A multi-case study will be presented in this publication which aimed to address an important gap in the current literature concerning the effective implementation of a flipped classroom (FC) model in a particular educational setting. There has been limited research focusing on utilising a FC model within the primary education context despite its potential benefits for young students, such as facilitating student-centred inquiry-based learning (IBL) and developing their higher order cognitive skills. This multi-case study has been drawn from authors’ collaborative action research project with other teacher participants, during which the authors explored the effective ways in which a FC model can be utilised to promote students’ IBL in primary school settings. The authors first develop an inquiry-based flipped classroom (IB-FC) model and applied the model into five primary schools in Cyprus for a school year (2017–2018). A total number of five teachers, 77 students and 48 of their parents were invited to participate in the project. A large volume of qualitative data was collected mainly through classroom observations and interviews. Data analysis of teachers’, students’ and parents’ experiences and perceptions led to the development of seven universal design principles. These principles can be used to support primary school teachers’ attempts to design effective instructions using the IB-FC model.
{"title":"A flipped classroom model for inquiry-based learning in primary education context","authors":"M. Loizou, Kyungmee Lee","doi":"10.25304/RLT.V28.2287","DOIUrl":"https://doi.org/10.25304/RLT.V28.2287","url":null,"abstract":"A multi-case study will be presented in this publication which aimed to address an important gap in the current literature concerning the effective implementation of a flipped classroom (FC) model in a particular educational setting. There has been limited research focusing on utilising a FC model within the primary education context despite its potential benefits for young students, such as facilitating student-centred inquiry-based learning (IBL) and developing their higher order cognitive skills. This multi-case study has been drawn from authors’ collaborative action research project with other teacher participants, during which the authors explored the effective ways in which a FC model can be utilised to promote students’ IBL in primary school settings. The authors first develop an inquiry-based flipped classroom (IB-FC) model and applied the model into five primary schools in Cyprus for a school year (2017–2018). A total number of five teachers, 77 students and 48 of their parents were invited to participate in the project. A large volume of qualitative data was collected mainly through classroom observations and interviews. Data analysis of teachers’, students’ and parents’ experiences and perceptions led to the development of seven universal design principles. These principles can be used to support primary school teachers’ attempts to design effective instructions using the IB-FC model.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"1 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84100871","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}
Orna Farrell, James Brunton, E. Costello, Lorraine Delaney, Mark Brown, C. Foley
This qualitative study explores the transition experiences of refugees to study online in Dublin City University (DCU). Asylum seekers face financial, structural, cultural and digital equity barriers to access higher education (HE). In response to these barriers to access, DCU became a ‘University of Sanctuary’ in 2017, offering scholarships to refugees. Data were collected via semi-structured interviews. Four themes were constructed in the data-led thematic analysis: asylum world, belong-ing to the DCU community, the personal impact of studying and study world. Overall, this study strengthens the idea that access programmes such as the University of Sanctuary scholarships can facilitate participation in HE for refugees, provided that the necessary support to address the financial, structural, cultural and digital equity barriers is in place.
{"title":"‘This is two different worlds, you have the asylum world and you have the study world’: an exploration of refugee participation in online Irish higher education","authors":"Orna Farrell, James Brunton, E. Costello, Lorraine Delaney, Mark Brown, C. Foley","doi":"10.25304/rlt.v28.2368","DOIUrl":"https://doi.org/10.25304/rlt.v28.2368","url":null,"abstract":"This qualitative study explores the transition experiences of refugees to study online in Dublin City University (DCU). Asylum seekers face financial, structural, cultural and digital equity barriers to access higher education (HE). In response to these barriers to access, DCU became a ‘University of Sanctuary’ in 2017, offering scholarships to refugees. Data were collected via semi-structured interviews. Four themes were constructed in the data-led thematic analysis: asylum world, belong-ing to the DCU community, the personal impact of studying and study world. Overall, this study strengthens the idea that access programmes such as the University of Sanctuary scholarships can facilitate participation in HE for refugees, provided that the necessary support to address the financial, structural, cultural and digital equity barriers is in place.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"12 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88619788","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}
Olivier Cleynen, Germán Santa-Maria, M. Magdowski, D. Thévenin
This article reports on the implementation of a program of individualized, peer-graded homework assignments in a large-scale engineering course, with minimal resources. Participation in the program allows students to receive grades for problem-solving work in a setting more conducive to learning than the traditional final examination. The homework program was designed to support the ordinary course work and exam preparation of students along the semester, rather than an expansion of the curriculum. The implementation is carried out using a series of scripts on a local computer, for speed of deployment, portability and privacy protection. Data relevant to instructors is provided, showing that the program integrates well within an existing grading system, at a relatively low time cost for the instructor, resulting in a relatively large enhancement in the students’ learning experience.
{"title":"Peer-graded individualised student homework in a single-instructor undergraduate engineering course","authors":"Olivier Cleynen, Germán Santa-Maria, M. Magdowski, D. Thévenin","doi":"10.25304/rlt.v28.2339","DOIUrl":"https://doi.org/10.25304/rlt.v28.2339","url":null,"abstract":"This article reports on the implementation of a program of individualized, peer-graded homework assignments in a large-scale engineering course, with minimal resources. Participation in the program allows students to receive grades for problem-solving work in a setting more conducive to learning than the traditional final examination. The homework program was designed to support the ordinary course work and exam preparation of students along the semester, rather than an expansion of the curriculum. The implementation is carried out using a series of scripts on a local computer, for speed of deployment, portability and privacy protection. Data relevant to instructors is provided, showing that the program integrates well within an existing grading system, at a relatively low time cost for the instructor, resulting in a relatively large enhancement in the students’ learning experience.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"2 4 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79798368","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 special collection of Research in Learning Technology explores the development of the state of the art of Mobile Mixed Reality (MMR) in education. The special collection was established in 2018 to provide research-informed exploration of this emergent and rapidly developing arena of educational technology through the lens of Scholarship Of Technology Enhanced Learning (SOTEL). The special collection update for 2019 includes four articles that cover self-efficacy and motivation of MMR users, analysis of student experiences of MMR, and a selection of case studies on designing and implementing MMR in educational contexts. The range of articles illustrates the further development of MMR as a platform for designing authentic learning environments in both formal and informal learning situations. The articles also highlight attempts to address the issue identified in the 2018 collection of a general lack of engagement with new learning theories and models in the use of MMR to design transformative learning experiences. This editorial is part of the special collection ‘Mobile Mixed Reality-Enhanced Learning’ edited by Thomas Cochrane, Vickel Narayan, James Birt, Helen Farley and Fiona Smart. Read all articles from this collection here.
{"title":"Special collection on mobile mixed reality 2019 update","authors":"T. Cochrane, Vickel Narayan, James R. Birt","doi":"10.25304/rlt.v28.2424","DOIUrl":"https://doi.org/10.25304/rlt.v28.2424","url":null,"abstract":"This special collection of Research in Learning Technology explores the development of the state of the art of Mobile Mixed Reality (MMR) in education. The special collection was established in 2018 to provide research-informed exploration of this emergent and rapidly developing arena of educational technology through the lens of Scholarship Of Technology Enhanced Learning (SOTEL). The special collection update for 2019 includes four articles that cover self-efficacy and motivation of MMR users, analysis of student experiences of MMR, and a selection of case studies on designing and implementing MMR in educational contexts. The range of articles illustrates the further development of MMR as a platform for designing authentic learning environments in both formal and informal learning situations. The articles also highlight attempts to address the issue identified in the 2018 collection of a general lack of engagement with new learning theories and models in the use of MMR to design transformative learning experiences. \u0000\u0000This editorial is part of the special collection ‘Mobile Mixed Reality-Enhanced Learning’ edited by Thomas Cochrane, Vickel Narayan, James Birt, Helen Farley and Fiona Smart. Read all articles from this collection here.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"121 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75794997","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 seeks to identify potential advantages of using holographic videoconferencing to deliver seminars within higher education as compared to the use of alternative non-holographic videoconferencing. Holographic videoconferencing offers opportunities to enhance attendees’ experience of remotely delivered seminars but has not been widely researched. Data were collected from 127 attendees attending one of three seminars, each of which featured a combination of physically present presenters and remote presenters participating via holographic videoconferencing. In this study, the holographic representations were three-dimensional and life-size. Monitors and holographic images were calibrated in a manner such that the remote presenters were able to point to and achieve eye-contact with members of the audience. Results indicate that the use of holographic videoconferencing can enhance the teaching presence of remote presenters, the engagement between participants and attendees’ enjoyment of a seminar. Almost all participants reported this to be their first experience of a holographic event and the positive results are partly explained by a sense of novelty. This suggests that the benefits of holographic videoconferencing may reduce over time. However, we argue that some benefit, resulting from an enhanced degree of teaching presence, will be sustained. The relative impact on learning gain is not explored in the current study. We believe that this would likely require a more controlled experiment in future research.
{"title":"Holographic teaching presence: participant experiences of interactive synchronous seminars delivered via holographic videoconferencing","authors":"Nai Li, D. Lefevre","doi":"10.25304/rlt.v28.2265","DOIUrl":"https://doi.org/10.25304/rlt.v28.2265","url":null,"abstract":"This study seeks to identify potential advantages of using holographic videoconferencing to deliver seminars within higher education as compared to the use of alternative non-holographic videoconferencing. Holographic videoconferencing offers opportunities to enhance attendees’ experience of remotely delivered seminars but has not been widely researched. Data were collected from 127 attendees attending one of three seminars, each of which featured a combination of physically present presenters and remote presenters participating via holographic videoconferencing. In this study, the holographic representations were three-dimensional and life-size. Monitors and holographic images were calibrated in a manner such that the remote presenters were able to point to and achieve eye-contact with members of the audience. Results indicate that the use of holographic videoconferencing can enhance the teaching presence of remote presenters, the engagement between participants and attendees’ enjoyment of a seminar. Almost all participants reported this to be their first experience of a holographic event and the positive results are partly explained by a sense of novelty. This suggests that the benefits of holographic videoconferencing may reduce over time. However, we argue that some benefit, resulting from an enhanced degree of teaching presence, will be sustained. The relative impact on learning gain is not explored in the current study. We believe that this would likely require a more controlled experiment in future research.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"113 2 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91021070","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}
K. Rajagopal, O. Firssova, I. O. D. Beeck, Elke Van der Stappen, S. Stoyanov, P. Henderikx, I. Buchem
Internationalisation has been a key theme in higher education (HE) for decades. Multiple initiatives across the world have contributed to creating offerings of high-quality online education, with collaborations across national borders. Two of the concepts that have proved to be influential are Virtual Mobility (VM) and Open Education (OE). Virtual mobility refers to study activities that students enrolled in HE in one country undertake online in other countries without physically moving. Such activities are certified and mutually acknowledged by participating institu-tions. Open education covers global initiatives increasing access to free online qual-ity education, without or with alternative forms of certification.The research presented in this article identifies the learner skills and competences that are supported by Open Virtual Mobility (OpenVM), a new trend in online education that builds upon these two concepts. A group concept mapping study based on the contributions of experts in both VM and OE resulted in defining seven learner skills and competence areas including: intercultural skills and atti-tudes; networked learning; active self-regulated learner skills; media and digital literacy; autonomy-driven learning, interactive and collaborative learning in an authentic international environment and open-mindedness. The study provided input for further conceptualising of OpenVM as a bridge between VM and OE.
{"title":"Learner skills in open virtual mobility","authors":"K. Rajagopal, O. Firssova, I. O. D. Beeck, Elke Van der Stappen, S. Stoyanov, P. Henderikx, I. Buchem","doi":"10.25304/rlt.v28.2254","DOIUrl":"https://doi.org/10.25304/rlt.v28.2254","url":null,"abstract":"Internationalisation has been a key theme in higher education (HE) for decades. Multiple initiatives across the world have contributed to creating offerings of high-quality online education, with collaborations across national borders. Two of the concepts that have proved to be influential are Virtual Mobility (VM) and Open Education (OE). Virtual mobility refers to study activities that students enrolled in HE in one country undertake online in other countries without physically moving. Such activities are certified and mutually acknowledged by participating institu-tions. Open education covers global initiatives increasing access to free online qual-ity education, without or with alternative forms of certification.The research presented in this article identifies the learner skills and competences that are supported by Open Virtual Mobility (OpenVM), a new trend in online education that builds upon these two concepts. A group concept mapping study based on the contributions of experts in both VM and OE resulted in defining seven learner skills and competence areas including: intercultural skills and atti-tudes; networked learning; active self-regulated learner skills; media and digital literacy; autonomy-driven learning, interactive and collaborative learning in an authentic international environment and open-mindedness. The study provided input for further conceptualising of OpenVM as a bridge between VM and OE.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"6 1","pages":"2254"},"PeriodicalIF":2.2,"publicationDate":"2020-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89435891","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}
Effective online teaching and learning requires a carefully designed classroom that promotes student engagement with faculty, peers and course content. This research included an investigation of the importance of faculty–student communication and collaboration; student–student communication and collaboration; active learning techniques; prompt feedback; appropriate time for tasks; high performance expectations; and respect for diverse learning styles (preferences) (Chickering and Ehrmann 1996) to faculty in their online teaching and to alumni in their online learning. The participants were 14 college faculty and 111 alumni, from the same graduate program. A 45-item Likert survey and two open-ended questions were presented to the participants to explore the important factors contributing to their online teaching and learning. The results demonstrated that holding students to high standards of performance, academic honesty and professional conduct was the most important factor to both faculty in their online teaching and alumni in their online learning. Additionally, alumni valued engagement with their faculty more than engagement with other students or course content. Students need an online instructor who is organised and communicative in the online classroom, and faculty need a solidly designed online classroom, with engaged students who are timely in their work. An analysis of the findings with specific application to online teaching and learning is presented in this article.
有效的在线教学需要一个精心设计的教室，以促进学生与教师、同学和课程内容的互动。本研究包括调查师生沟通与合作的重要性;学生之间的沟通与协作;主动学习技巧;及时反馈;适当的时间完成任务;高绩效期望;尊重不同的学习方式(偏好)(Chickering and Ehrmann 1996)，尊重在线教学中的教师和在线学习中的校友。参与者是来自同一研究生项目的14名大学教员和111名校友。一份45项李克特调查和两个开放式问题被呈现给参与者，以探索影响他们在线教学和学习的重要因素。结果表明，对教师和校友来说，让学生达到高标准的表现、学术诚信和职业操守是在线教学中最重要的因素。此外，校友更重视与教师的互动，而不是与其他学生或课程内容的互动。学生需要一个在在线课堂上有组织和交流的在线讲师，教师需要一个设计牢固的在线课堂，学生们参与其中，及时完成他们的工作。本文对研究结果进行了分析，并将其具体应用于在线教学。
{"title":"The seven principles of online learning: Feedback from faculty and alumni on its importance for teaching and learning","authors":"C. J. Tanis","doi":"10.25304/rlt.v28.2319","DOIUrl":"https://doi.org/10.25304/rlt.v28.2319","url":null,"abstract":"Effective online teaching and learning requires a carefully designed classroom that promotes student engagement with faculty, peers and course content. This research included an investigation of the importance of faculty–student communication and collaboration; student–student communication and collaboration; active learning techniques; prompt feedback; appropriate time for tasks; high performance expectations; and respect for diverse learning styles (preferences) (Chickering and Ehrmann 1996) to faculty in their online teaching and to alumni in their online learning. The participants were 14 college faculty and 111 alumni, from the same graduate program. A 45-item Likert survey and two open-ended questions were presented to the participants to explore the important factors contributing to their online teaching and learning. The results demonstrated that holding students to high standards of performance, academic honesty and professional conduct was the most important factor to both faculty in their online teaching and alumni in their online learning. Additionally, alumni valued engagement with their faculty more than engagement with other students or course content. Students need an online instructor who is organised and communicative in the online classroom, and faculty need a solidly designed online classroom, with engaged students who are timely in their work. An analysis of the findings with specific application to online teaching and learning is presented in this article.","PeriodicalId":46691,"journal":{"name":"Research in Learning Technology","volume":"7 1","pages":"1-25"},"PeriodicalIF":2.2,"publicationDate":"2020-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85027131","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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