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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
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