Mik Fanguy, J. Costley, N. Almusharraf, Asma Almusharraf
As the number of students learning in online and flipped contexts grows, an important question arises: to what extent is it necessary to have places or activities where students interact regarding course content? The present paper looked at three flipped learning environments: one with no online collaboration, one featuring an online discussion forum and one involving online collaborative note-taking. The subjects (N = 178) were all graduate students taking a flipped version of an English scientific writing class at a university in South Korea. The results show that students in the experimental conditions with online collaboration (collaborative note-taking and discussion forums) outperformed peers in the control condition (no online collaboration) on individual writing assignments. Furthermore, there was a benefit in the experimental condition with discussion forums regarding students’ group writing scores compared to the control group. These results show the value of implementing online student-to-student collaboration in flipped learning contexts and that both modes of collaboration tested herein add value to students’ learning. Implications for practice or policy: Incorporating online collaborative learning activities improves performance in flipped courses. Using collaborative forums and collaborative note-taking provide similar benefits. and their implementation will improve the online portion of a flipped class. Flipped classes generally include an online lecture component but should also feature online collaboration as well.
{"title":"Online collaborative note-taking and discussion forums in flipped learning environments","authors":"Mik Fanguy, J. Costley, N. Almusharraf, Asma Almusharraf","doi":"10.14742/ajet.8580","DOIUrl":"https://doi.org/10.14742/ajet.8580","url":null,"abstract":"As the number of students learning in online and flipped contexts grows, an important question arises: to what extent is it necessary to have places or activities where students interact regarding course content? The present paper looked at three flipped learning environments: one with no online collaboration, one featuring an online discussion forum and one involving online collaborative note-taking. The subjects (N = 178) were all graduate students taking a flipped version of an English scientific writing class at a university in South Korea. The results show that students in the experimental conditions with online collaboration (collaborative note-taking and discussion forums) outperformed peers in the control condition (no online collaboration) on individual writing assignments. Furthermore, there was a benefit in the experimental condition with discussion forums regarding students’ group writing scores compared to the control group. These results show the value of implementing online student-to-student collaboration in flipped learning contexts and that both modes of collaboration tested herein add value to students’ learning.\u0000Implications for practice or policy:\u0000\u0000Incorporating online collaborative learning activities improves performance in flipped courses.\u0000Using collaborative forums and collaborative note-taking provide similar benefits. and their implementation will improve the online portion of a flipped class.\u0000Flipped classes generally include an online lecture component but should also feature online collaboration as well.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49585746","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}
Blended learning has enjoyed wide acceptance as a teaching and learning approach in higher education, but its use and understanding commonly fail to extend across all levels of blending. At the institutional level, challenges still exist in aligning a blended learning approach with core university priorities. Often, there is a focus on the provisions of technology tools and associated training; however, there is less emphasis on the development of frameworks that support an institutional-level approach to blended teaching and learning and ways that these can be effectively measured. This paper analyses previous work undertaken in the field of blended learning and looks to build on the literature by defining an effective approach to adoption using conceptual clarity, blended frameworks and institutional-level implementation of blended learning as a framework to describe effective use within higher education. Implications for practice or policy: University decision makers should define an institutional approach to blended learning and foster a common understanding of what success will look like. Institutional strategy must carefully consider the multifaceted roles of students, academics and administrators within blended learning. Blended learning adoption should be measured using criteria and descriptive standards to evaluate framework implementation.
{"title":"Defining an effective approach to blended learning in higher education: A systematic review","authors":"Shaun Mccarthy, E. Palmer","doi":"10.14742/ajet.8489","DOIUrl":"https://doi.org/10.14742/ajet.8489","url":null,"abstract":"Blended learning has enjoyed wide acceptance as a teaching and learning approach in higher education, but its use and understanding commonly fail to extend across all levels of blending. At the institutional level, challenges still exist in aligning a blended learning approach with core university priorities. Often, there is a focus on the provisions of technology tools and associated training; however, there is less emphasis on the development of frameworks that support an institutional-level approach to blended teaching and learning and ways that these can be effectively measured. This paper analyses previous work undertaken in the field of blended learning and looks to build on the literature by defining an effective approach to adoption using conceptual clarity, blended frameworks and institutional-level implementation of blended learning as a framework to describe effective use within higher education.\u0000Implications for practice or policy:\u0000\u0000University decision makers should define an institutional approach to blended learning and foster a common understanding of what success will look like.\u0000Institutional strategy must carefully consider the multifaceted roles of students, academics and administrators within blended learning.\u0000Blended learning adoption should be measured using criteria and descriptive standards to evaluate framework implementation.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43639369","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}
Retaining learners has been an important issue for massive open online course (MOOC) platforms. Given the different, and even contradictory, conclusions in studies on the continuance intention of MOOC learners, this study selected 53 highly correlated empirical studies published from 2008 to 2022 and constructed a research model based on visual knowledge map analysis. Meta-analysis was applied to identify the key factors, and subgroup analysis was conducted to explore the moderating effect of mandatory participation and prior learning experience. The results show that attitude and satisfaction play the most significant role. Perceived usefulness, perceived ease of use, confirmation, social influence, perceived enjoyment, outcome expectation, self-efficacy and task-technology fit all play essential functions, while the direct impact of social presence requires further research. Prior learning experience and mandatory participation have moderating effects on perceived usefulness. MOOC developers should make more efforts and improvements in content quality, social quality and service quality. Implications for practice or policy: Learners’ continuance intention can be enhanced by improving individual perceived positive feelings related to MOOCs and individual satisfaction with MOOC platforms. Directors of mandatory courses in MOOCs should place greater emphasis on improving learners’ perceived ease of use of MOOC platforms. Superintendents of MOOC platforms need to be aware of the role of perceived usefulness of learners with less prior learning experience in their continuance intention.
{"title":"A meta-analysis of the moderating role of prior learning experience and mandatory participation on factors influencing MOOC learners’ continuance intention","authors":"Min Zhang, Sihong Li, Yan Zhang","doi":"10.14742/ajet.7795","DOIUrl":"https://doi.org/10.14742/ajet.7795","url":null,"abstract":"Retaining learners has been an important issue for massive open online course (MOOC) platforms. Given the different, and even contradictory, conclusions in studies on the continuance intention of MOOC learners, this study selected 53 highly correlated empirical studies published from 2008 to 2022 and constructed a research model based on visual knowledge map analysis. Meta-analysis was applied to identify the key factors, and subgroup analysis was conducted to explore the moderating effect of mandatory participation and prior learning experience. The results show that attitude and satisfaction play the most significant role. Perceived usefulness, perceived ease of use, confirmation, social influence, perceived enjoyment, outcome expectation, self-efficacy and task-technology fit all play essential functions, while the direct impact of social presence requires further research. Prior learning experience and mandatory participation have moderating effects on perceived usefulness. MOOC developers should make more efforts and improvements in content quality, social quality and service quality.\u0000Implications for practice or policy:\u0000\u0000Learners’ continuance intention can be enhanced by improving individual perceived positive feelings related to MOOCs and individual satisfaction with MOOC platforms.\u0000Directors of mandatory courses in MOOCs should place greater emphasis on improving learners’ perceived ease of use of MOOC platforms.\u0000Superintendents of MOOC platforms need to be aware of the role of perceived usefulness of learners with less prior learning experience in their continuance intention.","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45779195","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}
Xieling Chen, D. Zou, Gary Cheng, Haoran Xie, Fan Su
Despite accumulated evidence demonstrating the effectiveness of flipped language classrooms in higher education, there is no quantitative examination of the extant empirical studies to draw a general conclusion. Based on Bayesian methodologies and 26 effect sizes, this study quantitatively examines empirical studies that investigated flipped language classrooms’ effects on learning outcomes in higher education. Our results indicate a large overall effect in favour of the effectiveness of flipped language classrooms. Subgroup analyses indicated that intervention duration, target languages, outcome types, allocation, and school locations were significantly related to the variability in language learning outcomes. A low risk of publication bias was identified. This study concluded that the flipped language classroom was a promising pedagogical approach to promoting language learning. Findings provided insights into an evidence-informed application of flipped language classrooms, for example: (1) sufficient face-to-face time to maximise the effectiveness of flipped language classrooms; (2) making flipped design adjustments based on student responses during long-term intervention; (3) giving students pre-training of flipped language classrooms and showing them the underlying benefits; (4) flipping basic contents of language learning and teaching complex contents face-to-face; and (5) adopting scaffolding strategies like code-switching to scaffold lower achievers. Implications for practice or policy: Instructors should flip writing and speaking courses with enough face-to-face time and technical support being provided to students. Instructors should consider time variance’s effects on learning performance and seek ways to maintain learners’ interest. Instructors should pre-train learners of flipped learning before implementation. Instructors should include practices, quizzes, and asynchronous online interaction tools in pre-class activities to check learners’ understandings and promote interaction and feedback provision.
{"title":"Effects of flipped language classrooms on learning outcomes in higher education: A Bayesian meta-analysis","authors":"Xieling Chen, D. Zou, Gary Cheng, Haoran Xie, Fan Su","doi":"10.14742/ajet.8019","DOIUrl":"https://doi.org/10.14742/ajet.8019","url":null,"abstract":"Despite accumulated evidence demonstrating the effectiveness of flipped language classrooms in higher education, there is no quantitative examination of the extant empirical studies to draw a general conclusion. Based on Bayesian methodologies and 26 effect sizes, this study quantitatively examines empirical studies that investigated flipped language classrooms’ effects on learning outcomes in higher education. Our results indicate a large overall effect in favour of the effectiveness of flipped language classrooms. Subgroup analyses indicated that intervention duration, target languages, outcome types, allocation, and school locations were significantly related to the variability in language learning outcomes. A low risk of publication bias was identified. This study concluded that the flipped language classroom was a promising pedagogical approach to promoting language learning. Findings provided insights into an evidence-informed application of flipped language classrooms, for example: (1) sufficient face-to-face time to maximise the effectiveness of flipped language classrooms; (2) making flipped design adjustments based on student responses during long-term intervention; (3) giving students pre-training of flipped language classrooms and showing them the underlying benefits; (4) flipping basic contents of language learning and teaching complex contents face-to-face; and (5) adopting scaffolding strategies like code-switching to scaffold lower achievers.\u0000Implications for practice or policy:\u0000\u0000Instructors should flip writing and speaking courses with enough face-to-face time and technical support being provided to students.\u0000Instructors should consider time variance’s effects on learning performance and seek ways to maintain learners’ interest.\u0000Instructors should pre-train learners of flipped learning before implementation.\u0000Instructors should include practices, quizzes, and asynchronous online interaction tools in pre-class activities to check learners’ understandings and promote interaction and feedback provision.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48811615","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}
Xinyu Jiang, T. Goh, Xinran Chen, Meng-jun Liu, Bing Yang
To ensure the normal operation of teaching and meet the needs of teaching quality assessment in the COVID-19 situation, universities in various countries have adopted online proctoring for assessment. The epidemic has accelerated the development of online education. Online proctoring, as an integral part of future online teaching, has not yet drawn sufficient attention. To understand students’ experiences and attitudes towards initial online proctoring, an extended technology acceptance model was utilised to examine the motivations and barriers that influence students’ online proctoring acceptance in terms of technology perception, presence and social influence. Structural equation models were used to analyse data from a questionnaire survey of 760 university students. Results revealed that social influence, social presence and perceived usefulness are the significant predictors of online proctoring acceptance. Social influence and social presence have significant positive effects on online proctoring acceptance through perceived usefulness, and social presence has a positive effect on perceived ease of use. However, perceived ease of use has a significant negative effect, while place presence has no significant effect. Implications, limitations and future work are discussed at the end. Implications for practice or policy: Online proctoring organisers can bring a better exam experience to students by ensuring the flexibility and integrity of online proctoring. Online proctoring workers can improve students' exam experience by building a positive group atmosphere in the early stages of online proctoring applications. Social recognition and support for online proctoring can enhance students' choice and willingness to use online proctoring and increase opportunities for online proctoring development.
{"title":"Investigating university students’ online proctoring acceptance during COVID-19: An extension of the technology acceptance model","authors":"Xinyu Jiang, T. Goh, Xinran Chen, Meng-jun Liu, Bing Yang","doi":"10.14742/ajet.8121","DOIUrl":"https://doi.org/10.14742/ajet.8121","url":null,"abstract":"To ensure the normal operation of teaching and meet the needs of teaching quality assessment in the COVID-19 situation, universities in various countries have adopted online proctoring for assessment. The epidemic has accelerated the development of online education. Online proctoring, as an integral part of future online teaching, has not yet drawn sufficient attention. To understand students’ experiences and attitudes towards initial online proctoring, an extended technology acceptance model was utilised to examine the motivations and barriers that influence students’ online proctoring acceptance in terms of technology perception, presence and social influence. Structural equation models were used to analyse data from a questionnaire survey of 760 university students. Results revealed that social influence, social presence and perceived usefulness are the significant predictors of online proctoring acceptance. Social influence and social presence have significant positive effects on online proctoring acceptance through perceived usefulness, and social presence has a positive effect on perceived ease of use. However, perceived ease of use has a significant negative effect, while place presence has no significant effect. Implications, limitations and future work are discussed at the end.\u0000Implications for practice or policy:\u0000\u0000Online proctoring organisers can bring a better exam experience to students by ensuring the flexibility and integrity of online proctoring.\u0000Online proctoring workers can improve students' exam experience by building a positive group atmosphere in the early stages of online proctoring applications.\u0000Social recognition and support for online proctoring can enhance students' choice and willingness to use online proctoring and increase opportunities for online proctoring development.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44312085","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}
Yan Hu, Jinyan Huang, Fanzhe Kong, Shahbaz Hussain
Using a 33-item 5-point Likert scale and partial least squares structural equation modeling approach, this study examined the role of 347 Chinese college first-year students’ self-regulated learning as a mediator among social and cognitive presences and their learning satisfaction in an asynchronous online course during the COVID-19 pandemic. Specifically, it examined the extent to which their self-regulated learning and cognitive presence mediated the influence of social presence on their learning satisfaction. The results indicated that participants’ self-regulated learning had a significant positive effect on their learning satisfaction. It also had a significant mediation effect between social presence and their learning satisfaction, as well as between social and cognitive presences. Furthermore, social presence played a significant role in participants’ self-regulated learning and their learning satisfaction through the mediation of their self-regulated learning and cognitive presence. Implications for designing asynchronous online courses are discussed. Implications for practice or policy Course designers should consider how to leverage and increase students’ social presence in the asynchronous online learning environment. Course designers should make it a priority to clarify learning goals, inform learning activity time, provide prompt feedback, design appropriate autonomous tasks, arrange appropriate social learning activities, and specify optional online learning paths. Course designers should foster learners’ self-regulated learning, help them build online confidence, manage their time well, and overcome difficulty in completing the online learning tasks.
{"title":"Examining self-regulated learning as a significant mediator among social presence, cognitive presence, and learning satisfaction in an asynchronous online course: A partial least squares structural equation modeling approach","authors":"Yan Hu, Jinyan Huang, Fanzhe Kong, Shahbaz Hussain","doi":"10.14742/ajet.8020","DOIUrl":"https://doi.org/10.14742/ajet.8020","url":null,"abstract":"Using a 33-item 5-point Likert scale and partial least squares structural equation modeling approach, this study examined the role of 347 Chinese college first-year students’ self-regulated learning as a mediator among social and cognitive presences and their learning satisfaction in an asynchronous online course during the COVID-19 pandemic. Specifically, it examined the extent to which their self-regulated learning and cognitive presence mediated the influence of social presence on their learning satisfaction. The results indicated that participants’ self-regulated learning had a significant positive effect on their learning satisfaction. It also had a significant mediation effect between social presence and their learning satisfaction, as well as between social and cognitive presences. Furthermore, social presence played a significant role in participants’ self-regulated learning and their learning satisfaction through the mediation of their self-regulated learning and cognitive presence. Implications for designing asynchronous online courses are discussed.\u0000Implications for practice or policy\u0000\u0000Course designers should consider how to leverage and increase students’ social presence in the asynchronous online learning environment.\u0000Course designers should make it a priority to clarify learning goals, inform learning activity time, provide prompt feedback, design appropriate autonomous tasks, arrange appropriate social learning activities, and specify optional online learning paths.\u0000Course designers should foster learners’ self-regulated learning, help them build online confidence, manage their time well, and overcome difficulty in completing the online learning tasks.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43082891","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}
Yoonhee Ham, Bokyung Go, SoMi Park, Youngsun Choo, Hyunkyung Lee
{"title":"A Developmental Study on Design Principles for Artificial intelligence chatbot in design thinking-based online collaborative learning","authors":"Yoonhee Ham, Bokyung Go, SoMi Park, Youngsun Choo, Hyunkyung Lee","doi":"10.17232/kset.39.2.417","DOIUrl":"https://doi.org/10.17232/kset.39.2.417","url":null,"abstract":"","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":"62 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83937253","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}
Sanghee Kim, Hyunkyung Park, Kwanghyun Ro, Myung-Ju Jang, Kyunghee Jo, S. Chang
{"title":"Developing Metaverse-Based Teaching and Learning Models in School Education","authors":"Sanghee Kim, Hyunkyung Park, Kwanghyun Ro, Myung-Ju Jang, Kyunghee Jo, S. Chang","doi":"10.17232/kset.39.2.451","DOIUrl":"https://doi.org/10.17232/kset.39.2.451","url":null,"abstract":"","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":"33 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89272056","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":"Using Block Coding to Develop the Design Principles and a Model for an Integrated Korean Language Class","authors":"Cheolil Lim, Dayeon Lee, Hyejin Jung, Eunseo Lee","doi":"10.17232/kset.39.2.345","DOIUrl":"https://doi.org/10.17232/kset.39.2.345","url":null,"abstract":"","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":"98 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89903831","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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