Hae June Kim, Juwon Lee, Ha Eun Park, Eun Joo Park, Myunghwa Jin, K. Lim
{"title":"An Exploratory Study of Learners’ Perceptions of a Programming Problem-Solving Support Tool","authors":"Hae June Kim, Juwon Lee, Ha Eun Park, Eun Joo Park, Myunghwa Jin, K. Lim","doi":"10.17232/kset.39.2.379","DOIUrl":"https://doi.org/10.17232/kset.39.2.379","url":null,"abstract":"","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":"42 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79666004","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}
Eunmo Sung, Sunghye Lee, Myung-Seop Kim, Hye-Ji Kil, Sumin Kang, Jeong-Woo Park
{"title":"A Development Study of Edutech-Based Student Emotional Support Model","authors":"Eunmo Sung, Sunghye Lee, Myung-Seop Kim, Hye-Ji Kil, Sumin Kang, Jeong-Woo Park","doi":"10.17232/kset.39.2.499","DOIUrl":"https://doi.org/10.17232/kset.39.2.499","url":null,"abstract":"","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":"38 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90507023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A Systematic Literature Review of Learning Analytics and Data Utilization in a Digital Teaching and Learning Environment in Korea","authors":"H. Kim, Eunseo Pyo, A. Shin, I. Jo","doi":"10.17232/kset.39.2.595","DOIUrl":"https://doi.org/10.17232/kset.39.2.595","url":null,"abstract":"","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":"23 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88271925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Effects of Double Stimulation and scaffolding on University Students’ Volitional Thinking and Problem-Solving Abilities*","authors":"Eun-suck Na, Hoisoo Kim","doi":"10.17232/kset.39.2.537","DOIUrl":"https://doi.org/10.17232/kset.39.2.537","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":"88412682","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}
A chasm exists between pre-COVID online learning literature, focusing on teachers and students who have chosen online teaching and learning, and post-COVID literature, in which teaching and learning are forced online. This research focuses on students’ experiences of the move to online learning, the strategies they employed and their overall perceptions of differences between face-to-face and online learning. A single semi-structured interview was conducted with 16 students at the end of the semester in which learning was migrated online. When the learning was moved online, the students were all 3 weeks into their second year of a bachelor’s degree in the humanities and social sciences. The interview data was collected soon after the students completed these courses and analysed using thematic analysis. Generally, the findings of this study support other post-COVID studies, finding that students who were required to study online had more negative experiences than positive ones. Students who are enrolled in full-time face-to-face qualifications also appear to have different needs from those who choose to study online. Students felt that they would have benefited from more structure during emergency remote teaching, such as synchronous learning experiences scheduled at a fixed time. Implications for practice or policy: Lecturers should conduct lectures synchronously in emergency online learning for on-campus students. Teaching staff should include their faces in recorded instruction in asynchronous online modes. Teaching staff should offer tests in alternative formats rather than avoiding them in online learning. Universities should prioritise tutorials, workshops and laboratories in face-to-face mode over lectures in hybrid education.
{"title":"“It’s a pain, but it’s not like the end of the world”: Students’ experiences of emergency remote teaching","authors":"R. Ruegg","doi":"10.14742/ajet.8147","DOIUrl":"https://doi.org/10.14742/ajet.8147","url":null,"abstract":"A chasm exists between pre-COVID online learning literature, focusing on teachers and students who have chosen online teaching and learning, and post-COVID literature, in which teaching and learning are forced online. This research focuses on students’ experiences of the move to online learning, the strategies they employed and their overall perceptions of differences between face-to-face and online learning. A single semi-structured interview was conducted with 16 students at the end of the semester in which learning was migrated online. When the learning was moved online, the students were all 3 weeks into their second year of a bachelor’s degree in the humanities and social sciences. The interview data was collected soon after the students completed these courses and analysed using thematic analysis. Generally, the findings of this study support other post-COVID studies, finding that students who were required to study online had more negative experiences than positive ones. Students who are enrolled in full-time face-to-face qualifications also appear to have different needs from those who choose to study online. Students felt that they would have benefited from more structure during emergency remote teaching, such as synchronous learning experiences scheduled at a fixed time.\u0000Implications for practice or policy:\u0000\u0000Lecturers should conduct lectures synchronously in emergency online learning for on-campus students.\u0000Teaching staff should include their faces in recorded instruction in asynchronous online modes.\u0000Teaching staff should offer tests in alternative formats rather than avoiding them in online learning.\u0000Universities should prioritise tutorials, workshops and laboratories in face-to-face mode over lectures in hybrid education.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48642160","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}
Adrian Stagg, Helen Partridge, Carina Bossu, Johanna Funk, L. Nguyen
For more than a decade, Australian higher education has engaged with open educational practice (OEP). This paper presents findings from a study investigating the institutional approaches to OEP in Australian universities. Interviews were conducted with representatives from 10 Australian universities. The findings of a thematic analysis reveal organisational context, business processes and educational design as key themes through which OEP is enacted within Australian universities. Together, these themes document Australian universities experiences of and with OEP and contribute to addressing the need for translational research in Australian higher education. This research contributes to a growing evidence basis to construct an understanding of the dimensions of OEP for practical action. Implications for practice or policy: University policymakers should enact institutional open education policy to signal support and provide clarity. Learning designers and academic staff can leverage OEP to catalyse student-centred, authentic pedagogical transformation. OEP advocates need to address the root problem of sector-wide lack of awareness. Australian institutions should recognise existing pockets of good OEP engagement and more strategically codify or connect these practices to realise the benefits of OEP.
{"title":"Engaging with open educational practices: Mapping the landscape in Australian higher education","authors":"Adrian Stagg, Helen Partridge, Carina Bossu, Johanna Funk, L. Nguyen","doi":"10.14742/ajet.8016","DOIUrl":"https://doi.org/10.14742/ajet.8016","url":null,"abstract":"For more than a decade, Australian higher education has engaged with open educational practice (OEP). This paper presents findings from a study investigating the institutional approaches to OEP in Australian universities. Interviews were conducted with representatives from 10 Australian universities. The findings of a thematic analysis reveal organisational context, business processes and educational design as key themes through which OEP is enacted within Australian universities. Together, these themes document Australian universities experiences of and with OEP and contribute to addressing the need for translational research in Australian higher education. This research contributes to a growing evidence basis to construct an understanding of the dimensions of OEP for practical action.\u0000Implications for practice or policy:\u0000\u0000University policymakers should enact institutional open education policy to signal support and provide clarity.\u0000Learning designers and academic staff can leverage OEP to catalyse student-centred, authentic pedagogical transformation.\u0000OEP advocates need to address the root problem of sector-wide lack of awareness.\u0000Australian institutions should recognise existing pockets of good OEP engagement and more strategically codify or connect these practices to realise the benefits of OEP.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48664951","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}
Generative artificial intelligence (AI) has taken the world by storm. In this editorial, we outline some of the key areas of tertiary education impacted by large language models and associated applications that will require re-thinking and research to address in the short to medium term. Given how rapidly generative AI developments are currently occurring, this editorial is speculative. Although there is a long history of research on AI in education, the current situation is both unprecedented and seemingly not something that the AI in education community fully predicted. We also outline the editorial position of AJET in regards to generative AI to assist authors using tools such as ChatGPT as any part of the research or writing process. This is a rapidly evolving space. We have attempted to provide some clarity in this editorial while acknowledging that we may need to revisit some or all of what we offer here in the weeks and months ahead.
{"title":"Mapping out a research agenda for generative artificial intelligence in tertiary education","authors":"J. Lodge, K. Thompson, L. Corrin","doi":"10.14742/ajet.8695","DOIUrl":"https://doi.org/10.14742/ajet.8695","url":null,"abstract":"Generative artificial intelligence (AI) has taken the world by storm. In this editorial, we outline some of the key areas of tertiary education impacted by large language models and associated applications that will require re-thinking and research to address in the short to medium term. Given how rapidly generative AI developments are currently occurring, this editorial is speculative. Although there is a long history of research on AI in education, the current situation is both unprecedented and seemingly not something that the AI in education community fully predicted. We also outline the editorial position of AJET in regards to generative AI to assist authors using tools such as ChatGPT as any part of the research or writing process. This is a rapidly evolving space. We have attempted to provide some clarity in this editorial while acknowledging that we may need to revisit some or all of what we offer here in the weeks and months ahead.","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45339480","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 article outlines the trajectory of China’s higher education and its strategy of pioneering a brand-new smart e-learning environment that has functionally molded China into a hybrid educational hub. This paper chronicles the almanac of China’s offline campus education, depicting how it technologically evolved into an e-learning home-campus nexus. A sequential mixed-methods design was employed to shed light on students’ readiness levels toward China’s newly implemented smart e-learning platform for tertiary education. The psychometric analyses of the Smart e-Learning Questionnaire and other parametric statistical tests were performed using the Rasch measurement model. Overall, there is strong evidence to suggest that the in-depth qualitative interviews captured more nuanced accounts of the participants’ perceived reasons for their moderate level of readiness towards their novel home-campus e-learning course delivery. Evacuated campuses and virtual lessons have become the cliched representation of this pandemic. It is critical that e-learning offerings be contextualised in practical ways to invigorate equitable teaching strategies that can improve e-learning and support the success of China’s higher education learning model for the post-pandemic agendum. Implications for practice or policy: This research investigated home-campus e-learning as a higher education learning model for the post-pandemic agendum. The homebased smart e-learning prototype proposed in this study is framed as a learning delivery modality for advancing the latitude of digital literacy among higher education students. The deployment of the next-generation 5G internet connectivity and the implementation of hybrid smart e-learning platforms, draw clear implications for policymakers and practitioners to model after these insightful strategies.
{"title":"Home-campus nexus: The shift to homebased smart e-learning","authors":"Jiang Na, C. J. Perera, Zamzami Zainuddin","doi":"10.14742/ajet.6709","DOIUrl":"https://doi.org/10.14742/ajet.6709","url":null,"abstract":"This article outlines the trajectory of China’s higher education and its strategy of pioneering a brand-new smart e-learning environment that has functionally molded China into a hybrid educational hub. This paper chronicles the almanac of China’s offline campus education, depicting how it technologically evolved into an e-learning home-campus nexus. A sequential mixed-methods design was employed to shed light on students’ readiness levels toward China’s newly implemented smart e-learning platform for tertiary education. The psychometric analyses of the Smart e-Learning Questionnaire and other parametric statistical tests were performed using the Rasch measurement model. Overall, there is strong evidence to suggest that the in-depth qualitative interviews captured more nuanced accounts of the participants’ perceived reasons for their moderate level of readiness towards their novel home-campus e-learning course delivery. Evacuated campuses and virtual lessons have become the cliched representation of this pandemic. It is critical that e-learning offerings be contextualised in practical ways to invigorate equitable teaching strategies that can improve e-learning and support the success of China’s higher education learning model for the post-pandemic agendum.\u0000Implications for practice or policy:\u0000\u0000This research investigated home-campus e-learning as a higher education learning model for the post-pandemic agendum.\u0000The homebased smart e-learning prototype proposed in this study is framed as a learning delivery modality for advancing the latitude of digital literacy among higher education students.\u0000The deployment of the next-generation 5G internet connectivity and the implementation of hybrid smart e-learning platforms, draw clear implications for policymakers and practitioners to model after these insightful strategies.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44812411","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}
Isabel Díaz-García, Gonzalo Almerich, Jesús Suárez-Rodríguez, N. Orellana
Contemporary university students face the knowledge society, where mastering information and communication technologies (ICT) is an essential requirement to form part of this society. The objective of our study was to validate a basic ICT competences model made up of three ICT competence subsets (technological, pedagogical and ethical) influenced by various personal and contextual factors. For this purpose, a cross-sectional explanatory correlation design was used, with a sample of 646 university students from the University of Valencia (Spain), collecting the information through a questionnaire. A multiple indicators and multiple causes model was used to validate the students’ ICT competences model. The results revealed that ICT competences form a single set made up of three subsets of competences: technological, pedagogical and ethical. An asymmetrical explanatory relation was found between the technological and pedagogical competences on the one hand and between the ethical and pedagogical competences on the other hand. The factors gender, area in which the degree is taught and the frequency of using a computer with the Internet impacted on the three subsets of competences. The model shows the complexity of university students’ ICT competences, with training in ICT competences being an important element to consider. Implications for practice or policy: University leaders have to include the three ICT competence subsets in the curriculum. University teachers must promote the three ICT competence subsets in their classes. Instructional designers and educational technologists should include the three ICT competences subsets in their training plans.
{"title":"University students’ competences in ICT: A view from the education domain","authors":"Isabel Díaz-García, Gonzalo Almerich, Jesús Suárez-Rodríguez, N. Orellana","doi":"10.14742/ajet.6820","DOIUrl":"https://doi.org/10.14742/ajet.6820","url":null,"abstract":"Contemporary university students face the knowledge society, where mastering information and communication technologies (ICT) is an essential requirement to form part of this society. The objective of our study was to validate a basic ICT competences model made up of three ICT competence subsets (technological, pedagogical and ethical) influenced by various personal and contextual factors. For this purpose, a cross-sectional explanatory correlation design was used, with a sample of 646 university students from the University of Valencia (Spain), collecting the information through a questionnaire. A multiple indicators and multiple causes model was used to validate the students’ ICT competences model. The results revealed that ICT competences form a single set made up of three subsets of competences: technological, pedagogical and ethical. An asymmetrical explanatory relation was found between the technological and pedagogical competences on the one hand and between the ethical and pedagogical competences on the other hand. The factors gender, area in which the degree is taught and the frequency of using a computer with the Internet impacted on the three subsets of competences. The model shows the complexity of university students’ ICT competences, with training in ICT competences being an important element to consider.\u0000Implications for practice or policy:\u0000\u0000University leaders have to include the three ICT competence subsets in the curriculum.\u0000University teachers must promote the three ICT competence subsets in their classes.\u0000Instructional designers and educational technologists should include the three ICT competences subsets in their training plans.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48320185","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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