“Educational technology” is a perfectly serviceable name for a field of research and development that is of practical importance and in which interesting intellectual challenges can be found. Stick with it.
{"title":"An education in educational technology","authors":"Peter Goodyear","doi":"10.14742/ajet.9082","DOIUrl":"https://doi.org/10.14742/ajet.9082","url":null,"abstract":"“Educational technology” is a perfectly serviceable name for a field of research and development that is of practical importance and in which interesting intellectual challenges can be found. Stick with it.","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135729498","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}
Derek L. Choi-Lundberg, Kerryn Butler-Henderson, Kristyn Harman, Joseph Crawford
In the years prior to the COVID-19 pandemic, there was considerable innovation in designing and implementing teaching and learning with technology in fully online, face-to-face and blended modes. To provide an overview of technology-enhanced learning in higher education, we conducted a systematic literature review following PRISMA guidelines of digital innovations in learning designs between 2014 and 2019, prior to emergency remote teaching responses to the COVID-19 pandemic. From 130 publications, we identified eight overlapping categories of digital technologies being deployed across higher education fields: simulation and augmented or virtual reality; Web 2.0; learning management systems; mobile learning; gamification and serious games; various technologies in classrooms; massive open online courses; and other software, websites, applications and cloud computing. We use these publications, supplemented with findings from selected meta-analyses and systematic reviews of specific technologies, as examples to guide educators designing technology-enhanced learning activities in changing circumstances that may require blended or fully online delivery. As the 130 publications had mixed perceived quality, levels of evidence and details of learning designs and evaluation presented, we suggest educators share their innovations following reporting guidelines relevant to their research methodologies, enabling others to consider transferability to other contexts and to build on their work. Implications for practice or policy: Leaders and administrators should support staff development of technological pedagogical content knowledge and teaching as design for student learning. Educators and instructional designers, in designing learning experiences, should consider adult learning theories, inclusive practices and digital equity and leverage multiple technologies to facilitate students learning their curricula. In educational research or scholarship of teaching and learning, researchers should provide sufficient detail to enable readers to assess transferability to their own contexts.
{"title":"A systematic review of digital innovations in technology-enhanced learning designs in higher education","authors":"Derek L. Choi-Lundberg, Kerryn Butler-Henderson, Kristyn Harman, Joseph Crawford","doi":"10.14742/ajet.7615","DOIUrl":"https://doi.org/10.14742/ajet.7615","url":null,"abstract":"In the years prior to the COVID-19 pandemic, there was considerable innovation in designing and implementing teaching and learning with technology in fully online, face-to-face and blended modes. To provide an overview of technology-enhanced learning in higher education, we conducted a systematic literature review following PRISMA guidelines of digital innovations in learning designs between 2014 and 2019, prior to emergency remote teaching responses to the COVID-19 pandemic. From 130 publications, we identified eight overlapping categories of digital technologies being deployed across higher education fields: simulation and augmented or virtual reality; Web 2.0; learning management systems; mobile learning; gamification and serious games; various technologies in classrooms; massive open online courses; and other software, websites, applications and cloud computing. We use these publications, supplemented with findings from selected meta-analyses and systematic reviews of specific technologies, as examples to guide educators designing technology-enhanced learning activities in changing circumstances that may require blended or fully online delivery. As the 130 publications had mixed perceived quality, levels of evidence and details of learning designs and evaluation presented, we suggest educators share their innovations following reporting guidelines relevant to their research methodologies, enabling others to consider transferability to other contexts and to build on their work. Implications for practice or policy: Leaders and administrators should support staff development of technological pedagogical content knowledge and teaching as design for student learning. Educators and instructional designers, in designing learning experiences, should consider adult learning theories, inclusive practices and digital equity and leverage multiple technologies to facilitate students learning their curricula. In educational research or scholarship of teaching and learning, researchers should provide sufficient detail to enable readers to assess transferability to their own contexts.","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136184832","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}
Online collaborative learning has been widely used in the field of education. However, unrelated or off-topic information is often included in online collaborative learning. Furthermore, the content of online discussion is often too shallow or narrow. To achieve productive collaborative learning, this study proposed and validated an automated analysis of topic distributions and features (AATDF) approach. In total, 189 college students in China participated in this study and were assigned to one of two experimental groups or a control group. Experimental Group 1 participated in online collaborative learning with the AATDF approach. Experimental Group 2 participated in online collaborative learning with the automated analysis of topic distributions (AATD) approach. The control group participated in traditional online collaborative learning without any specified approach. The results indicate that the AATDF approach can significantly promote group performance, collaborative knowledge building and socially shared regulation compared with the AATD and traditional online collaborative learning approaches. The results and implications are also discussed in depth. The main contribution of this study is that the AATDF approach can improve learning performance and bring online collaborative learning onto new ground. Implications for practice: The AATDF approach is very useful and effective for promoting group performance, collaborative knowledge building and socially shared regulation. Teachers and practitioners can provide personalised interventions and optimise collaborative learning design based on the analysis results of topic distributions and features. Developers can adopt deep neural network models to develop intelligent online
在线协作学习在教育领域得到了广泛的应用。然而，在线协作学习中经常包含不相关或离题的信息。此外，网上讨论的内容往往过于肤浅或狭隘。为了实现高效的协作学习，本研究提出并验证了主题分布和特征的自动分析(AATDF)方法。中国共有189名大学生参与了这项研究，他们被分为两个实验组和对照组。实验组1采用AATDF方式参与在线协作学习。实验组2采用主题分布自动分析(automated analysis of topic distribution, AATD)方法进行在线协同学习。对照组参加传统的在线协作学习，没有任何特定的方法。结果表明，与传统的在线协作学习方式相比，AATDF学习方式可以显著促进团队绩效、协作知识建设和社会共享监管。本文还对研究结果及其意义进行了深入讨论。本研究的主要贡献在于，AATDF方法可以提高学习绩效，并将在线协作学习带入新的领域。对实践的启示:AATDF方法在促进团队绩效、协作知识建设和社会共享监管方面非常有用和有效。教师和实践者可以根据主题分布和特征的分析结果，提供个性化干预，优化协同学习设计。开发者可以采用深度神经网络模型进行智能在线开发
{"title":"An automated analysis of topic distributions and features approach to promoting group performance, collaborative knowledge building and socially shared regulation in online collaborative learning","authors":"Lanqin Zheng, Lu Zhong, Yunchao Fan","doi":"10.14742/ajet.7995","DOIUrl":"https://doi.org/10.14742/ajet.7995","url":null,"abstract":"Online collaborative learning has been widely used in the field of education. However, unrelated or off-topic information is often included in online collaborative learning. Furthermore, the content of online discussion is often too shallow or narrow. To achieve productive collaborative learning, this study proposed and validated an automated analysis of topic distributions and features (AATDF) approach. In total, 189 college students in China participated in this study and were assigned to one of two experimental groups or a control group. Experimental Group 1 participated in online collaborative learning with the AATDF approach. Experimental Group 2 participated in online collaborative learning with the automated analysis of topic distributions (AATD) approach. The control group participated in traditional online collaborative learning without any specified approach. The results indicate that the AATDF approach can significantly promote group performance, collaborative knowledge building and socially shared regulation compared with the AATD and traditional online collaborative learning approaches. The results and implications are also discussed in depth. The main contribution of this study is that the AATDF approach can improve learning performance and bring online collaborative learning onto new ground. Implications for practice: The AATDF approach is very useful and effective for promoting group performance, collaborative knowledge building and socially shared regulation. Teachers and practitioners can provide personalised interventions and optimise collaborative learning design based on the analysis results of topic distributions and features. Developers can adopt deep neural network models to develop intelligent online","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135644094","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}
Lye Ee (Rebecca) Ng, Sharon Altena, Meredith Hinze
The COVID-19 pandemic disrupted every aspect of life, forcing educational institutions to pivot rapidly to emergency remote learning. Within higher education, learning designers stepped forward and shouldered much of the responsibility of supporting institutional change on an unprecedented scale to ensure continuity of student learning. Although there is a large corpus of literature about the experiences of teachers and students during the pandemic, little is known about the experience of learning designers during this time and how their professional learning was supported. This mixed-methods study provides insights into how Twitter was used by learning designers as part of their professional learning network (PLN) during the pandemic. Using social network analysis and thematic analysis, Twitter provided a level playing field for learning designers within the @TELedvisors community who were highly engaged in global professional and social conversations, with access to continuous learning and social support. We argue that Twitter has undertilised potential for amplifying the voices of underrepresented third space workers within higher education contexts and is an important component to a learning designer’s PLN in the post-pandemic era. This paper will be of interest to learning designers, the @TELedvisors community, professional organisations that support learning designers and other third space professionals. Implications for policy or practice: Twitter can be an effective tool for learning designers and other third space workers as a way to access continuous professional development and to build global, non-hierarchical connections with like-minded professionals outside their institution. Learning designers and other third space workers should include Twitter as an effective and important component of their PLN. Twitter can be used as a tool for amplifying the voices of learning designers and raise the profile of their contributions to higher education by showcasing their skills and expertise to broader audiences.
{"title":"Look who’s talking: Professional conversations of learning designers on Twitter during COVID-19","authors":"Lye Ee (Rebecca) Ng, Sharon Altena, Meredith Hinze","doi":"10.14742/ajet.8022","DOIUrl":"https://doi.org/10.14742/ajet.8022","url":null,"abstract":"The COVID-19 pandemic disrupted every aspect of life, forcing educational institutions to pivot rapidly to emergency remote learning. Within higher education, learning designers stepped forward and shouldered much of the responsibility of supporting institutional change on an unprecedented scale to ensure continuity of student learning. Although there is a large corpus of literature about the experiences of teachers and students during the pandemic, little is known about the experience of learning designers during this time and how their professional learning was supported. This mixed-methods study provides insights into how Twitter was used by learning designers as part of their professional learning network (PLN) during the pandemic. Using social network analysis and thematic analysis, Twitter provided a level playing field for learning designers within the @TELedvisors community who were highly engaged in global professional and social conversations, with access to continuous learning and social support. We argue that Twitter has undertilised potential for amplifying the voices of underrepresented third space workers within higher education contexts and is an important component to a learning designer’s PLN in the post-pandemic era. This paper will be of interest to learning designers, the @TELedvisors community, professional organisations that support learning designers and other third space professionals. Implications for policy or practice: Twitter can be an effective tool for learning designers and other third space workers as a way to access continuous professional development and to build global, non-hierarchical connections with like-minded professionals outside their institution. Learning designers and other third space workers should include Twitter as an effective and important component of their PLN. Twitter can be used as a tool for amplifying the voices of learning designers and raise the profile of their contributions to higher education by showcasing their skills and expertise to broader audiences.","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135644092","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}
During COVID-19, universities are reconfiguring learning environments and increasing flexibility in course offerings. Teachers have found synchronous hybrid teaching challenging with many students preferring online to in-person classroom attendance. Understanding students’ decision-making as to where, when and how they choose to learn will be critical in informing the design of learning spaces and courses. This survey-based study of 369 undergraduates across disciplines explored the relationships between students’ backgrounds and psychological factors (self-efficacy for online learning, conceptions of learning, perceptions of previous online course experiences) and student choices of learning spaces for synchronous online learning. While pre-pandemic studies in Western contexts identified non-traditional student characteristics as major factors associated with students’ choices of learning spaces (i.e., learning online at home), this Hong Kong study found significant associations between undergraduates’ choices, their origin and the disciplines. Logistic regression indicated those who preferred stimulating education and cooperative learning or perceived their previous online course experiences as having clearer goals had greater odds of attending classes synchronously online on campus from locations different from the scheduled teaching spaces. Qualitative analysis suggests personality, self-regulation and the university’s social and organisational structures as factors to consider in future studies of student choices of learning spaces. Implications for practice or policy: Higher education providers may need to diversify course designs to cater to undergraduates’ different hybrid learning preferences and expectations in the post-pandemic return to campus. The first step for online course teachers is to help their students to build a higher level of self-efficacy for online learning. Course teachers can motivate students to take courses online by clarifying their course goals and standards.
{"title":"The effect of conceptions of learning and prior online course experiences on students’ choice of learning spaces for synchronous online learning during COVID-19","authors":"Lily Min Zeng, Susan Margaret Bridges","doi":"10.14742/ajet.8345","DOIUrl":"https://doi.org/10.14742/ajet.8345","url":null,"abstract":"During COVID-19, universities are reconfiguring learning environments and increasing flexibility in course offerings. Teachers have found synchronous hybrid teaching challenging with many students preferring online to in-person classroom attendance. Understanding students’ decision-making as to where, when and how they choose to learn will be critical in informing the design of learning spaces and courses. This survey-based study of 369 undergraduates across disciplines explored the relationships between students’ backgrounds and psychological factors (self-efficacy for online learning, conceptions of learning, perceptions of previous online course experiences) and student choices of learning spaces for synchronous online learning. While pre-pandemic studies in Western contexts identified non-traditional student characteristics as major factors associated with students’ choices of learning spaces (i.e., learning online at home), this Hong Kong study found significant associations between undergraduates’ choices, their origin and the disciplines. Logistic regression indicated those who preferred stimulating education and cooperative learning or perceived their previous online course experiences as having clearer goals had greater odds of attending classes synchronously online on campus from locations different from the scheduled teaching spaces. Qualitative analysis suggests personality, self-regulation and the university’s social and organisational structures as factors to consider in future studies of student choices of learning spaces. Implications for practice or policy: Higher education providers may need to diversify course designs to cater to undergraduates’ different hybrid learning preferences and expectations in the post-pandemic return to campus. The first step for online course teachers is to help their students to build a higher level of self-efficacy for online learning. Course teachers can motivate students to take courses online by clarifying their course goals and standards.","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134886247","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}
Sammy Taggart, Stephen Roulston, Martin Brown, Enda Donlon, Pamela Cowan, Rachel Farrell, Allison Campbell
This study examined the impact of a brief immersive experience with virtual reality (VR) on pre-service teachers' self-efficacy and attitudes towards technology in education. The study found that although pre-service teachers were aware of VR and augmented reality (AR) technologies, they lacked experience using them. The intervention had a positive impact on their beliefs and confidence in using innovative information and communications technology in the classroom. The findings suggest that brief interventions can serve as a means for pre-service teachers to evaluate their digital skills and develop an action plan to enhance them. Additionally, the study highlights the potential barriers to implementation faced by teachers, including the pace of technological change, lack of embedding time and funding constraints. This research contributes to the limited literature on the use of VR in teacher education and suggests that immersive experiences with technology can foster positive attitudes towards innovation, curiosity and skill development. The study provides implications for teacher education programs and policymakers regarding the potential of VR and AR technologies in education and the importance of supporting teachers in developing their digital skills. Implications for practice or policy: Teacher education providers should consider including immersive experiences with VR and AR to increase pre-service teachers’ awareness and evaluation of their potential to support learning. Pre-service teachers and those responsible for supporting them can use VR experiences as a means to evaluate their level of digital skill and identify an action plan to develop and/or update such skills as appropriate.
{"title":"Virtual and augmented reality and pre-service teachers: Makers from muggles?","authors":"Sammy Taggart, Stephen Roulston, Martin Brown, Enda Donlon, Pamela Cowan, Rachel Farrell, Allison Campbell","doi":"10.14742/ajet.8610","DOIUrl":"https://doi.org/10.14742/ajet.8610","url":null,"abstract":"This study examined the impact of a brief immersive experience with virtual reality (VR) on pre-service teachers' self-efficacy and attitudes towards technology in education. The study found that although pre-service teachers were aware of VR and augmented reality (AR) technologies, they lacked experience using them. The intervention had a positive impact on their beliefs and confidence in using innovative information and communications technology in the classroom. The findings suggest that brief interventions can serve as a means for pre-service teachers to evaluate their digital skills and develop an action plan to enhance them. Additionally, the study highlights the potential barriers to implementation faced by teachers, including the pace of technological change, lack of embedding time and funding constraints. This research contributes to the limited literature on the use of VR in teacher education and suggests that immersive experiences with technology can foster positive attitudes towards innovation, curiosity and skill development. The study provides implications for teacher education programs and policymakers regarding the potential of VR and AR technologies in education and the importance of supporting teachers in developing their digital skills.\u0000Implications for practice or policy:\u0000\u0000Teacher education providers should consider including immersive experiences with VR and AR to increase pre-service teachers’ awareness and evaluation of their potential to support learning.\u0000Pre-service teachers and those responsible for supporting them can use VR experiences as a means to evaluate their level of digital skill and identify an action plan to develop and/or update such skills as appropriate.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45353486","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}
Among other technologies, wikis, as a Web 2.0 technology, have been found to support online collaborative behaviour of students in group work. Despite the intention-behaviour relationship expected in many relevant theories, studies have found that the relationship between students’ intention to use wikis and their behaviour in using wikis was not strong. This discrepancy between expectation and actuality is referred to as the intention-behaviour gap. Researchers have explored mediators that can bridge the intention-behaviour gap. Given the study of behaviour across various disciplines, the variables that can bridge the intention-behaviour gap may be situational in nature. The present study therefore explored the effect of two mediators in a hypothesised model of the behaviour in using a wiki for students’ group assignments. In a longitudinal study with a sample of university students in Hong Kong, factor-based partial least squares structural equation modelling was used to examine the measurement and structural models. The results indicate that goal commitment and wiki-based communication, while substantially increasing the combined explanatory power of the variance in wiki use behaviour, significantly mediated the path from intention to behaviour. Both practical and research implications have been provided in this paper. Implications for practice or policy: Teachers should increase their influence by providing students with more guidance on how to work with the wiki. Teachers should motivate students to have deeper online discussion by incorporating wiki-based communication as an assessment item. To remove the barriers to early implementation of a wiki system, teachers should remind students of the importance of group dynamic strategies and their role in supporting collective scaffolding for peers.
{"title":"Bridging the intention-behaviour gap: Empirical evidence from the study of wiki use behaviour","authors":"Eddie W.L. Cheng, Kevin P.C. Cheng","doi":"10.14742/ajet.8283","DOIUrl":"https://doi.org/10.14742/ajet.8283","url":null,"abstract":"Among other technologies, wikis, as a Web 2.0 technology, have been found to support online collaborative behaviour of students in group work. Despite the intention-behaviour relationship expected in many relevant theories, studies have found that the relationship between students’ intention to use wikis and their behaviour in using wikis was not strong. This discrepancy between expectation and actuality is referred to as the intention-behaviour gap. Researchers have explored mediators that can bridge the intention-behaviour gap. Given the study of behaviour across various disciplines, the variables that can bridge the intention-behaviour gap may be situational in nature. The present study therefore explored the effect of two mediators in a hypothesised model of the behaviour in using a wiki for students’ group assignments. In a longitudinal study with a sample of university students in Hong Kong, factor-based partial least squares structural equation modelling was used to examine the measurement and structural models. The results indicate that goal commitment and wiki-based communication, while substantially increasing the combined explanatory power of the variance in wiki use behaviour, significantly mediated the path from intention to behaviour. Both practical and research implications have been provided in this paper.\u0000Implications for practice or policy:\u0000\u0000Teachers should increase their influence by providing students with more guidance on how to work with the wiki.\u0000Teachers should motivate students to have deeper online discussion by incorporating wiki-based communication as an assessment item.\u0000To remove the barriers to early implementation of a wiki system, teachers should remind students of the importance of group dynamic strategies and their role in supporting collective scaffolding for peers.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44257316","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}
This study aimed to investigate whether web-based problem-based learning (PBL) implemented using wiki applications (wikis) would result in differences in undergraduate students’ relationship commitment, interpersonal trust, knowledge-sharing behaviour (KSB) and reasoning skills in healthcare courses. Wikis have some features (e.g., extensive editing, version preservation and multi-user content editors) that are useful for enhancing collaborative learning, knowledge co-creation and authentic problem-solving in the PBL context. A quasi-experimental design was adopted to execute this survey. A total of 185 students were separated into either an experimental group (EG) with wikis or a control group (CG) without wikis, according to their PBL activities. Independent t tests showed a significant difference in four variables between the EG and the CG. The EG students exhibited a statistically significantly higher degree of relationship commitment, interpersonal trust, KSB and reasoning skills than the CG students. The conclusion of the results can provide beneficial information on students’ PBL experiences for instructors who aim to redesign their course materials and improve their higher education teaching methods. The research findings thus enrich the literature on healthcare education by addressing the influence of wikis on students’ PBL effectiveness, which is an under-researched area. Implications for practice or policy: Wikis’ collaborative authoring function can encourage collaboration. Using a wiki-based PBL approach can enhance students’ trust and commitment. Using a wiki-based PBL approach can facilitate students’ KSB. Using a wiki-based PBL approach can enhance students’ reasoning skills. Using a collaborative learning method can complement wiki-based PBL approach.
{"title":"Examining students’ perceived reasoning skills in wiki-based PBL internship courses","authors":"Ying-Lien Lin, Wei-Tsong Wang","doi":"10.14742/ajet.7866","DOIUrl":"https://doi.org/10.14742/ajet.7866","url":null,"abstract":"This study aimed to investigate whether web-based problem-based learning (PBL) implemented using wiki applications (wikis) would result in differences in undergraduate students’ relationship commitment, interpersonal trust, knowledge-sharing behaviour (KSB) and reasoning skills in healthcare courses. Wikis have some features (e.g., extensive editing, version preservation and multi-user content editors) that are useful for enhancing collaborative learning, knowledge co-creation and authentic problem-solving in the PBL context. A quasi-experimental design was adopted to execute this survey. A total of 185 students were separated into either an experimental group (EG) with wikis or a control group (CG) without wikis, according to their PBL activities. Independent t tests showed a significant difference in four variables between the EG and the CG. The EG students exhibited a statistically significantly higher degree of relationship commitment, interpersonal trust, KSB and reasoning skills than the CG students. The conclusion of the results can provide beneficial information on students’ PBL experiences for instructors who aim to redesign their course materials and improve their higher education teaching methods. The research findings thus enrich the literature on healthcare education by addressing the influence of wikis on students’ PBL effectiveness, which is an under-researched area.\u0000Implications for practice or policy:\u0000Wikis’ collaborative authoring function can encourage collaboration.\u0000\u0000Using a wiki-based PBL approach can enhance students’ trust and commitment.\u0000Using a wiki-based PBL approach can facilitate students’ KSB.\u0000Using a wiki-based PBL approach can enhance students’ reasoning skills.\u0000Using a collaborative learning method can complement wiki-based PBL approach.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45667083","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}
Mohammed Saqr, W. Matcha, Nora'ayu Ahmad Uzir, J. Jovanović, D. Gašević, Sonsoles López-Pernas
Learning strategies are important catalysts of students’ learning. Research has shown that students with effective learning strategies are more likely to have better academic achievement. This study aimed to investigate students’ adoption of learning strategies in different course implementations, the transfer of learning strategies between courses and relationship to performance. We took advantage of recent advances in learning analytics methods, namely sequence and process mining as well as statistical methods and visualisations to study how students regulate their online learning through learning strategies. The study included 81,739 log traces of students’ learning related activities from two different problem-based learning medical courses. The results revealed that students who applied deep learning strategies were more likely to score high grades, and students who applied surface learning strategies were more likely to score lower grades in either course. More importantly, students who were able to transfer deep learning strategies or continue to use effective strategies between courses obtained higher scores, and were less likely to adopt surface strategies in the subsequent course. These results highlight the need for supporting the development of effective learning strategies in problem-based learning curricula so that students adopt and transfer effective strategies as they advance through the programme. Implications for practice or policy: Teachers need to help students develop and transfer deep learning as they are directly related to success. Students who continue to use light strategies are more at risk of low achievement and need to be supported. Technology-supported problem-based learning requires more active scaffolding and teachers’ support beyond “guide on the side” as in face-to-face.
{"title":"Transferring effective learning strategies across learning contexts matters: A study in problem-based learning","authors":"Mohammed Saqr, W. Matcha, Nora'ayu Ahmad Uzir, J. Jovanović, D. Gašević, Sonsoles López-Pernas","doi":"10.14742/ajet.8303","DOIUrl":"https://doi.org/10.14742/ajet.8303","url":null,"abstract":"Learning strategies are important catalysts of students’ learning. Research has shown that students with effective learning strategies are more likely to have better academic achievement. This study aimed to investigate students’ adoption of learning strategies in different course implementations, the transfer of learning strategies between courses and relationship to performance. We took advantage of recent advances in learning analytics methods, namely sequence and process mining as well as statistical methods and visualisations to study how students regulate their online learning through learning strategies. The study included 81,739 log traces of students’ learning related activities from two different problem-based learning medical courses. The results revealed that students who applied deep learning strategies were more likely to score high grades, and students who applied surface learning strategies were more likely to score lower grades in either course. More importantly, students who were able to transfer deep learning strategies or continue to use effective strategies between courses obtained higher scores, and were less likely to adopt surface strategies in the subsequent course. These results highlight the need for supporting the development of effective learning strategies in problem-based learning curricula so that students adopt and transfer effective strategies as they advance through the programme.\u0000Implications for practice or policy:\u0000\u0000Teachers need to help students develop and transfer deep learning as they are directly related to success.\u0000Students who continue to use light strategies are more at risk of low achievement and need to be supported.\u0000Technology-supported problem-based learning requires more active scaffolding and teachers’ support beyond “guide on the side” as in face-to-face.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47565797","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}
The process of peer review has been central to academic publishing in educational technology for at least 50 years. In this editorial we discuss what makes a good review as well as a good reviewer for AJET. This includes an overview of the peer review process and the identification of key features of a good review. We discuss the selection and appointment of reviewers with reference specifically to AJET, and how decisions are made when assigning reviewers to articles. Current challenges facing peer review both broadly in academia and specifically in our field involve the intersection of increasing demand for reviews (due to an expansion of the number of journals), limited opportunities for professional development, and decreasing time available for service to the academy and community for researchers. We conclude with a discussion of the future of peer review practices and how these relate to future directions for AJET.
{"title":"The importance of a good review(er) for educational technology research","authors":"L. Corrin, J. Lodge, K. Thompson","doi":"10.14742/ajet.8887","DOIUrl":"https://doi.org/10.14742/ajet.8887","url":null,"abstract":"The process of peer review has been central to academic publishing in educational technology for at least 50 years. In this editorial we discuss what makes a good review as well as a good reviewer for AJET. This includes an overview of the peer review process and the identification of key features of a good review. We discuss the selection and appointment of reviewers with reference specifically to AJET, and how decisions are made when assigning reviewers to articles. Current challenges facing peer review both broadly in academia and specifically in our field involve the intersection of increasing demand for reviews (due to an expansion of the number of journals), limited opportunities for professional development, and decreasing time available for service to the academy and community for researchers. We conclude with a discussion of the future of peer review practices and how these relate to future directions for AJET.","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":"1 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41610237","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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