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Insights from a Catholic school’s transition to distance learning during Covid-19 2019冠状病毒病期间天主教学校向远程学习过渡的见解
IF 4.8 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-28 DOI: 10.1080/02680513.2022.2152667
Samuelina M. Wright, Yun-Soo Park, A. Saade
Drawing upon 15 semi-structured interviews with teachers at a Catholic school in the British city of Hull, we offer new qualitative insights on the effects of students’ unequal access to digital tools when switching to distance learning in the context of COVID-19 school closures. During the 2020–2021 academic year, this school serving pupils from highly dissimilar socioeconomic backgrounds distributed 300 laptops to students who did not own any digital learning device. It emerges that students with limited access to devices suffered negative impacts on their academic performance, and that this effect also applied to students who had access to a mobile device and hence did not receive a laptop. Our interviews also suggest that having to share a device with another family member leads to more absenteeism and a fall in academic attainment. Low parental involvement is shown to have negative effects on students’ attainment, particularly for children from deprived backgrounds. Finally, poorer students are seen to become isolated from peers, with diminishing social skills throughout lockdowns due to their lack of access to digital tools. [ FROM AUTHOR]
通过对英国赫尔市一所天主教学校教师进行的15次半结构化访谈,我们对在2019冠状病毒病学校关闭的背景下,学生转向远程学习时不平等获取数字工具的影响提供了新的定性见解。在2020-2021学年,这所学校为来自不同社会经济背景的学生提供服务,向没有任何数字学习设备的学生分发了300台笔记本电脑。研究表明,使用设备有限的学生在学习成绩上受到了负面影响,而且这种影响也适用于那些可以使用移动设备但没有笔记本电脑的学生。我们的采访还表明,不得不与另一个家庭成员共用一个设备会导致更多的缺勤和学业成绩下降。研究表明,父母参与度低对学生的学习成绩有负面影响,尤其是对那些来自贫困家庭的孩子。最后,贫困学生被认为与同龄人隔绝,由于无法获得数字工具,他们在封锁期间的社交技能会下降。[源自作者]
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引用次数: 0
Guidelines and strategies for fostering and enhancing self-directed online learning 促进和加强自主在线学习的指导方针和战略
IF 4.8 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-02 DOI: 10.1080/02680513.2022.2141105
Meina Zhu, Curtis J. Bonk
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引用次数: 3
Social media in higher education: case studies, reflections and analysis 高等教育中的社交媒体:个案研究、反思与分析
IF 4.8 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-10-21 DOI: 10.1080/02680513.2022.2135987
Mahdieh Fakhar Shahreza
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引用次数: 6
Debunking the grit-retention relation among historically disadvantaged students in a South African Open Distance e-Learning (ODeL) institution 揭示南非开放远程电子学习(ODeL)机构中历史弱势学生的毅力保持关系
IF 4.8 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-10-10 DOI: 10.1080/02680513.2022.2134003
K. Young
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引用次数: 0
University Processes of Students with Visual Impairments Taking Distance Education 视障学生接受远程教育的大学过程
IF 4.8 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-10-10 DOI: 10.1080/02680513.2022.2133600
Tahsin Fırat, Ahmet Bildiren
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引用次数: 0
Editorial: ODL research in Iran, language learning and open courseware 社论:伊朗的ODL研究、语言学习和开放课件
IF 4.8 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-10-02 DOI: 10.1080/02680513.2022.2121156
Charlotte Stevens, C. Douce
Welcome to the final 2022 issue of Open Learning. This editorial has been, in part, written by Charlotte Stevens, who has recently joined the Open Learning editorial team. The Open Learning team offer Charlotte a very warm welcome to the journal. Charlotte is a long standing member of The Open University. In addition to her work on Open Learning, she plays an important role in the university Associate Lecturer Support and Professional Development team, which provides opportunities for Open University distance learning tutors to enhance their expertise and practice through training and development, support and resources. This issue combines three related themes or topics. The first theme relates to Open and Distance Learning (ODL) research within Iran, within which there is a sub-theme of language learning, a topic that regularly features within Open Learning. In addition to the papers in this issue that explore this second theme of language learning, readers might be interested in reading papers that are presented within Open Learning issue 36(1). The third theme of this issue relates to the subject of Open Educational Resources (OER); specifically, the subject of open courseware (OCW). This issue begins with a paper by Farhd Seraji (2022), who provides a summary of topics associated with blended learning research in Iran, published in English or Persian, between 2010–2019. Blended learning is also a theme that regularly features within Open Learning, although it is sometimes referred to using different terms, such as hybrid learning, or flipped learning. Seraji addresses the subject of terminology within this first article, alongside methodology, topic, blending level, context and technology. Seraji’s article is essentially a systematic literature review of 60 articles, encompassing research focused on higher education, secondary and primary education, and corporate training. It is well worth a read for anyone who is looking to gain an overview of this subject. The next paper is by Ismail Xodabande and Mahmood Reza Atai (2022) who explore the use of Mobile Assisted Language Learning (MALL), using a sophisticated experimental design to assess the long-term impact of language learning on a group of Iranian university students. The authors provide a rich literature review, referring to other papers from Open Learning which relate to MALL. Readers might find papers by Demouy and Kukulska-Hulme (2010), and Grigoryan (2020) of interest. The paper by Grigoryan may offer an interesting contrast. The penultimate paper is by Akbar Bahari (2022), from the University of Qom, Iran, who adopts a mixed-methods approach to study game-based collaborative language learning. Focused on a sample of 95 English as a Foreign Language (EFL) students based at a language school in Tehran, Bahari employs a self-developed practice model – ‘focus on form’ (FonF) – to assist learners to develop their listening-speaking skills. OPEN LEARNING: THE JOURNAL OF OPEN, DISTANCE AND
欢迎收看2022年最后一期《开放学习》。这篇社论部分由Charlotte Stevens撰写,她最近加入了开放学习编辑团队。开放学习团队非常热烈地欢迎Charlotte加入该杂志。夏洛特是开放大学的长期会员。除了在开放学习方面的工作外,她还在大学副讲师支持和专业发展团队中发挥着重要作用,该团队为开放大学远程学习导师提供机会,通过培训、发展、支持和资源来增强他们的专业知识和实践。本期共有三个相关主题。第一个主题涉及伊朗境内的开放和远程学习(ODL)研究,其中有一个语言学习的子主题,这是开放学习中经常出现的主题。除了本期探讨语言学习第二个主题的论文外,读者可能有兴趣阅读开放学习第36期(1)中的论文。本期的第三个主题涉及开放教育资源(OER);特别是开放课件(OCW)的主题。本期从Farhd Seraji(2022)的一篇论文开始,他总结了2010-2019年间以英语或波斯语发表的与伊朗混合学习研究相关的主题。混合学习也是开放学习中经常出现的一个主题,尽管有时会使用不同的术语,如混合学习或翻转学习。Seraji在第一篇文章中讨论了术语主题,以及方法论、主题、融合水平、上下文和技术。Seraji的文章本质上是对60篇文章的系统文献综述,包括对高等教育、中小学教育和企业培训的研究。对于任何想了解这一主题的人来说,这本书都非常值得一读。下一篇论文由Ismail Xodabande和Mahmood Reza Atai(2022)撰写,他们探索了移动辅助语言学习(MALL)的使用,使用复杂的实验设计来评估语言学习对一群伊朗大学生的长期影响。作者提供了丰富的文献综述,参考了开放学习中与MALL相关的其他论文。读者可能会发现Demouy和Kukulska Hulme(2010)以及Grigoryan(2020)的论文感兴趣。格里戈里安的论文可能提供了一个有趣的对比。倒数第二篇论文由伊朗库姆大学的Akbar Bahari(2022)撰写,他采用混合方法研究基于游戏的协作语言学习。Bahari以德黑兰一所语言学校的95名英语作为外语(EFL)学生为样本,采用了一种自主开发的实践模式——“注重形式”(FonF)——来帮助学习者发展他们的听说技能。开放学习:《开放、远程和电子学习杂志2022》,第37卷,第4期,309–311https://doi.org/10.1080/02680513.2022.2121156
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引用次数: 0
Open Learning Reviewers 开放式学习评审员
IF 4.8 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-10-02 DOI: 10.1080/02680513.2022.2133838
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引用次数: 0
The development of student feedback literacy through peer feedback in the online learning environment 在线学习环境下同伴反馈对学生反馈素养的培养
IF 4.8 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-10-01 DOI: 10.2478/eurodl-2022-0004
Yasemin Karal, Rabia Özdemir Sarıalioğlu
Abstract Feedback is an important element of learning, and peer feedback is now being increasingly used by more educators. Researchers acknowledge that students’ ability to read, interpret and use feedback can be developed, and more research is needed on how to achieve it. This study attempted to find out whether peer feedback helps foster student feedback literacy in an online learning environment. In this article, we attempt to showcase how students’ feedback literacy changed at the end of a 14-week process involving predominantly asynchronous peer interactions. This work was carried out as a mixed method study in a group of second-year undergraduate students from a state university. Study data were collected using two different questionnaires and one assessment rubric. The results showed that in an online learning environment, peer feedback can be a way to support the improvement of student feedback literacy.
反馈是学习的重要组成部分,同伴反馈现在越来越多地被教育者使用。研究人员承认,学生阅读、解释和使用反馈的能力是可以培养的,需要更多的研究来实现这一目标。本研究试图找出同伴反馈是否有助于在网络学习环境中培养学生的反馈素养。在这篇文章中,我们试图展示学生的反馈素养是如何在一个14周的过程结束时发生变化的,这个过程主要涉及异步同伴互动。这项工作是在一所州立大学的二年级本科生中进行的混合方法研究。研究数据是通过两份不同的问卷和一份评估表收集的。结果表明,在在线学习环境中,同伴反馈可以成为支持学生反馈素养提高的一种方式。
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引用次数: 0
A Device Free Lunch Break program: An experiment to promote a balanced used of electronic devices in Middle Secondary International schools. 无设备午休计划:促进国际中学电子设备平衡使用的实验。
IF 4.8 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-10-01 DOI: 10.2478/eurodl-2022-0001
Ioannis Andreadis, Martin Watts
Abstract Since the introduction of a Bring Your Own iPad scheme in the Middle Years section of a large International School, concerns have been raised from school community members regarding students’ overuse of their devices, especially during lunch breaks. Hence, the device free lunch break (DFLB) programme was introduced with the aim of reinforcing existing guidance for students about achieving and maintaining a balanced approach to their use of devices. The DFLB programme was planned based on market research strategies and included all the school community members including students, parents/guardians and staff. The findings from statistical analysis of the data showed significant similarities between staff and parents/guardians’ perceptions of student device use in terms of the student overuse of electronic devices. However, analysis showed that the opinions of parent/guardians and staff contrasted those expressed by students. The data also showed evidence that the introduction of the DFLB programme resulted in increased student recognition of the importance of making face-to-face social contacts with their classmates during their lunch break.
自从一所大型国际学校在中学部分引入自带iPad计划以来,学校社区成员对学生过度使用设备,特别是在午休时间提出了担忧。因此,我们推出了免费电子设备午休(DFLB)计划,旨在加强现有的指导,帮助学生实现和保持平衡使用电子设备的方法。DFLB项目是根据市场调研策略进行规划的,包括所有学校社区成员,包括学生、家长/监护人和工作人员。数据的统计分析结果显示,就学生过度使用电子设备而言,教职员和家长/监护人对学生使用电子设备的看法非常相似。然而,分析显示,家长/监护人和工作人员的意见与学生的意见相左。数据还显示,DFLB项目的引入提高了学生对在午休时间与同学进行面对面社交的重要性的认识。
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引用次数: 2
Avatar-based virtual reality and the associated gender stereotypes in a university environment 基于阿凡达的虚拟现实和大学环境中相关的性别刻板印象
IF 4.8 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-10-01 DOI: 10.2478/eurodl-2022-0002
Monika Pröbster, Marina Velert Soto, C. Connolly, Nicola Marsden
Abstract Avatar-based virtual reality (VR) is becoming more prevalent in industry and educational settings. There is, however, limited research on the extent to which gender stereotypes are present in this environment. The university laboratory study presented in this paper was conducted in a VR environment with participants who were randomly assigned to male or female avatars and instructed to negotiate the role of a manager or member of staff. The results reveal differences in satisfaction regarding their roles and gender. Participants who embodied a female avatar were less happy when they were subordinates interacting with a male avatar, compared to participants embodying a male avatar in the staff role (interacting with a female avatar). Male avatars with staff roles were also more content with their avatar than male avatars with manager roles and also reported being more comfortable in the VR experience. Relevant for diversity management when integrating VR in education and business, the results are discussed in regard to self-similarity and social identity dynamics and provide insight into understanding the extent to which gender stereotypes may be present in avatar-based VR.
基于头像的虚拟现实技术(VR)在工业和教育环境中变得越来越普遍。然而,关于性别陈规定型观念在这种环境中存在的程度的研究有限。本文中提出的大学实验室研究是在虚拟现实环境中进行的,参与者被随机分配为男性或女性化身,并被指示谈判经理或员工的角色。结果揭示了他们在角色和性别方面的满意度差异。与扮演员工角色的男性角色(与女性角色互动)相比,扮演女性角色的参与者在与男性角色互动时更不开心。拥有员工角色的男性虚拟形象也比拥有经理角色的男性虚拟形象更满足于自己的虚拟形象,而且据报道,他们在虚拟现实体验中也更舒适。在将虚拟现实整合到教育和商业中时,与多样性管理相关的是,研究结果讨论了自相似性和社会身份动态,并为理解基于虚拟现实的性别刻板印象可能存在的程度提供了见解。
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