Pub Date : 2023-10-06DOI: 10.1080/15391523.2023.2264979
Brady L. Nash
AbstractThe emergence of post-truth culture and the spread of dis/misinformation has received a great deal of attention from researchers. Existing approaches to digital information literacy highlight new skills and strategies needed in digital spaces. However, challenges remain, including disconnects between school curricula and out-of-school experiences, a lack of research on teachers’ conceptions, and the role of emotional and sociocultural factors in meaning-making. Addressing these concerns, this qualitative case study examines how five teachers conceptualized and operationalized digital literacy through curriculum. The findings emphasize the importance of critical, sociocultural, emotional, and affective factors in conceptualizing and teaching digital literacy.Keywords: Digital literacyonline readingaffectcritical literacystimulationcurriculum developmentmeaning-makingliteracy studies Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsBrady L. NashBrady L. Nash is an Assistant Professor of English Language Arts in the Department of Teaching, Curriculum, and Educational Inquiry and Affiliate Faculty in the Department of English. His research focuses on critical approaches to digital literacies and new technologies in the context of humanities education and the ways in which people come to understand the world through engagements with digital media.
{"title":"Emotion, stimulation, habit, and criticality: Learning from teachers’ multifaceted conceptions of digital reading","authors":"Brady L. Nash","doi":"10.1080/15391523.2023.2264979","DOIUrl":"https://doi.org/10.1080/15391523.2023.2264979","url":null,"abstract":"AbstractThe emergence of post-truth culture and the spread of dis/misinformation has received a great deal of attention from researchers. Existing approaches to digital information literacy highlight new skills and strategies needed in digital spaces. However, challenges remain, including disconnects between school curricula and out-of-school experiences, a lack of research on teachers’ conceptions, and the role of emotional and sociocultural factors in meaning-making. Addressing these concerns, this qualitative case study examines how five teachers conceptualized and operationalized digital literacy through curriculum. The findings emphasize the importance of critical, sociocultural, emotional, and affective factors in conceptualizing and teaching digital literacy.Keywords: Digital literacyonline readingaffectcritical literacystimulationcurriculum developmentmeaning-makingliteracy studies Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsBrady L. NashBrady L. Nash is an Assistant Professor of English Language Arts in the Department of Teaching, Curriculum, and Educational Inquiry and Affiliate Faculty in the Department of English. His research focuses on critical approaches to digital literacies and new technologies in the context of humanities education and the ways in which people come to understand the world through engagements with digital media.","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135347696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-12DOI: 10.1080/15391523.2023.2255698
Ecenaz Alemdag
This meta-analysis aimed to comprehensively review empirical studies on the effect of chatbots on learning and quantitatively synthesize their findings to produce an overall effect size. Searching several databases yielded 28 eligible reports with 31 individual effect sizes. The results revealed a significant and medium effect (g = .48) of chatbots on learning. Further analyses indicated four significant moderators: the type of instruction in the comparison group, experimental duration, chatbot type, and chatbot tasks. The highest effect sizes emerged when the comparison group had no specific support, the experiment lasted only one session, and chatbots were task-focused and took care of frequently asked questions. These results suggest that chatbots can be more effective in certain cases within their overall contribution area to learning.
{"title":"The effect of chatbots on learning: a meta-analysis of empirical research","authors":"Ecenaz Alemdag","doi":"10.1080/15391523.2023.2255698","DOIUrl":"https://doi.org/10.1080/15391523.2023.2255698","url":null,"abstract":"This meta-analysis aimed to comprehensively review empirical studies on the effect of chatbots on learning and quantitatively synthesize their findings to produce an overall effect size. Searching several databases yielded 28 eligible reports with 31 individual effect sizes. The results revealed a significant and medium effect (g = .48) of chatbots on learning. Further analyses indicated four significant moderators: the type of instruction in the comparison group, experimental duration, chatbot type, and chatbot tasks. The highest effect sizes emerged when the comparison group had no specific support, the experiment lasted only one session, and chatbots were task-focused and took care of frequently asked questions. These results suggest that chatbots can be more effective in certain cases within their overall contribution area to learning.","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135826894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1080/15391523.2022.2030268
Lena von Kotzebue
Abstract Until now, TPACK has mostly been measured by subject-unspecific self-report measures. In contrast, this study introduces and analyzes an objective and biology-specific performance assessment of the four T-dimensions of TPACK. This instrument was used in combination with a biology-specific self-report measure to examine 206 biology teacher students at an Austrian university. Using two test instruments to measure the same construct allows direct comparison and increases validity. Structural equation models were calculated to analyze and compare the internal structure of the four T-dimensions within the two instruments. Although different test formats were used, for which the dimensions showed moderate correlations, the data for both test formats showed a similar internal structure and support a transformative view due to lack of direct influence of technological knowledge (TK) on TPACK.
摘要 到目前为止，TPACK 大多是通过非特定学科的自我报告测量方法来衡量的。与此相反，本研究介绍并分析了对 TPACK 的四个 T 维度进行的客观且针对生物学的绩效评估。该工具与针对生物学科的自我报告测量相结合，对奥地利一所大学的 206 名生物师范生进行了测试。使用两种测试工具来测量同一建构，可以进行直接比较并提高有效性。我们计算了结构方程模型，以分析和比较两种工具中四个 T 维度的内部结构。虽然使用了不同的测试格式，但两个测试格式的数据显示出相似的内部结构，并支持转化观点，因为技术知识（TK）对TPACK缺乏直接影响。
{"title":"Two is better than one—Examining biology-specific TPACK and its T-dimensions from two angles","authors":"Lena von Kotzebue","doi":"10.1080/15391523.2022.2030268","DOIUrl":"https://doi.org/10.1080/15391523.2022.2030268","url":null,"abstract":"Abstract Until now, TPACK has mostly been measured by subject-unspecific self-report measures. In contrast, this study introduces and analyzes an objective and biology-specific performance assessment of the four T-dimensions of TPACK. This instrument was used in combination with a biology-specific self-report measure to examine 206 biology teacher students at an Austrian university. Using two test instruments to measure the same construct allows direct comparison and increases validity. Structural equation models were calculated to analyze and compare the internal structure of the four T-dimensions within the two instruments. Although different test formats were used, for which the dimensions showed moderate correlations, the data for both test formats showed a similar internal structure and support a transformative view due to lack of direct influence of technological knowledge (TK) on TPACK.","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":"25 1","pages":"765 - 782"},"PeriodicalIF":5.1,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139345018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1080/15391523.2022.2040401
A. Ustun, Kecheng Zhang, Fatma Gizem Karaoglan-Yilmaz, Ramazan Yılmaz
Abstract This mixed-method pretest/post-test experimental study examined the effect of learning analytics (LA)-based interventions on students’ academic achievement and self-regulatory skills, and explored students’ perceptions of such interventions in flipped classrooms (FC). Sixty-two college students from an introductory computer course were randomly assigned to the experimental or control group, with 31 participants in each condition. In the following 10 weeks, LA-based personalized interventions, including both visual feedback and written recommendations were provided to those in the experimental group on a weekly basis. Quantitative analyses found significant improvements in students’ academic achievement as well as their self-regulated learning skills in the treatment group. Consistently, students’ comments and feedback confirmed that LA-based interventions were effective in promoting self-regulated learning in FC. The researchers discuss both practical and research implications in FC and in online learning, provide recommendations for the design and advancement of LA-based interventions, and suggest future directions for LA research in higher education.
摘要 这项混合方法的前测/后测实验研究考察了基于学习分析（LA）的干预措施对学生学业成绩和自我调节能力的影响，并探讨了学生对翻转课堂（FC）中此类干预措施的看法。来自计算机入门课程的62名大学生被随机分配到实验组或对照组，每组31人。在随后的 10 周内，每周为实验组学生提供基于洛杉矶语言的个性化干预，包括视觉反馈和书面建议。定量分析发现，治疗组学生的学业成绩和自我调节学习技能都有显著提高。学生的评论和反馈一致证实，基于洛杉矶的干预措施能有效促进 FC 的自我调节学习。研究人员讨论了在功能性学习和在线学习中的实践和研究意义，为设计和推进基于LA的干预措施提供了建议，并提出了高等教育中LA研究的未来方向。
{"title":"Learning analytics based feedback and recommendations in flipped classrooms: an experimental study in higher education","authors":"A. Ustun, Kecheng Zhang, Fatma Gizem Karaoglan-Yilmaz, Ramazan Yılmaz","doi":"10.1080/15391523.2022.2040401","DOIUrl":"https://doi.org/10.1080/15391523.2022.2040401","url":null,"abstract":"Abstract This mixed-method pretest/post-test experimental study examined the effect of learning analytics (LA)-based interventions on students’ academic achievement and self-regulatory skills, and explored students’ perceptions of such interventions in flipped classrooms (FC). Sixty-two college students from an introductory computer course were randomly assigned to the experimental or control group, with 31 participants in each condition. In the following 10 weeks, LA-based personalized interventions, including both visual feedback and written recommendations were provided to those in the experimental group on a weekly basis. Quantitative analyses found significant improvements in students’ academic achievement as well as their self-regulated learning skills in the treatment group. Consistently, students’ comments and feedback confirmed that LA-based interventions were effective in promoting self-regulated learning in FC. The researchers discuss both practical and research implications in FC and in online learning, provide recommendations for the design and advancement of LA-based interventions, and suggest future directions for LA research in higher education.","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":"43 1","pages":"841 - 857"},"PeriodicalIF":5.1,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139344962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-29DOI: 10.1080/15391523.2023.2250886
Y. Zhang, Pengjin Wang, Wei Jia, Aijun Zhang, Gaowei Chen
{"title":"Dynamic visualization by GeoGebra for mathematics learning: a meta-analysis of 20 years of research","authors":"Y. Zhang, Pengjin Wang, Wei Jia, Aijun Zhang, Gaowei Chen","doi":"10.1080/15391523.2023.2250886","DOIUrl":"https://doi.org/10.1080/15391523.2023.2250886","url":null,"abstract":"","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44171328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-10DOI: 10.1080/15391523.2023.2242981
Jared R. Chapman, Tanner B. Kohler, P. Rich, A. Trego
{"title":"Maybe we’ve got it wrong. An experimental evaluation of self-determination and Flow Theory in gamification","authors":"Jared R. Chapman, Tanner B. Kohler, P. Rich, A. Trego","doi":"10.1080/15391523.2023.2242981","DOIUrl":"https://doi.org/10.1080/15391523.2023.2242981","url":null,"abstract":"","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47096279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-07DOI: 10.1080/15391523.2023.2242980
Katharina Sophie Stark, Christina Wekerle, Alena Bischoff, Moritz Schweiger, Kristina Peuschel, Kerstin Proske, Birgit Weckerle, Lisa Vettermann, Ann-Kathrin Schindler
{"title":"A heuristic framework for video-based teaching and learning scenarios in higher education","authors":"Katharina Sophie Stark, Christina Wekerle, Alena Bischoff, Moritz Schweiger, Kristina Peuschel, Kerstin Proske, Birgit Weckerle, Lisa Vettermann, Ann-Kathrin Schindler","doi":"10.1080/15391523.2023.2242980","DOIUrl":"https://doi.org/10.1080/15391523.2023.2242980","url":null,"abstract":"","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48925801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-27DOI: 10.1080/15391523.2023.2237616
Mark J. Hofer, Kelly Govain Leffel, David A. Slykhuis
{"title":"Profile of an innovator: a Delphi study to surface key characteristics for innovative educators","authors":"Mark J. Hofer, Kelly Govain Leffel, David A. Slykhuis","doi":"10.1080/15391523.2023.2237616","DOIUrl":"https://doi.org/10.1080/15391523.2023.2237616","url":null,"abstract":"","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43676546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-24DOI: 10.1080/15391523.2023.2237612
Lauren J. Woo, Leanna M. Archambault, J. Borup
{"title":"Exploring the evolution of field experiences in P-12 online settings: a systematic review of studies from 2007-2022","authors":"Lauren J. Woo, Leanna M. Archambault, J. Borup","doi":"10.1080/15391523.2023.2237612","DOIUrl":"https://doi.org/10.1080/15391523.2023.2237612","url":null,"abstract":"","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41901854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-24DOI: 10.1080/15391523.2023.2232900
Yi Jin, Shenghua Zha, J. Cowart
{"title":"In critical need of research-based instructional strategies and assessment: an investigation of ePCR math lesson plans for middle school students","authors":"Yi Jin, Shenghua Zha, J. Cowart","doi":"10.1080/15391523.2023.2232900","DOIUrl":"https://doi.org/10.1080/15391523.2023.2232900","url":null,"abstract":"","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":"1 1","pages":""},"PeriodicalIF":5.1,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41573766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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：