Wenli Chen, Zhongling Pi, Jesmine S. H. Tan, Qianru Lyu
Information and communications technology (ICT) is rapidly changing how we teach and how we learn. ICT can not only act as a teaching and learning aid but also reshape the delivery of instruction and bring about changes in education. Research has largely examined the effects of teacher education programs on their knowledge, attitudes, and beliefs of technology integration and relatively little attention has been paid to their ability to use ICT to innovate instruction. This study examined how pre-teachers engaged in co-design via Google Slides, and how their behavioural characteristics influenced their improvement of instructional innovation with ICT of lesson design. The results of correlation and step regression analyses and lag sequential analysis showed that behaviours of engagement into individual ideation and within-group ideation in co-design activities positively related to the pre-service teachers’ innovations of lesson designs (i.e., usefulness and originality). The clarification type and positive affection type of peer feedback negatively related and predicted their innovations, and the worst-performed group tended to directly copy information from peer feedback. The implications of how pre-service teachers engaging in co-design activities affect their instructional innovations with ICT are discussed. Implications for practice or policy Co-design activities are helpful for instructional innovation for pre-service teachers. Pre-service teachers are encouraged to engage in individual ideation, group ideation, and peer feedback during co-design activities.
{"title":"Preparing pre-service teachers for instructional innovation with ICT via co-design practice","authors":"Wenli Chen, Zhongling Pi, Jesmine S. H. Tan, Qianru Lyu","doi":"10.14742/ajet.7743","DOIUrl":"https://doi.org/10.14742/ajet.7743","url":null,"abstract":"Information and communications technology (ICT) is rapidly changing how we teach and how we learn. ICT can not only act as a teaching and learning aid but also reshape the delivery of instruction and bring about changes in education. Research has largely examined the effects of teacher education programs on their knowledge, attitudes, and beliefs of technology integration and relatively little attention has been paid to their ability to use ICT to innovate instruction. This study examined how pre-teachers engaged in co-design via Google Slides, and how their behavioural characteristics influenced their improvement of instructional innovation with ICT of lesson design. The results of correlation and step regression analyses and lag sequential analysis showed that behaviours of engagement into individual ideation and within-group ideation in co-design activities positively related to the pre-service teachers’ innovations of lesson designs (i.e., usefulness and originality). The clarification type and positive affection type of peer feedback negatively related and predicted their innovations, and the worst-performed group tended to directly copy information from peer feedback. The implications of how pre-service teachers engaging in co-design activities affect their instructional innovations with ICT are discussed.\u0000Implications for practice or policy\u0000\u0000Co-design activities are helpful for instructional innovation for pre-service teachers.\u0000Pre-service teachers are encouraged to engage in individual ideation, group ideation, and peer feedback during co-design activities.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48170257","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}
Given the importance of student engagement for educational success, it is essential to explore how teachers can stimulate student engagement in online learning environment. However, relatively little research drawing from self-determination theory has examined the links between teaching motivations and student engagement. To this end, this study was conducted to survey 414 Chinese college students’ perceptions of teaching motivations, their own intrinsic and extrinsic motivations during the learning process, as well as their engagement with online learning. The findings indicated that the survey had satisfactory validity and internal consistency. Structural equation model revealed the interrelationships between autonomy-supportive teaching motivations, controlling teaching motivations, student intrinsic and extrinsic motivations, and student engagement. The results showed that in online learning environments, autonomy-supportive teaching motivations and student intrinsic motivation were positively related to student engagement. Unexpectedly, controlling teaching motivations and student extrinsic motivation had no significant effect on student engagement. Moreover, the mediating effects of student intrinsic motivation including perceived autonomy, competence, and relatedness offered a deeper understanding of the association between autonomy-supportive teaching motivations and student engagement. The main findings and practical implications together are discussed in depth. Implications for practice or policy: Teachers could adopt autonomy-supportive teaching strategies and stimulate students’ intrinsic motivation as they have shown to be positive factors for student engagement. Developers and educators could enhance student engagement through nurturing inner motivational resources in online learning environment. Researchers could verify more factors that influence student engagement and clarify how they could be manipulated in future studies.
{"title":"The influence of teaching motivations on student engagement in an online learning environment in China","authors":"Qi Li, Qiang Jiang, Jyh‐Chong Liang, X. Pan, Wei Zhao","doi":"10.14742/ajet.7280","DOIUrl":"https://doi.org/10.14742/ajet.7280","url":null,"abstract":"Given the importance of student engagement for educational success, it is essential to explore how teachers can stimulate student engagement in online learning environment. However, relatively little research drawing from self-determination theory has examined the links between teaching motivations and student engagement. To this end, this study was conducted to survey 414 Chinese college students’ perceptions of teaching motivations, their own intrinsic and extrinsic motivations during the learning process, as well as their engagement with online learning. The findings indicated that the survey had satisfactory validity and internal consistency. Structural equation model revealed the interrelationships between autonomy-supportive teaching motivations, controlling teaching motivations, student intrinsic and extrinsic motivations, and student engagement. The results showed that in online learning environments, autonomy-supportive teaching motivations and student intrinsic motivation were positively related to student engagement. Unexpectedly, controlling teaching motivations and student extrinsic motivation had no significant effect on student engagement. Moreover, the mediating effects of student intrinsic motivation including perceived autonomy, competence, and relatedness offered a deeper understanding of the association between autonomy-supportive teaching motivations and student engagement. The main findings and practical implications together are discussed in depth.\u0000Implications for practice or policy:\u0000\u0000Teachers could adopt autonomy-supportive teaching strategies and stimulate students’ intrinsic motivation as they have shown to be positive factors for student engagement.\u0000Developers and educators could enhance student engagement through nurturing inner motivational resources in online learning environment.\u0000Researchers could verify more factors that influence student engagement and clarify how they could be manipulated in future studies.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42619539","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}
{"title":"A Developmental Study of Instructional Model for Flipped Learning Process based Online Project-Based Learning(PjBL)","authors":"Ji-hyun Choi, Eunmo Sung","doi":"10.17232/kset.38.3.907","DOIUrl":"https://doi.org/10.17232/kset.38.3.907","url":null,"abstract":"","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":"1 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89579493","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}
{"title":"Exploring the Types and Influencing Factors of Pre-Service Teachers’ Problem Solving Performance","authors":"Soyoung Shin, Minjeong Kim","doi":"10.17232/kset.38.3.779","DOIUrl":"https://doi.org/10.17232/kset.38.3.779","url":null,"abstract":"","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":"104 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75824697","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}
{"title":"Effects of Retrieval Practice Type and Retention Interval on Mind Wandering, Metacognitive Judgments, and Academic Achievement for Online Classes","authors":"I. Seo, Echeol Kang","doi":"10.17232/kset.38.3.743","DOIUrl":"https://doi.org/10.17232/kset.38.3.743","url":null,"abstract":"","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":"13 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83516188","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}
{"title":"A Study on the Criteria and Conditions Impacting Elementary School Teacher’s Selection of Instructional Methods During Instructional Design Process","authors":"Hyojin Lee, I. Park","doi":"10.17232/kset.38.3.699","DOIUrl":"https://doi.org/10.17232/kset.38.3.699","url":null,"abstract":"","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":"1 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79511810","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}
{"title":"Design of Entrepreneurship Teaching-Learning Model based on Gamification in University classes","authors":"Yuna Bae, Suhong Park","doi":"10.17232/kset.38.3.815","DOIUrl":"https://doi.org/10.17232/kset.38.3.815","url":null,"abstract":"","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":"1 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88648817","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}
{"title":"Analyzing Research Trends in Design·Development Research and Design-Based Research: A Scoping Review","authors":"Jihye Kang, Taejung Park","doi":"10.17232/kset.38.3.661","DOIUrl":"https://doi.org/10.17232/kset.38.3.661","url":null,"abstract":"","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":"20 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89517282","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}
{"title":"Development of an Instructional Design Principle for Facilitating Design Thinking Mindsets in k-12","authors":"Kihyeok Ryu, Youngjun Lee","doi":"10.17232/kset.38.3.869","DOIUrl":"https://doi.org/10.17232/kset.38.3.869","url":null,"abstract":"","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":"4 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87079328","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}
{"title":"Development of a chatbot prototype for supporting SCAMPER","authors":"Dayeon Lee, Cheolil Lim","doi":"10.17232/kset.38.3.953","DOIUrl":"https://doi.org/10.17232/kset.38.3.953","url":null,"abstract":"","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":"30 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75765487","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}
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