334/jime.589","DOIUrl":"https://doi.org/10.5334/jime.589","url":null,"abstract":"This paper examines the creation and running of the Language MOOC (LMOOC) “The Acquisition of English Pronunciation through Songs and Literary Texts” (1st ed.) and its effects on the proficiency rates of English pronunciation of a group of Spanish speakers registered in the Degree in English Studies offered at the Distance Learning University in Spain (UNED). The LMOOC included a new approach to phonetics teaching and learning based on the stress and rhythmic patterns of literary and music forms. It was offered as voluntary, complementary material to the 640 students registered on the second-year compulsory course on English Pronunciation. The results of a final oral exam showed that the students who took the LMOOC did much better in their oral production than those who only worked with the regular course materials. The LMOOC allowed us to investigate a reversed methodology to phonetics teaching, from rhythmic patterns to sounds, which proved to be highly beneficial to the students of higher education programs with a relevant impact on their pronunciation competences and skills. These findings also suggested that using an implicit methodology to phonetics teaching based on poems and songs is a good complement to explicit learning.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41754844","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}
In this special collection we bring together four papers from last year’s EADTU conference. The OOFHEC2019 conference was held in Madrid, Spain with the theme of “Blended and online education within European un iversity networks”. Four papers that cover the range of this topic were extended and adapted for publication in this issue of JIME. The papers were selected by the conference orga nising committee and then subject to peer review from JIME. The articles address MOOCs for language learning, learning analytics, blockchain and virtual classrooms. EstebasVilaplana and Solans examine how a MOOC can be used to improve pronunciation in language learning. Gardner, Jones and Jefferis use a combination of ana lytics and interviews to gain a clearer understanding on why students might, or might not, engage specific resources. Mikroyannidis, Third and Domingue explore Blockchain as a means to enable decentralisation. They investigate different scenarios for making online education more open and decentralised, making the case that blockchain facilitates greater learner control. Wopereis offers a rather sobering examination of the effectiveness of virtual class rooms, which indicates that those who took part in the sessions valued them, turnout was low and cost effective ness was questionable. What these four papers illustrate is that these approaches are often not new, but we are now seeing more practical applications of them, that both extend their potential, and raise questions about their broad applicability. This focused approach is likely to be more successful than a panacea for all educational needs, and as such will prove useful for educators who are now examining the possibili ties of online education in greater detail as a result of the Covid19 pandemic.
{"title":"Online, Open and Flexible Higher Education Conference 2019 – Selected Papers","authors":"M. Weller","doi":"10.5334/jime.612","DOIUrl":"https://doi.org/10.5334/jime.612","url":null,"abstract":"In this special collection we bring together four papers from last year’s EADTU conference. The OOFHEC2019 conference was held in Madrid, Spain with the theme of “Blended and online education within European un iversity networks”. Four papers that cover the range of this topic were extended and adapted for publication in this issue of JIME. The papers were selected by the conference orga nising committee and then subject to peer review from JIME. The articles address MOOCs for language learning, learning analytics, blockchain and virtual classrooms. EstebasVilaplana and Solans examine how a MOOC can be used to improve pronunciation in language learning. Gardner, Jones and Jefferis use a combination of ana lytics and interviews to gain a clearer understanding on why students might, or might not, engage specific resources. Mikroyannidis, Third and Domingue explore Blockchain as a means to enable decentralisation. They investigate different scenarios for making online education more open and decentralised, making the case that blockchain facilitates greater learner control. Wopereis offers a rather sobering examination of the effectiveness of virtual class rooms, which indicates that those who took part in the sessions valued them, turnout was low and cost effective ness was questionable. What these four papers illustrate is that these approaches are often not new, but we are now seeing more practical applications of them, that both extend their potential, and raise questions about their broad applicability. This focused approach is likely to be more successful than a panacea for all educational needs, and as such will prove useful for educators who are now examining the possibili ties of online education in greater detail as a result of the Covid19 pandemic.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43254169","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}
In this paper we chart the history of selected metaphors that have been used to describe Virtual Learning Environments (VLEs) over the last 15 years. Martin Weller famously claimed in 2007 that “the VLE is dead”. This provocation positioned the VLE as an object of history, forcing us to consider its past, present and future. This notion of historical mapping is important as many educational technologies that failed to deliver on their promises can be easily forgotten. Hence, we sought to develop a short history of VLE metaphors. Using a defined search and selection strategy we selected 30 metaphors spanning a 15-year period from 2004 to 2019 derived from a variety of sources ranging from social media to scholarly publications. We first arranged the metaphors according to a chronological timeline. Next we sought to unpack their significance by thematically analysing them using the notion of metaphorical concepts. Through this thematic analysis, six organizing metaphorical concepts were generated: Straitjacket, Behemoth, Digital Carpark, Safe Space, Smorgasbord and Pathfinder. We then used these metaphorical concepts as a lens, to map and explore historical developments and debates over the past two decades of educational technology. As the world scrambles to go online during the COVID-19 pandemic there has never been a more important time to remember and reflect upon digital learning history. Through this work we contribute to the history of educational technology by remembering its metaphors and what they have taught us. After we had navigated these historical seas, we noticed that the VLE was still here, as a limpet resolutely awaiting the next wave.
{"title":"VLEs: A Metaphorical History from Sharks to Limpets","authors":"T. Farrelly, E. Costello, Enda Donlon","doi":"10.5334/JIME.575","DOIUrl":"https://doi.org/10.5334/JIME.575","url":null,"abstract":"In this paper we chart the history of selected metaphors that have been used to describe Virtual Learning Environments (VLEs) over the last 15 years. Martin Weller famously claimed in 2007 that “the VLE is dead”. This provocation positioned the VLE as an object of history, forcing us to consider its past, present and future. This notion of historical mapping is important as many educational technologies that failed to deliver on their promises can be easily forgotten. Hence, we sought to develop a short history of VLE metaphors. Using a defined search and selection strategy we selected 30 metaphors spanning a 15-year period from 2004 to 2019 derived from a variety of sources ranging from social media to scholarly publications. We first arranged the metaphors according to a chronological timeline. Next we sought to unpack their significance by thematically analysing them using the notion of metaphorical concepts. Through this thematic analysis, six organizing metaphorical concepts were generated: Straitjacket, Behemoth, Digital Carpark, Safe Space, Smorgasbord and Pathfinder. We then used these metaphorical concepts as a lens, to map and explore historical developments and debates over the past two decades of educational technology. As the world scrambles to go online during the COVID-19 pandemic there has never been a more important time to remember and reflect upon digital learning history. Through this work we contribute to the history of educational technology by remembering its metaphors and what they have taught us. After we had navigated these historical seas, we noticed that the VLE was still here, as a limpet resolutely awaiting the next wave.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2020-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48384160","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}
Educational technology (EdTech) is a dynamic, evolving field and as such, in identifying and mapping research patterns in this field, a systematic approach is required. Starting from when the World Wide Web became publicly available, this study conducts a systematic review of educational technology research patterns. The review showed that after 1993, there was a sudden increase in the number of educational technology publications, and that in terms of subject areas, social sciences dominate the field, which suggests that there is a need for more interdisciplinary research. Regarding the geographical distribution of the research, the review found that most of the contributions come from the same developed countries. The following themes from over the course of almost three decades were identified: 1993–1999 multimedia learning and instructional design; 2000–2004 convergence of educational technology, distance education and online learning environments, and educational technology integration in traditional learning settings; 2005–2009 revising curriculum for educational technology, educational technology in higher education and distance education, and the bottleneck of the significant differences in educational technology research; 2010–2014 online learning and higher education, integration of ICT and full potential of educational technology; and 2015–2019 data-driven, smart educational technology, big data, and learning analytics. While critical views are increasing, this study also observed that some discourse, such as arguments that EdTech will change education and replace teachers, are constantly articulated throughout the literature.
{"title":"Educational Technology Research Patterns in the Realm of the Digital Knowledge Age","authors":"Aras Bozkurt","doi":"10.5334/JIME.570","DOIUrl":"https://doi.org/10.5334/JIME.570","url":null,"abstract":"Educational technology (EdTech) is a dynamic, evolving field and as such, in identifying and mapping research patterns in this field, a systematic approach is required. Starting from when the World Wide Web became publicly available, this study conducts a systematic review of educational technology research patterns. The review showed that after 1993, there was a sudden increase in the number of educational technology publications, and that in terms of subject areas, social sciences dominate the field, which suggests that there is a need for more interdisciplinary research. Regarding the geographical distribution of the research, the review found that most of the contributions come from the same developed countries. The following themes from over the course of almost three decades were identified: 1993–1999 multimedia learning and instructional design; 2000–2004 convergence of educational technology, distance education and online learning environments, and educational technology integration in traditional learning settings; 2005–2009 revising curriculum for educational technology, educational technology in higher education and distance education, and the bottleneck of the significant differences in educational technology research; 2010–2014 online learning and higher education, integration of ICT and full potential of educational technology; and 2015–2019 data-driven, smart educational technology, big data, and learning analytics. While critical views are increasing, this study also observed that some discourse, such as arguments that EdTech will change education and replace teachers, are constantly articulated throughout the literature.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2020-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46841569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article traces the evolution of the concept of portfolio from the Renaissance to the present day. Over time the meaning of portfolio has evolved from its origins as a case for holding loose papers to other contexts such as finance, government and education. Portfolios have evolved from paper to electronic, from local networks to the world wide web. The decade from 2000–2010 was a period when technology became part of mainstream society and educational technology become part of mainstream higher education, and portfolios spread around the world. A shift in focus has occurred in eportfolio research and practice in the last decade, there has been more emphasis on pedagogy and student learning and less focus on digital technology as it has become ubiquitous. One of the key takeaways from the story of eportfolio adoption is that educators and institutions should adopt a critical perspective to new educational technologies and approaches. Finally, the history of portfolio in higher education shows that the higher education system will continue to gradually evolve, incorporating concepts, technology and approaches that are compatible rather than transformative.
{"title":"From Portafoglio to Eportfolio: The Evolution of Portfolio in Higher Education","authors":"Orna Farrell","doi":"10.5334/JIME.574","DOIUrl":"https://doi.org/10.5334/JIME.574","url":null,"abstract":"This article traces the evolution of the concept of portfolio from the Renaissance to the present day. Over time the meaning of portfolio has evolved from its origins as a case for holding loose papers to other contexts such as finance, government and education. Portfolios have evolved from paper to electronic, from local networks to the world wide web. The decade from 2000–2010 was a period when technology became part of mainstream society and educational technology become part of mainstream higher education, and portfolios spread around the world. A shift in focus has occurred in eportfolio research and practice in the last decade, there has been more emphasis on pedagogy and student learning and less focus on digital technology as it has become ubiquitous. One of the key takeaways from the story of eportfolio adoption is that educators and institutions should adopt a critical perspective to new educational technologies and approaches. Finally, the history of portfolio in higher education shows that the higher education system will continue to gradually evolve, incorporating concepts, technology and approaches that are compatible rather than transformative.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2020-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46872495","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 collection brings together four articles which examine both broad approaches to the history of educational technology and more specific analysis of particular technologies. The broader reviews investigate different research patterns and the different challenges and contexts that such research has responded to. The specific analyses examine the development of eportfolios and VLEs. The history of educational technology is under-documented and this collection seeks to add to the literature in this field.
{"title":"History of Educational Technology – Editorial","authors":"M. Weller","doi":"10.5334/JIME.601","DOIUrl":"https://doi.org/10.5334/JIME.601","url":null,"abstract":"This collection brings together four articles which examine both broad approaches to the history of educational technology and more specific analysis of particular technologies. The broader reviews investigate different research patterns and the different challenges and contexts that such research has responded to. The specific analyses examine the development of eportfolios and VLEs. The history of educational technology is under-documented and this collection seeks to add to the literature in this field.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2020-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45556696","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}
C. Douce, Natascha Chtena, Gillian D Ferguson, A. Fox, B. Gray
The following publication contains book reviews of these titles: Herodotou, C., Sharples, M. and Scanlon, E. (eds) (2018) Citizen Inquiry: Synthesising Science and Enquiry Learning. London: Routledge, 237 pages ISBN 9781138208698 Baxter, J., Callaghan, G., and McAvoy, J. (eds) (2018) Creativity and Critique in Online Learning: Exploring and Examining Innovations in Online Pedagogy. London: Palgrave Macmillan, 287 pages ISBN 978-3-030-08668-8 Krause, S.D. (2019) More than a Moment, Contextualizing the past, present, and future of MOOCS, Utah: Utah State University Press. 168 pages. ISBN: 9781607327868 (paperback) 9781607327875 (ebook) Rowell, C. (ed) (2019) Social Media in Higher Education: Case Studies, Reflections and Analysis, Cambridge, UK: OpenBook Publishers 304 pages ISBN 9781783746682. Available as an open access book at: https://doi.org/10.11647/OBP.0162 Morris, S. M. & Stommel, J. (2019), An Urgency of Teachers: The Work of Critical Digital Pedagogy. Hybrid Pedagogy, Open Access: https://criticaldigitalpedagogy.pressbooks.com/ ISBN 9780692152690.
{"title":"Book Review – 2020","authors":"C. Douce, Natascha Chtena, Gillian D Ferguson, A. Fox, B. Gray","doi":"10.5334/jime.597","DOIUrl":"https://doi.org/10.5334/jime.597","url":null,"abstract":"The following publication contains book reviews of these titles: Herodotou, C., Sharples, M. and Scanlon, E. (eds) (2018) Citizen Inquiry: Synthesising Science and Enquiry Learning. London: Routledge, 237 pages ISBN 9781138208698 Baxter, J., Callaghan, G., and McAvoy, J. (eds) (2018) Creativity and Critique in Online Learning: Exploring and Examining Innovations in Online Pedagogy. London: Palgrave Macmillan, 287 pages ISBN 978-3-030-08668-8 Krause, S.D. (2019) More than a Moment, Contextualizing the past, present, and future of MOOCS, Utah: Utah State University Press. 168 pages. ISBN: 9781607327868 (paperback) 9781607327875 (ebook) Rowell, C. (ed) (2019) Social Media in Higher Education: Case Studies, Reflections and Analysis, Cambridge, UK: OpenBook Publishers 304 pages ISBN 9781783746682. Available as an open access book at: https://doi.org/10.11647/OBP.0162 Morris, S. M. & Stommel, J. (2019), An Urgency of Teachers: The Work of Critical Digital Pedagogy. Hybrid Pedagogy, Open Access: https://criticaldigitalpedagogy.pressbooks.com/ ISBN 9780692152690.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2020-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45263128","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}
Trigonometry is integral to mathematics education. The field of trigonometry plays a crucial role in the study of mathematics and its applications. Despite the importance of the subject, students struggle to understand trigonometric constructs such as angle measure. It has also been noted how students struggle to understand transformations of functions generally. Our review of the literature found few studies specifically on students’ understanding of transformations of trigonometric functions, but evidence exists showing students have difficulties with the concept. Here, a MATLAB program called TrigReps is discussed. TrigReps accepts four inputs for the algebraic representation (a)sin(bx + c) + d, and provides three additional representations as outputs. Students are presented with a graphical representation, an auditory representation, and a dynamic representation of a radius rotating around a unit circle. TrigReps has potential to be a useful tool for teaching transformations of trigonometric functions. In particular, it may be able to help students justify why combinations of horizontal transformations are counterintuitive. TrigReps is analytically sound in its design: it is interactive, dynamic, and displays Multiple External Representations (MERs) simultaneously. Initial data support its usefulness in a trigonometry classroom, but more research must be conducted to draw firm conclusions.
三角学是数学教育不可或缺的一部分。三角学在数学研究及其应用中起着至关重要的作用。尽管这门学科很重要，但学生们很难理解三角函数的概念，比如角度测量。也注意到学生如何努力理解函数的变换。我们对文献的回顾发现，很少有研究专门针对学生对三角函数变换的理解，但有证据表明，学生对这个概念有困难。本文讨论了一个名为TrigReps的MATLAB程序。TrigReps接受4个代数表示(a)sin(bx + c) + d的输入，并提供3个额外的表示作为输出。学生将看到一个图形表示、一个听觉表示和一个围绕单位圆旋转的半径的动态表示。TrigReps有潜力成为教授三角函数变换的有用工具。特别是，它可以帮助学生证明为什么水平变换的组合是违反直觉的。TrigReps的设计在分析上是合理的:它是交互式的，动态的，并同时显示多个外部表示(MERs)。最初的数据支持它在三角课堂上的有用性，但必须进行更多的研究才能得出确切的结论。
{"title":"Teaching Transformations of Trigonometric Functions with Technology","authors":"N. Bornstein","doi":"10.5334/jime.503","DOIUrl":"https://doi.org/10.5334/jime.503","url":null,"abstract":"Trigonometry is integral to mathematics education. The field of trigonometry plays a crucial role in the study of mathematics and its applications. Despite the importance of the subject, students struggle to understand trigonometric constructs such as angle measure. It has also been noted how students struggle to understand transformations of functions generally. Our review of the literature found few studies specifically on students’ understanding of transformations of trigonometric functions, but evidence exists showing students have difficulties with the concept. Here, a MATLAB program called TrigReps is discussed. TrigReps accepts four inputs for the algebraic representation (a)sin(bx + c) + d, and provides three additional representations as outputs. Students are presented with a graphical representation, an auditory representation, and a dynamic representation of a radius rotating around a unit circle. TrigReps has potential to be a useful tool for teaching transformations of trigonometric functions. In particular, it may be able to help students justify why combinations of horizontal transformations are counterintuitive. TrigReps is analytically sound in its design: it is interactive, dynamic, and displays Multiple External Representations (MERs) simultaneously. Initial data support its usefulness in a trigonometry classroom, but more research must be conducted to draw firm conclusions.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46499436","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}
Mollie Dollinger, Sarah Cox, Rebecca Eaton, J. Vanderlelie, Sam Ridsdale
This article will explore usage patterns and perceptions of online learning support among university students. As higher education expands to include increasingly diverse student cohorts, alternative online-supported learning services have gained attention as a mechanism to support student success. However, there is a paucity of research regarding student perceptions and usage patterns for online support and the impact of these services on students’ learning experiences. To address this gap, this study explored student usage patterns and perceptions of impact of students enrolled in a large research-intensive university in Australia, using data collected through the third-party provider and a supplementary student survey from July 2018–June 2019. Overall, 90.4% of students considered their interaction with the service to be positive, with 81% reporting that the service assisted their learning. While the service is not aimed at replacing face-to-face tutoring of academic skills support, this study suggests that online-supported learning services may provide an increasingly relevant and useful service to students and supplement face-to-face offerings.
{"title":"Investigating the Usage and Perceptions of Third-Party Online Learning Support Services for Diverse Students","authors":"Mollie Dollinger, Sarah Cox, Rebecca Eaton, J. Vanderlelie, Sam Ridsdale","doi":"10.5334/jime.555","DOIUrl":"https://doi.org/10.5334/jime.555","url":null,"abstract":"This article will explore usage patterns and perceptions of online learning support among university students. As higher education expands to include increasingly diverse student cohorts, alternative online-supported learning services have gained attention as a mechanism to support student success. However, there is a paucity of research regarding student perceptions and usage patterns for online support and the impact of these services on students’ learning experiences. To address this gap, this study explored student usage patterns and perceptions of impact of students enrolled in a large research-intensive university in Australia, using data collected through the third-party provider and a supplementary student survey from July 2018–June 2019. Overall, 90.4% of students considered their interaction with the service to be positive, with 81% reporting that the service assisted their learning. While the service is not aimed at replacing face-to-face tutoring of academic skills support, this study suggests that online-supported learning services may provide an increasingly relevant and useful service to students and supplement face-to-face offerings.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":"2020 1","pages":"14"},"PeriodicalIF":3.0,"publicationDate":"2020-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41761980","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 release of China MOOCs Action Declaration signifies the strategic role of Massive Open Online Courses (MOOCs) in China’s national education. Compared with traditional face-to-face instruction, MOOCs have distinctive advantages, such as their large scale, openness, accessibility, flexibility and convenience, so they have shown great development momentum since the very beginning. However, translation and interpreting (TI) MOOCs in China have started relatively late, with limited numbers and types of courses offered and only sporadic studies, especially in-depth empirical research, on existing courses. By adopting a mixed-methods approach involving both desk research of TI MOOCs on 10 major MOOC platforms and in-depth interviews of two teachers and 10 students with TI MOOC teaching or learning experience, this study explores the status quo, problems, and future development of TI MOOCs in China. It is hoped that this paper will shed some light on the research and development (R&D), and application of TI MOOCs, as well as on reforms and innovations of TI education in China and other similar contexts.
{"title":"On Status Quo, Problems, and Future Development of Translation and Interpreting MOOCs in China—A Mixed Methods Approach","authors":"Mianjun Xu, Juntao Deng, Tianyuan Zhao","doi":"10.5334/jime.551","DOIUrl":"https://doi.org/10.5334/jime.551","url":null,"abstract":"The release of China MOOCs Action Declaration signifies the strategic role of Massive Open Online Courses (MOOCs) in China’s national education. Compared with traditional face-to-face instruction, MOOCs have distinctive advantages, such as their large scale, openness, accessibility, flexibility and convenience, so they have shown great development momentum since the very beginning. However, translation and interpreting (TI) MOOCs in China have started relatively late, with limited numbers and types of courses offered and only sporadic studies, especially in-depth empirical research, on existing courses. By adopting a mixed-methods approach involving both desk research of TI MOOCs on 10 major MOOC platforms and in-depth interviews of two teachers and 10 students with TI MOOC teaching or learning experience, this study explores the status quo, problems, and future development of TI MOOCs in China. It is hoped that this paper will shed some light on the research and development (R&D), and application of TI MOOCs, as well as on reforms and innovations of TI education in China and other similar contexts.","PeriodicalId":45406,"journal":{"name":"Journal of Interactive Media in Education","volume":"18 4","pages":""},"PeriodicalIF":3.0,"publicationDate":"2020-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41264105","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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