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Academics' perceptions of ChatGPT-generated written outputs: A practical application of Turing’s Imitation Game 学术界对 ChatGPT 生成的书面成果的看法:图灵模仿游戏的实际应用
IF 4.1 3区 教育学 Q1 Social Sciences Pub Date : 2023-12-22 DOI: 10.14742/ajet.8896
Joshua A Matthews, Catherine Rita Volpe
Artificial intelligence (AI) technology, such as Chat Generative Pre-trained Transformer (ChatGPT), is evolving quickly and having a significant impact on the higher education sector. Although the impact of ChatGPT on academic integrity processes is a key concern, little is known about whether academics can reliably recognise texts that have been generated by AI. This qualitative study applies Turing’s Imitation Game to investigate 16 education academics’ perceptions of two pairs of texts written by either ChatGPT or a human. Pairs of texts, written in response to the same task, were used as the stimulus for interviews that probed academics’ perceptions of text authorship and the textual features that were important in their decision-making. Results indicated academics were only able to identify AI-generated texts half of the time, highlighting the sophistication of contemporary generative AI technology. Academics perceived the following categories as important for their decision-making: voice, word usage, structure, task achievement and flow. All five categories of decision-making were variously used to rationalise both accurate and inaccurate decisions about text authorship. The implications of these results are discussed with a particular focus on what strategies can be applied to support academics more effectively as they manage the ongoing challenge of AI in higher education.Implications for practice or policy:Experienced academics may be unable to distinguish between texts written by contemporary generative AI technology and humans.Academics are uncertain about the current capabilities of generative AI and need support in redesigning assessments that succeed in providing robust evidence of student achievement of learning outcomes.Institutions must assess the adequacy of their assessment designs, AI use policies, and AI-related procedures to enhance students’ capacity for effective and ethical use of generative AI technology.
人工智能(AI)技术,如聊天生成预训练转换器(ChatGPT),正在迅速发展,并对高等教育领域产生了重大影响。虽然 ChatGPT 对学术诚信流程的影响是一个关键问题,但学术界是否能可靠地识别人工智能生成的文本却知之甚少。这项定性研究运用图灵的模仿游戏,调查了 16 位教育界学者对 ChatGPT 或人类撰写的两对文本的看法。这两对文本是针对同一任务撰写的,作为访谈的刺激因素,访谈探究了学者们对文本作者的看法以及对他们的决策具有重要意义的文本特征。结果显示,学者们只有一半的时间能够识别出人工智能生成的文本,这凸显了当代人工智能生成技术的复杂性。学者们认为以下类别对他们的决策非常重要:语音、用词、结构、任务完成情况和流程。所有五个决策类别都被不同程度地用于合理解释关于文本作者的准确和不准确决策。我们讨论了这些结果的影响,尤其关注了可以采用哪些策略来更有效地支持学者应对人工智能在高等教育中的持续挑战。对实践或政策的影响:经验丰富的学者可能无法区分当代人工智能生成技术和人类撰写的文本。院校必须评估其评估设计、人工智能使用政策和人工智能相关程序的适当性,以提高学生有效、合乎道德地使用人工智能生成技术的能力。
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引用次数: 0
Digital transformation in engineering education: Exploring the potential of AI-assisted learning 工程教育的数字化转型:探索人工智能辅助学习的潜力
IF 4.1 3区 教育学 Q1 Social Sciences Pub Date : 2023-12-22 DOI: 10.14742/ajet.8825
Thanh Pham, Thanh Binh Nguyen, Son Ha, Ngoc Thanh Nguyen Ngoc
This research explored the potential of artificial intelligence (AI)-assisted learning using ChatGPT in an engineering course at a university in South-east Asia. The study investigated the benefits and challenges that students may encounter when utilising ChatGPT-3.5 as a learning tool. This research developed an AI-assisted learning flow that empowers learners and lecturers to integrate ChatGPT into their teaching and learning processes. The flow was subsequently used to validate and assess a variety of exercises, tutorial tasks and assessment-like questions for the course under study. Introducing a self-rating system allowed the study to facilitate users in assessing the generative responses. The findings indicate that ChatGPT has significant potential to assist students; however, there is a necessity for training and offering guidance to students on effective interactions with ChatGPT. The study contributes to the evidence of the potential of AI-assisted learning and identifies areas for future research in refining the use of AI tools to better support students' educational journey.Implications for practice or policyEducators and administrators could review the usage of ChatGPT in an engineering technology course and study the implications of generative AI tools in higher education.Academics could adapt and modify the proposed AI-assisted learning flow in this paper to suit their classroom.Students can review and adopt the proposed AI-assisted learning flow in this paper for their studies.Researchers could follow up on the application of ChatGPT in teaching and learning: teaching quality and student experience, academic integrity and assessment design.
本研究探讨了东南亚一所大学在工程学课程中使用 ChatGPT 进行人工智能(AI)辅助学习的潜力。研究调查了学生在使用 ChatGPT-3.5 作为学习工具时可能遇到的益处和挑战。这项研究开发了一个人工智能辅助学习流程,使学习者和讲师能够将 ChatGPT 整合到他们的教学过程中。该流程随后被用于验证和评估所研究课程的各种练习、辅导任务和类似评估的问题。通过引入自我评分系统,该研究为用户评估生成性反应提供了便利。研究结果表明,ChatGPT 在帮助学生方面具有很大的潜力;但是,有必要对学生进行培训,并指导他们如何与 ChatGPT 进行有效互动。这项研究为人工智能辅助学习的潜力提供了证据,并确定了未来研究的领域,以完善人工智能工具的使用,更好地支持学生的教育之旅。 对实践或政策的影响教育者和管理者可以回顾 ChatGPT 在工程技术课程中的使用情况,并研究生成式人工智能工具在高等教育中的意义。研究人员可以跟进 ChatGPT 在教学中的应用:教学质量和学生体验、学术诚信和评估设计。
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引用次数: 0
Effects of a ChatGPT-based flipped learning guiding approach on learners’ courseware project performances and perceptions 基于 ChatGPT 的翻转学习指导方法对学习者课件项目表现和认知的影响
IF 4.1 3区 教育学 Q1 Social Sciences Pub Date : 2023-12-22 DOI: 10.14742/ajet.8923
Haifeng Li
In recent decades, flipped learning has been adopted by teachers to improve learning achievement. However, it is challenging to provide all students with instant personalised guidance at the same time. To address this gap, based on Chat Generative Pre-trained Transformer (ChatGPT) and the learning scaffolding theory, I developed a ChatGPT-based flipped learning guiding approach (ChatGPT-FLGA) according to the analysis, design, development, implementation and evaluation model. To investigate the effectiveness of ChatGPT-FLGA, a quasi-experiment was conducted in the learning activities of a courseware project. One of two classes was randomly assigned to the experimental group, while the other was assigned to the control group. The students in both classes received flipped classroom instruction and conducted discussions through Tencent QQ applications, but only those in the experimental group learned with ChatGPT-FLGA. The results revealed that the ChatGPT-FLGA significantly improved students’ performance, self-efficacy, learning attitudes, intrinsic motivation and creative thinking. The research findings enrich the literature on ChatGPT in flipped classrooms by addressing the influence of ChatGPT-FLGA on students' performance and perceptions.Implications for practice or policy:Teachers and universities should utilise ChatGPT as a tool for supporting students’ learning and promoting their problem-solving skills.Course designers and academic staff can leverage ChatGPT-FLGA to enact student-centred pedagogical transformation in massive open online courses or flipped learning.Course designers should master how to use ChatGPT-FLGA and its learning system, to foster learners’ self-regulated learning, help them promote online self-efficacy and overcome difficulties in learning motivation and creative thinking ability.
近几十年来,教师采用翻转学习来提高学习成绩。然而,要在同一时间为所有学生提供即时的个性化指导是一项挑战。针对这一不足,笔者基于聊天生成预训练转换器(ChatGPT)和学习支架理论,按照分析、设计、开发、实施和评价模型,开发了基于聊天生成预训练转换器的翻转学习指导方法(ChatGPT-FLGA)。为了研究 ChatGPT-FLGA 的有效性,我们在一个课件项目的学习活动中进行了一次准实验。两个班级中的一个班被随机分配到实验组,另一个班被分配到对照组。两个班级的学生都接受了翻转课堂教学,并通过腾讯 QQ 应用进行了讨论,但只有实验组的学生使用 ChatGPT-FLGA 进行了学习。结果显示,ChatGPT-FLGA 显著提高了学生的学习成绩、自我效能感、学习态度、内在动机和创造性思维。研究结果通过探讨 ChatGPT-FLGA 对学生成绩和认知的影响,丰富了有关翻转课堂中 ChatGPT 的文献。课程设计者和学术人员可以利用ChatGPT-FLGA在大规模开放在线课程或翻转学习中实现以学生为中心的教学改革。课程设计者应该掌握如何使用ChatGPT-FLGA及其学习系统,培养学习者的自我调节学习,帮助他们提高在线自我效能感,克服学习动机和创造性思维能力方面的困难。
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引用次数: 0
Surviving and thriving: How changes in teaching modalities influenced student satisfaction before, during and after COVID-19 生存与发展:在 COVID-19 前后和期间,教学模式的变化如何影响学生的满意度
IF 4.1 3区 教育学 Q1 Social Sciences Pub Date : 2023-12-19 DOI: 10.14742/ajet.8958
Ariel Ortiz Beltrán, D. Hernández‐Leo, Ishari Amarasinghe
This paper leverages analytics methods to investigate the impact of changes in teaching modalities shaped by the COVID-19 pandemic on undergraduate students’ satisfaction within a Spanish brick-and-mortar higher education institution. Unlike research that has focused on faculty- or programme-level data, this study offers a comprehensive institutional perspective by analysing large-scale data (N = 83,532) gathered from satisfaction surveys across all undergraduate courses in eight faculties from 2018 to 2021. The longitudinal analysis revealed significant changes (p < 0.05) in satisfaction indicators, particularly overall satisfaction and perceived workload. During the emergency remote teaching period, there was a significant decrease in satisfaction and high levels of variability across courses. However, a year after emergency remote teaching, with increased implementations of technology-supported online and mixed teaching modalities, satisfaction measures not only recovered but exceeded pre-COVID levels in the aforementioned indicators when the teaching modality was fully co-located. The variability of answers also reached historical lows, reflecting more uniform student experiences. These findings highlight the resilience of educators and the current higher education system and suggest a capacity to learn and improve from disruptive pedagogical changes. The study also provides insights into how data analytics can help monitor and inform the evolution of teaching practices.Implications for practice or policyHigher education institution administrators should improve the understanding of the effects derived from changes in their teaching and learning models, for example,in teaching modalities and related technology support.Student satisfaction data analytics offer useful indicators to study the impact of those effects.Higher education institutions should provide support for educators to ensure minimal deviations from expected averages of educational quality indicators regardless of the educators’ capacity to adapt to changes in the teaching models.
本文利用分析方法,研究了 COVID-19 大流行对西班牙一所实体高等教育机构本科生满意度的影响。与侧重于院系或课程层面数据的研究不同,本研究通过分析从满意度调查中收集的大规模数据(N = 83,532),提供了一个全面的机构视角,这些数据来自 2018 年至 2021 年八个院系的所有本科课程。纵向分析显示,满意度指标发生了显著变化(p < 0.05),尤其是总体满意度和感知工作量。在紧急远程教学期间,满意度显著下降,各门课程之间的差异很大。然而,在紧急远程教学一年后,随着技术支持的在线和混合教学模式实施的增加,当教学模式完全同地进行时,上述指标的满意度不仅恢复了,而且超过了 COVID 前的水平。答案的可变性也达到了历史最低点,反映出学生的体验更加统一。这些发现凸显了教育工作者和当前高等教育体系的复原力,并表明他们有能力从破坏性的教学变革中学习和改进。学生满意度数据分析为研究这些影响提供了有用的指标。高等教育机构应为教育工作者提供支持,以确保教育质量指标与预期平均值的偏差最小,而不论教育工作者是否有能力适应教学模式的变化。
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引用次数: 0
Faculty acceptance of virtual teaching platforms for online teaching: Moderating role of resistance to change 教师对在线教学虚拟教学平台的接受程度:变革阻力的调节作用
IF 4.1 3区 教育学 Q1 Social Sciences Pub Date : 2023-12-13 DOI: 10.14742/ajet.7529
Harmandeep Singh, Parminder Singh, Dharna Sharma
Under this “new normal” world scenario, online teaching has been essential rather than a choice in continuing learning activities. During the COVID-19 period, virtual teaching platforms played an important role in the success of online teaching in various higher educational institutions. Thus, the current study attempted to predict faculty adoption of online platforms by introducing a set of essential drivers for engaging in online teaching. Following the theory of reasoned action, the study broadened the technology acceptance model variables and security and trust as extrinsic determinants and included resistance to change as moderators to invigorate the research model. Data were collected through an online survey with a sample size of 418 Indian respondents. Our results posit that perceived ease of use, usefulness, security and trust positively influence the faculty's intentions to adopt online platforms. In addition, the study also reported that positive intention leads to the actual use of virtual platforms. Furthermore, the research found the moderating role of the resistance to change dimension in the association of intention and actual use of virtual teaching platforms. The findings provide both theoretical and practical applications of educational technology.Implications for practice or policyThe first step for accepting virtual teaching platforms is to help faculty to reduce their resistance for effective online teaching.Higher education institutions should have a policy promising faculty that online teaching using virtual teaching platforms will offer a safer and more trustworthy environment.Higher education institutions should undertake intense organisational renewal and implement bottom-up processes for synchronous learning.Regulators could frame a policy including virtual teaching platforms to provide interactive professional development opportunities.
在这种 "新常态 "的世界格局下,在线教学已成为继续学习活动中必不可少的一种选择。在 COVID-19 期间,虚拟教学平台对各高等院校在线教学的成功发挥了重要作用。因此,本研究试图通过引入一系列参与在线教学的基本驱动因素来预测教师对在线平台的采用情况。根据理性行动理论,本研究拓宽了技术接受模型变量,将安全性和信任度作为外在决定因素,并将变革阻力作为调节因素,以激活研究模型。数据是通过在线调查收集的,样本量为 418 名印度受访者。研究结果表明,易用性、实用性、安全性和信任度对教师采用在线平台的意愿有积极影响。此外,研究还发现,积极的意向会导致虚拟平台的实际使用。此外,研究还发现,变革阻力维度在虚拟教学平台的意向与实际使用之间起着调节作用。对实践或政策的启示接受虚拟教学平台的第一步是帮助教师减少对有效在线教学的抵触情绪。高等教育机构应制定政策,向教师承诺使用虚拟教学平台进行在线教学将提供一个更安全、更值得信赖的环境。高等教育机构应进行密集的组织更新,并实施自下而上的同步学习流程。
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引用次数: 0
An education in educational technology 教育技术方面的教育
3区 教育学 Q1 Social Sciences Pub Date : 2023-10-19 DOI: 10.14742/ajet.9082
Peter Goodyear
“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.
“教育技术”是一个非常适用于研究和发展领域的名称,它具有实际重要性,并且可以在其中找到有趣的智力挑战。坚持下去。
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引用次数: 0
A systematic review of digital innovations in technology-enhanced learning designs in higher education 高等教育中技术增强学习设计中的数字创新的系统回顾
3区 教育学 Q1 Social Sciences Pub Date : 2023-10-15 DOI: 10.14742/ajet.7615
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.
在2019冠状病毒病大流行之前的几年里,在设计和实施完全在线、面对面和混合模式的技术教学方面进行了相当大的创新。为了概述高等教育中技术增强学习的情况,在应对COVID-19大流行的紧急远程教学响应之前,我们根据2014年至2019年PRISMA学习设计数字创新指南进行了系统的文献综述。从130份出版物中,我们确定了在高等教育领域部署的8个重叠类别的数字技术:模拟和增强或虚拟现实;Web 2.0;学习管理系统;移动学习;游戏化和严肃游戏;教室里的各种技术;大规模在线开放课程;以及其他软件、网站、应用程序和云计算。我们使用这些出版物,辅以精选的荟萃分析和对特定技术的系统评论的发现,作为指导教育工作者在可能需要混合或完全在线交付的不断变化的环境中设计技术增强学习活动的例子。由于这130份出版物的感知质量、证据水平和学习设计和评估的细节参差不齐,我们建议教育工作者按照与其研究方法相关的报告指南分享他们的创新,使其他人能够考虑到其他环境的可转移性,并在他们的工作基础上继续发展。对实践或政策的启示:领导者和管理者应支持员工开发技术教学内容、知识和教学,作为学生学习的设计。教育工作者和教学设计师在设计学习体验时,应考虑成人学习理论、包容性实践和数字公平,并利用多种技术促进学生学习课程。在教育研究或教与学的学术研究中,研究人员应该提供足够的细节,使读者能够评估可转移性到他们自己的语境中。
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引用次数: 1
An automated analysis of topic distributions and features approach to promoting group performance, collaborative knowledge building and socially shared regulation in online collaborative learning 在线协作学习中促进小组绩效、协作知识建设和社会共享规则的主题分布和特征自动分析方法
3区 教育学 Q1 Social Sciences Pub Date : 2023-10-04 DOI: 10.14742/ajet.7995
Lanqin Zheng, Lu Zhong, Yunchao Fan
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
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引用次数: 0
Look who’s talking: Professional conversations of learning designers on Twitter during COVID-19 看看谁在说话:在COVID-19期间,学习设计师在Twitter上的专业对话
3区 教育学 Q1 Social Sciences Pub Date : 2023-10-04 DOI: 10.14742/ajet.8022
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.
2019冠状病毒病大流行扰乱了生活的方方面面,迫使教育机构迅速转向紧急远程学习。在高等教育中,学习设计师挺身而出,承担了支持制度变革的责任,以前所未有的规模确保学生学习的连续性。虽然关于教师和学生在大流行期间的经历有大量文献,但对学习设计师在此期间的经历以及如何支持他们的专业学习知之甚少。这项混合方法研究提供了关于学习设计师在大流行期间如何使用Twitter作为其专业学习网络(PLN)的一部分的见解。利用社会网络分析和主题分析,Twitter为@TELedvisors社区内的学习设计师提供了一个公平的竞争环境,这些设计师高度参与全球专业和社会对话,并获得持续的学习和社会支持。我们认为,Twitter没有充分利用在高等教育背景下放大代表性不足的第三空间工作者的声音的潜力,并且是大流行后时代学习设计师的PLN的重要组成部分。本文将对学习型设计师、@TELedvisors社区、支持学习型设计师的专业组织和其他第三空间专业人员感兴趣。对政策或实践的影响:Twitter可以成为学习设计师和其他第三空间工作者的有效工具,作为一种获得持续专业发展的途径,并与所在机构以外志同道合的专业人士建立全球、非等级关系。学习设计师和其他第三空间工作者应将Twitter作为其PLN的有效和重要组成部分。Twitter可以作为一种工具,放大学习设计师的声音,通过向更广泛的受众展示他们的技能和专业知识,提高他们对高等教育的贡献。
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引用次数: 0
The effect of conceptions of learning and prior online course experiences on students’ choice of learning spaces for synchronous online learning during COVID-19 新冠肺炎期间,学习观念和在线课程经验对学生同步在线学习空间选择的影响
3区 教育学 Q1 Social Sciences Pub Date : 2023-09-26 DOI: 10.14742/ajet.8345
Lily Min Zeng, Susan Margaret Bridges
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.
在2019冠状病毒病期间,大学正在重新配置学习环境,增加课程设置的灵活性。教师们发现同步混合式教学具有挑战性,因为许多学生更喜欢在线上课,而不是亲自上课。了解学生对学习地点、时间和方式的选择,对于学习空间和课程的设计至关重要。本研究以369名大学生为调查对象,探讨了学生背景、心理因素(在线学习自我效能感、学习观念、对以往在线课程体验的感知)与学生同步在线学习空间选择之间的关系。虽然在西方背景下的大流行前研究发现,非传统学生特征是与学生选择学习空间(即在家在线学习)相关的主要因素,但香港的这项研究发现,本科生的选择、他们的出身和学科之间存在显著关联。逻辑回归表明,那些喜欢刺激教育和合作学习的人,或者认为他们以前的在线课程经历有更明确的目标的人,更有可能在不同于预定教学空间的校园在线同步上课。定性分析表明,个性、自我调节和大学的社会和组织结构是未来研究学生选择学习空间时需要考虑的因素。对实践或政策的影响:高等教育机构可能需要多样化的课程设计,以满足大学生在疫情后重返校园时不同的混合学习偏好和期望。网络课程教师的第一步是帮助学生建立更高层次的在线学习自我效能感。课程教师可以通过明确课程目标和标准来激励学生在线学习课程。
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Australasian Journal of Educational Technology
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