Pub Date : 2023-07-12DOI: 10.1080/1475939X.2023.2233973
Ngoc-Minh Pham, I. Jahnke
ABSTRACT Teaching presence is critical to online student success. While progress has been made in conceptualising and researching teaching presence, little is known about how it is experienced by older adult online learners. This article explores teaching presence indicators for older adult learners (55+ years old) in online courses, using the conceptual framework of teaching presence, a dimension of the Community of Inquiry (CoI) framework as a guide. Interview data reveal that (a) not all indicators were experienced equally, (b) multiple representations exist for each of the perceived indicators, and (c) some indicators of the CoI framework were inaccessible or absent from the view of older adults, although they were considered important. This study contributes to advancing a positive learning experience for older adults in online learning. More specifically, it addresses how to design online learning for older adult learners from a teaching presence lens.
{"title":"Exploring indicators of teaching presence in online learning from older adult learners’ perspectives","authors":"Ngoc-Minh Pham, I. Jahnke","doi":"10.1080/1475939X.2023.2233973","DOIUrl":"https://doi.org/10.1080/1475939X.2023.2233973","url":null,"abstract":"ABSTRACT Teaching presence is critical to online student success. While progress has been made in conceptualising and researching teaching presence, little is known about how it is experienced by older adult online learners. This article explores teaching presence indicators for older adult learners (55+ years old) in online courses, using the conceptual framework of teaching presence, a dimension of the Community of Inquiry (CoI) framework as a guide. Interview data reveal that (a) not all indicators were experienced equally, (b) multiple representations exist for each of the perceived indicators, and (c) some indicators of the CoI framework were inaccessible or absent from the view of older adults, although they were considered important. This study contributes to advancing a positive learning experience for older adults in online learning. More specifically, it addresses how to design online learning for older adult learners from a teaching presence lens.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44851414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-06DOI: 10.1080/1475939X.2023.2228320
Audrey Cooney, Derbhile de Paor, Ciarán Ó Gallchóir, P. Mannix McNamara
ABSTRACT In Ireland, as with many international jurisdictions, digital technology is firmly positioned at the core of educational discourses. However, despite a rise in ‘techno-positivity’ among professionals in schools, these positive attitudes do not seem to permeate through to practice nor in effective learning outcomes. As a result, given the introduction of the Digital Learning Framework in the Irish schooling system, this study focuses on the initial experiences of those who lead the initiative within their respective schools and the contextual nuances they must navigate in the design of the enactment. This qualitative study comprised in-depth interviews with the Digital Learning Leaders of 10 different schools. Data evidenced the initial organisational considerations a leader must reckon with during the planning phase, and early indications of pedagogical impact, leading to a conclusion regarding contextual literacy. The research also highlights the subtle policy shift of embedding digital technologies within school evaluation mechanisms, heightening a sense of accountability associated with successful enactment.
{"title":"Not ‘just consumers of content’: early insights into the policy enactment of the Digital Learning Framework","authors":"Audrey Cooney, Derbhile de Paor, Ciarán Ó Gallchóir, P. Mannix McNamara","doi":"10.1080/1475939X.2023.2228320","DOIUrl":"https://doi.org/10.1080/1475939X.2023.2228320","url":null,"abstract":"ABSTRACT In Ireland, as with many international jurisdictions, digital technology is firmly positioned at the core of educational discourses. However, despite a rise in ‘techno-positivity’ among professionals in schools, these positive attitudes do not seem to permeate through to practice nor in effective learning outcomes. As a result, given the introduction of the Digital Learning Framework in the Irish schooling system, this study focuses on the initial experiences of those who lead the initiative within their respective schools and the contextual nuances they must navigate in the design of the enactment. This qualitative study comprised in-depth interviews with the Digital Learning Leaders of 10 different schools. Data evidenced the initial organisational considerations a leader must reckon with during the planning phase, and early indications of pedagogical impact, leading to a conclusion regarding contextual literacy. The research also highlights the subtle policy shift of embedding digital technologies within school evaluation mechanisms, heightening a sense of accountability associated with successful enactment.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46662133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-21DOI: 10.1080/1475939X.2023.2214576
Nazmi Xhomara, Anni Dasho
ABSTRACT The research goal was to inquire into the effect of online instruction on student learning outcomes and online interaction. The research used a quasi-experimental research design, as well as a structured questionnaire. One experimental group of the finance-banking (N = 139), and one comparison group of the business administration study programme (N = 121) of students at the economic faculty of the university were involved in the research study. The study found a significant positive correlation between online instruction and student learning outcomes. It also found that online instruction is making a substantial positive contribution to the prediction of student learning outcomes. A significant positive correlation between online instruction and online interaction was shown. The study also confirmed that online instruction is making a significant positive contribution to the prediction of online interaction.
{"title":"Online interactions and student learning outcomes in a Moodle-based e-learning system","authors":"Nazmi Xhomara, Anni Dasho","doi":"10.1080/1475939X.2023.2214576","DOIUrl":"https://doi.org/10.1080/1475939X.2023.2214576","url":null,"abstract":"ABSTRACT The research goal was to inquire into the effect of online instruction on student learning outcomes and online interaction. The research used a quasi-experimental research design, as well as a structured questionnaire. One experimental group of the finance-banking (N = 139), and one comparison group of the business administration study programme (N = 121) of students at the economic faculty of the university were involved in the research study. The study found a significant positive correlation between online instruction and student learning outcomes. It also found that online instruction is making a substantial positive contribution to the prediction of student learning outcomes. A significant positive correlation between online instruction and online interaction was shown. The study also confirmed that online instruction is making a significant positive contribution to the prediction of online interaction.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42844585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-18DOI: 10.1080/1475939X.2023.2224347
A. Denes, Rory McGloin, Emily K. Hamlin, Annika C. Speer, Amanda Coletti, C. Guest
ABSTRACT Online learning provides a variety of benefits to the educational experience, including accessibility and flexibility, but is often limited in terms of peer-to-peer interactions and relationship development. Using media richness theory as a guiding framework, this study extended prior research to determine the impact of using richer channels in a fast-friendship task on feelings of co-presence and social connection among undergraduate students in online courses. Participants (N = 106) were assigned to one of three conditions (text, phone or video) for the fast-friendship task, which took place over the course of nine weeks. The results revealed that there was no indirect effect of channel richness on social connection through co-presence. Additionally, the direct effects of channel richness on co-presence and co-presence on social connection were not significant. These null findings have theoretical and practical implications for understanding media richness in online learning and improving course design among contemporary college students.
{"title":"Promoting peer connection in online courses: exploring the effect of media richness on presence and social connection","authors":"A. Denes, Rory McGloin, Emily K. Hamlin, Annika C. Speer, Amanda Coletti, C. Guest","doi":"10.1080/1475939X.2023.2224347","DOIUrl":"https://doi.org/10.1080/1475939X.2023.2224347","url":null,"abstract":"ABSTRACT Online learning provides a variety of benefits to the educational experience, including accessibility and flexibility, but is often limited in terms of peer-to-peer interactions and relationship development. Using media richness theory as a guiding framework, this study extended prior research to determine the impact of using richer channels in a fast-friendship task on feelings of co-presence and social connection among undergraduate students in online courses. Participants (N = 106) were assigned to one of three conditions (text, phone or video) for the fast-friendship task, which took place over the course of nine weeks. The results revealed that there was no indirect effect of channel richness on social connection through co-presence. Additionally, the direct effects of channel richness on co-presence and co-presence on social connection were not significant. These null findings have theoretical and practical implications for understanding media richness in online learning and improving course design among contemporary college students.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2023-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42117838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-16DOI: 10.1080/1475939x.2023.2222731
J. Tinkler, Steve Murphy, L. Danaia, Fiona Collins
{"title":"Transformative rhetoric and educational technologies: digital technologies for schooling during the COVID-19 pandemic","authors":"J. Tinkler, Steve Murphy, L. Danaia, Fiona Collins","doi":"10.1080/1475939x.2023.2222731","DOIUrl":"https://doi.org/10.1080/1475939x.2023.2222731","url":null,"abstract":"","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48963812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-08DOI: 10.1080/1475939X.2023.2218390
Ghaida S. Alrawashdeh
ABSTRACT The COVID-19 pandemic’s containment measures caused an abrupt shift from in-person classes to online-only instruction. With the benefits of technology not being spread evenly, there are concerns that this shift to online learning may have exacerbated the existing digital divide. To understand the impact of this shift on university students’ educational experiences in resource-constrained contexts, this study analysed the perspectives of undergraduates in Jordan and identified any barriers to their access and utilisation of online learning. Following a mixed-methods approach, this study analysed Twitter discussion threads and semi-structured interviews conducted with students from six universities. The analysis revealed that students’ experiences were negatively impacted by 16 interdependent factors, pointing to a complex set of challenges that students have to navigate. These findings provide a deeper insight into the barriers affecting online learning and offer recommendations to guide future policy and development efforts, emphasising a more efficient and student-centred approach.
{"title":"A mixed-methods approach to exploring university students’ perspectives of emergency remote teaching in resource-challenged contexts: the case of Jordan","authors":"Ghaida S. Alrawashdeh","doi":"10.1080/1475939X.2023.2218390","DOIUrl":"https://doi.org/10.1080/1475939X.2023.2218390","url":null,"abstract":"ABSTRACT The COVID-19 pandemic’s containment measures caused an abrupt shift from in-person classes to online-only instruction. With the benefits of technology not being spread evenly, there are concerns that this shift to online learning may have exacerbated the existing digital divide. To understand the impact of this shift on university students’ educational experiences in resource-constrained contexts, this study analysed the perspectives of undergraduates in Jordan and identified any barriers to their access and utilisation of online learning. Following a mixed-methods approach, this study analysed Twitter discussion threads and semi-structured interviews conducted with students from six universities. The analysis revealed that students’ experiences were negatively impacted by 16 interdependent factors, pointing to a complex set of challenges that students have to navigate. These findings provide a deeper insight into the barriers affecting online learning and offer recommendations to guide future policy and development efforts, emphasising a more efficient and student-centred approach.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46725129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-05DOI: 10.1080/1475939X.2023.2210152
Sarah-Louise Jones, R. Procter
ABSTRACT The need to develop digital, media and information literacies in young people is not a new idea. Increasing numbers of regional, national and international policies make the case and offer frameworks for such literacy development in schools. However, there is still no common agreement about what a basic level of literacy might look like across or within countries, resulting in what UNESCO described as a serious knowledge gap about the global state of digital literacy skills of youth. This article reports on the empirical findings derived from a self-assessment tool, providing a comprehensive view of these literacies in 13–18-year-old students (n = 1051) across eight countries in Europe. This article offers a significant contribution to the field, identifying gender differences and specific differences in ‘attitude minus ability’ scores relating to plagiarism and critical awareness of sources. This has implications for teaching and curriculum development across Europe.
{"title":"Young peoples’ perceptions of digital, media and information literacies across Europe: gender differences, and the gaps between attitudes and abilities","authors":"Sarah-Louise Jones, R. Procter","doi":"10.1080/1475939X.2023.2210152","DOIUrl":"https://doi.org/10.1080/1475939X.2023.2210152","url":null,"abstract":"ABSTRACT The need to develop digital, media and information literacies in young people is not a new idea. Increasing numbers of regional, national and international policies make the case and offer frameworks for such literacy development in schools. However, there is still no common agreement about what a basic level of literacy might look like across or within countries, resulting in what UNESCO described as a serious knowledge gap about the global state of digital literacy skills of youth. This article reports on the empirical findings derived from a self-assessment tool, providing a comprehensive view of these literacies in 13–18-year-old students (n = 1051) across eight countries in Europe. This article offers a significant contribution to the field, identifying gender differences and specific differences in ‘attitude minus ability’ scores relating to plagiarism and critical awareness of sources. This has implications for teaching and curriculum development across Europe.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49319596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-17DOI: 10.1080/1475939x.2023.2210585
A. Willis, P. Grainger, Catherine Thiele, Susan Simon, Stephanie Menzies, R. Dwyer
{"title":"The benefits and pitfalls of social media for teachers’ agency and wellbeing","authors":"A. Willis, P. Grainger, Catherine Thiele, Susan Simon, Stephanie Menzies, R. Dwyer","doi":"10.1080/1475939x.2023.2210585","DOIUrl":"https://doi.org/10.1080/1475939x.2023.2210585","url":null,"abstract":"","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42912120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-11DOI: 10.1080/1475939X.2023.2207105
Kher Hui Ng, Hanisah Mohd Radzi, Kean-Wah Lee
ABSTRACT Creating technological artefacts through hands-on practice has gained traction as a means to rethink educational approaches. This study reports the effectiveness of the maker pedagogy on students’ interest in literacy. An evaluation study was conducted involving 112 primary school children, aged 11, in two primary schools in Malaysia with the aim of improving students’ reading interest. The study involved an experimental group of participants creating augmented storybooks using paper-based circuitry and programming. Participant results reveal a significant increase in interest while learning by making augmented storybooks in comparison to just reading using augmented storybooks. The study demonstrates how learning by making can be implemented in primary school settings and highlights key challenges and opportunities for applying the approach in everyday teaching and learning contexts.
{"title":"Augmented storytelling: effects of making on students’ interest in literacy","authors":"Kher Hui Ng, Hanisah Mohd Radzi, Kean-Wah Lee","doi":"10.1080/1475939X.2023.2207105","DOIUrl":"https://doi.org/10.1080/1475939X.2023.2207105","url":null,"abstract":"ABSTRACT Creating technological artefacts through hands-on practice has gained traction as a means to rethink educational approaches. This study reports the effectiveness of the maker pedagogy on students’ interest in literacy. An evaluation study was conducted involving 112 primary school children, aged 11, in two primary schools in Malaysia with the aim of improving students’ reading interest. The study involved an experimental group of participants creating augmented storybooks using paper-based circuitry and programming. Participant results reveal a significant increase in interest while learning by making augmented storybooks in comparison to just reading using augmented storybooks. The study demonstrates how learning by making can be implemented in primary school settings and highlights key challenges and opportunities for applying the approach in everyday teaching and learning contexts.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45545416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-08DOI: 10.1080/1475939X.2023.2201931
C. J. Olelewe, Chunli Dong, Mohammed Abdullahim, Chinweike Emmanuel Nwangwu
ABSTRACT This study determined the efficacy of the video-clip lecture strategy in enhancing computer science (CS) students’ performance in a computer networking course at universities in Gombe state, Nigeria. The study adopted a quasi-experimental design with non-equivalent groups of intact classes. Study participants were 136 CS third-year students made up of 87 males and 49 females selected from the two public universities in the state offering computer science education. The Computer Networking Achievement Test (CNAT) was the instrument used for data collection with a reliability index of .79 established using K-R 20. The scores obtained from the pre-test and post-test were analysed using mean and Analysis of Covariance for the hypotheses at 0.05 level of significance. The study’s findings indicated a higher mean performance among the treatment group compared to the control group. Findings demonstrate the efficacy of innovative pedagogy towards enhancing learner engagement in CS courses, thus assisting students to become active learners.
{"title":"Effects of using a video-clip instructional strategy on students’ performance in a computer networking course","authors":"C. J. Olelewe, Chunli Dong, Mohammed Abdullahim, Chinweike Emmanuel Nwangwu","doi":"10.1080/1475939X.2023.2201931","DOIUrl":"https://doi.org/10.1080/1475939X.2023.2201931","url":null,"abstract":"ABSTRACT This study determined the efficacy of the video-clip lecture strategy in enhancing computer science (CS) students’ performance in a computer networking course at universities in Gombe state, Nigeria. The study adopted a quasi-experimental design with non-equivalent groups of intact classes. Study participants were 136 CS third-year students made up of 87 males and 49 females selected from the two public universities in the state offering computer science education. The Computer Networking Achievement Test (CNAT) was the instrument used for data collection with a reliability index of .79 established using K-R 20. The scores obtained from the pre-test and post-test were analysed using mean and Analysis of Covariance for the hypotheses at 0.05 level of significance. The study’s findings indicated a higher mean performance among the treatment group compared to the control group. Findings demonstrate the efficacy of innovative pedagogy towards enhancing learner engagement in CS courses, thus assisting students to become active learners.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":4.9,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48325970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：