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“It’s a pain, but it’s not like the end of the world”: Students’ experiences of emergency remote teaching “这很痛苦,但不像世界末日”:学生紧急远程教学的经历
IF 4.1 3区 教育学 Q1 Social Sciences Pub Date : 2023-05-16 DOI: 10.14742/ajet.8147
R. Ruegg
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.
新冠肺炎前的在线学习文献侧重于选择在线教学和学习的教师和学生,而后的文献则被迫在线教学和学习,两者之间存在鸿沟。本研究的重点是学生转向在线学习的经历,他们采用的策略以及他们对面对面学习和在线学习之间差异的总体看法。在学习迁移到网上的学期结束时,对16名学生进行了一次单一的半结构化访谈。当学习转移到网上时,学生们都进入了人文社会科学学士学位第二年的第三周。访谈数据是在学生完成这些课程后不久收集的,并使用主题分析进行分析。总的来说,这项研究的结果支持其他后covid研究,发现被要求在线学习的学生有更多的负面经历而不是积极的经历。参加全日制面授资格课程的学生似乎与选择在线学习的学生有着不同的需求。学生们认为,如果在紧急远程教学中安排更多的结构,例如在固定时间安排同步学习经验,他们会受益。对实践或政策的启示:讲师应在校园学生的紧急在线学习中同步进行讲座。教学人员应在异步在线模式下录制教学内容。教学人员应该提供其他形式的测试,而不是在在线学习中避免测试。在混合教育中,大学应该优先考虑面对面的辅导、研讨会和实验室,而不是讲课。
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引用次数: 1
Engaging with open educational practices: Mapping the landscape in Australian higher education 参与开放教育实践:描绘澳大利亚高等教育的前景
IF 4.1 3区 教育学 Q1 Social Sciences Pub Date : 2023-05-16 DOI: 10.14742/ajet.8016
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.
十多年来,澳大利亚高等教育一直致力于开放教育实践。本文介绍了一项调查澳大利亚大学OEP制度方法的研究结果。采访了来自10所澳大利亚大学的代表。主题分析的结果表明,组织背景、业务流程和教育设计是澳大利亚大学制定OEP的关键主题。这些主题共同记录了澳大利亚大学在OEP方面的经验,并有助于满足澳大利亚高等教育中转化研究的需求。这项研究为构建对实际行动OEP维度的理解提供了越来越多的证据基础。对实践或政策的影响:大学政策制定者应制定机构开放教育政策,以表示支持并提供明确性。学习设计者和学术人员可以利用OEP来促进以学生为中心的、真实的教学变革。OEP倡导者需要解决整个部门缺乏意识的根本问题。澳大利亚机构应认识到现有良好的OEP参与,并更具战略性地将这些做法编纂或联系起来,以实现OEP的好处。
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引用次数: 1
Mapping out a research agenda for generative artificial intelligence in tertiary education 制定高等教育中生成人工智能的研究议程
IF 4.1 3区 教育学 Q1 Social Sciences Pub Date : 2023-05-04 DOI: 10.14742/ajet.8695
J. Lodge, K. Thompson, L. Corrin
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.
生成型人工智能(AI)已经席卷了世界。在这篇社论中,我们概述了受大型语言模型和相关应用影响的高等教育的一些关键领域,这些领域需要在中短期内重新思考和研究。鉴于目前人工智能的生成发展速度之快,这篇社论是推测性的。尽管人工智能在教育中的研究有着悠久的历史,但目前的情况是前所未有的,而且似乎不是教育界完全预测到的。我们还概述了AJET在生成人工智能方面的编辑立场,以帮助作者在研究或写作过程中使用ChatGPT等工具。这是一个快速发展的空间。我们试图在这篇社论中提供一些澄清,同时承认我们可能需要在未来几周和几个月内重新审视我们在这里提供的部分或全部内容。
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引用次数: 12
Home-campus nexus: The shift to homebased smart e-learning 家庭校园关系:向家庭智能电子学习的转变
IF 4.1 3区 教育学 Q1 Social Sciences Pub Date : 2023-05-04 DOI: 10.14742/ajet.6709
Jiang Na, C. J. Perera, Zamzami Zainuddin
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.
本文概述了中国高等教育的发展轨迹,以及开创全新智能电子学习环境的战略,这种环境在功能上将中国塑造成一个混合教育中心。本文记录了中国线下校园教育的年历,描述了它是如何在技术上演变成一个电子学习家庭校园的纽带。采用顺序混合方法设计,揭示学生对中国新实施的高等教育智能电子学习平台的准备程度。采用Rasch测量模型对智能电子学习问卷进行心理测量分析和其他参数统计检验。总的来说,有强有力的证据表明,深入的定性访谈更细致地描述了参与者对新型家庭校园电子学习课程交付的中等准备程度的感知原因。疏散的校园和虚拟课程已成为这场大流行病的陈词滥调。至关重要的是,必须以切实可行的方式将电子学习纳入背景,以激发公平的教学战略,从而改善电子学习,并支持中国高等教育学习模式在大流行后议程中取得成功。对实践或政策的影响:本研究调查了家庭-校园电子学习作为大流行后议程的高等教育学习模式。本研究提出的基于家庭的智能电子学习原型是一种学习交付模式,旨在提高高等教育学生的数字素养。下一代5G互联网连接的部署和混合智能电子学习平台的实施,为政策制定者和从业者提供了明确的启示,以模仿这些富有洞察力的战略。
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引用次数: 0
University students’ competences in ICT: A view from the education domain 大学生信息通信技术能力:教育领域的视角
IF 4.1 3区 教育学 Q1 Social Sciences Pub Date : 2023-04-18 DOI: 10.14742/ajet.6820
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.
当代大学生面对的是知识社会,掌握信息通信技术是成为知识社会一份子的基本要求。我们研究的目的是验证一个基本的ICT能力模型,该模型由三个ICT能力子集(技术、教学和道德)组成,受各种个人和环境因素的影响。为此,采用横断面解释相关设计,以西班牙瓦伦西亚大学的646名大学生为样本,通过问卷调查收集信息。采用多指标多原因模型对学生ICT能力模型进行验证。结果表明,信息通信技术能力形成了一个单一的集合,由三个子集的能力:技术,教学和道德。技术能力与教学能力之间以及伦理能力与教学能力之间存在不对称的解释关系。性别、学位授课的领域以及使用计算机和互联网的频率等因素影响着这三个能力子集。该模型显示了大学生ICT能力的复杂性,其中ICT能力的培训是一个重要的考虑因素。对实践或政策的启示:大学领导必须在课程中包括三个ICT能力子集。大学教师必须在课堂上提升三个ICT能力子集。教学设计人员和教育技术人员应在其培训计划中包括三个ICT能力子集。
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引用次数: 0
Conceptualisation, measurement and preliminary validation of learners’ problem-based learning and peer assessment strategies in a technology-enabled context 在技术支持的背景下,对学习者基于问题的学习和同伴评估策略进行概念化、测量和初步验证
IF 4.1 3区 教育学 Q1 Social Sciences Pub Date : 2023-03-02 DOI: 10.14742/ajet.7214
R. Shroff, F. Ting, Chi-lok Chan, Raycelle C. C. Garcia, W. Tsang, W. Lam
This study attempted to conceptualise and measure learners’ perceptions of their collaborative problem-based learning and peer assessment strategies in a technology-enabled context. Drawing on the extant literature, we integrate collaborative, problem-based and peer assessment learning strategies and propose a new model, the collaborative problem-based learning and peer assessment (Co-PBLa-PA) conceptual framework, which forms the basis of a new psychometrically sound and conceptually based scale, the collaborative problem-based learning and peer assessment strategies inventory (CO-PBLa-PA-SI). The development and validation of the CO-PBLa-PA-SI, based on the methodological and conceptual insights gained from prior research, involved identifying the following four scales: capacity to collaborate, readiness to engage, task-based interest and peer feedback usefulness. An item pool comprising of 16 items was established and verified by two panels of judges using a formalised card sorting procedure. Confirmatory factor analysis was conducted to validate the instrument of a small-scale (N = 164) study. The CO-PBLa-PA-SI scale showed strong construct validity and reliability with a Cronbach’s coefficient alpha ranging from .828 to .880, which suggested strong internal consistency. The resultant instrument is intended as a tool to reliably measure learners’ perceptions of their collaborative problem-based learning and peer assessment strategies in a technology-enabled context.Implications for practice or policy:A psychometrically validated scale could be used by a growing community of academicians, educators and instructional designers to assess learners’ collaborative problem-based learning and peer assessment strategies when using interactive technologies;A systematically collected data set obtained from the CO-PBLa-PA-SI data may have practical implications in terms of informing teachers about appropriate instructional design practices for the enhancement of collaborative, problem-based and peer assessment learning strategies in technology-enabled settings.
本研究试图在技术支持的背景下,对学习者对基于问题的合作学习和同伴评估策略的看法进行概念化和测量。在现有文献的基础上,我们整合了协作、基于问题和同伴评估的学习策略,并提出了一种新的模型,即基于问题的协作学习和同伴评估(Co-PBLa-PA)概念框架,该框架构成了一个新的心理测量学健全和基于概念的量表的基础,基于合作问题的学习和同伴评估策略清单(CO PBLa PA SI)。基于先前研究中获得的方法论和概念见解,制定和验证CO PBLa PA SI涉及确定以下四个量表:合作能力、参与意愿、基于任务的兴趣和同伴反馈有用性。建立了一个由16个项目组成的项目库,并由两个法官小组使用正式的卡片分拣程序进行验证。进行了验证性因素分析,以验证一项小规模(N=164)研究的工具。CO PBLa PA SI量表显示出较强的结构有效性和可靠性,Cronbach系数α在.228至.880之间,这表明具有较强的内部一致性。由此产生的工具旨在作为一种工具,在技术支持的背景下,可靠地衡量学习者对其基于问题的协作学习和同伴评估策略的看法。对实践或政策的影响:越来越多的学者、教育工作者和教学设计师可以使用心理计量学验证的量表来评估学习者在使用互动技术时基于问题的协作学习和同伴评估策略;从CO PBLa PA SI数据中获得的系统收集的数据集可能具有实际意义,可以让教师了解适当的教学设计实践,以在技术支持的环境中加强协作、基于问题和同伴评估的学习策略。
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引用次数: 0
Zoom in: Open educational resources for informal online learning during COVID-19 and beyond 放大:在新冠肺炎期间及以后为非正式在线学习开放教育资源
IF 4.1 3区 教育学 Q1 Social Sciences Pub Date : 2023-03-02 DOI: 10.14742/ajet.8044
Guy Cohen, Anat Cohen
Institutions, organisations, and policymakers use open educational resources (OERs) to promote student equity and social inclusion. The global COVID-19 crisis highlighted the need for lifelong learning and underscored the importance of the higher education system in this endeavour. This study describes informal learning among adults through OERs, during the COVID-19 crisis, distinguishing between employed and unemployed individuals and between professional and personal development. A questionnaire distributed during the COVID-19 lockdown focused on three themes: (1) types of OERs used for learning during this period; (2) perceived OERs’ usefulness; and (3) changes in OER use due to the crisis. Our findings revealed group differences in types of OERs used and in changes brought about by COVID-19, as well as within-group differences based on personal characteristics. Only a few participants reported using massive open online courses (MOOCs). Moreover, videoconferencing usage increased despite low perceived usefulness ratings, pointing to a change in informal learning modes. This exploratory research provides insights into the preferences of individual groups. These insights may be used to reduce socioeconomic disparities, especially among those who have lost their jobs, and to develop effective models for open education.Implications for practice or policy:Enhancing the discussions about the future of open education by reflecting a wide picture of OERs use.Redesigning OERs for the labour market by distinguishing between employed and unemployed, and professional and personal development.OER preferences according to personal characteristics can be used to achieve better engagement with learning.
机构、组织和政策制定者利用开放教育资源促进学生公平和社会包容。全球新冠肺炎危机突出了终身学习的必要性,并强调了高等教育系统在这方面的重要性。本研究描述了在新冠肺炎危机期间,通过OER在成年人中进行的非正式学习,区分了就业和失业人员以及职业和个人发展。新冠肺炎封锁期间分发的一份调查问卷侧重于三个主题:(1)在此期间用于学习的OER类型;(2) 感知OER的有用性;以及(3)由于危机导致OER使用的变化。我们的研究结果揭示了使用OER的类型和新冠肺炎带来的变化的群体差异,以及基于个人特征的群体内差异。只有少数参与者报告使用了大规模的在线开放课程(MOOC)。此外,尽管感知有用性评级较低,但视频会议的使用率仍有所增加,这表明非正式学习模式发生了变化。这项探索性研究提供了对个别群体偏好的见解。这些见解可用于减少社会经济差异,特别是在失业者中,并开发有效的开放教育模式。对实践或政策的影响:通过反映OER使用的广泛情况,加强对开放教育未来的讨论。通过区分就业和失业以及职业和个人发展,重新设计劳动力市场的OER。根据个人特点的OER偏好可以用来实现更好的学习参与度。
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引用次数: 1
Learning technology as contested terrain: Insights from teaching academics and learning designers in Australian higher education 作为竞争领域的学习技术:来自澳大利亚高等教育教学学者和学习设计师的见解
IF 4.1 3区 教育学 Q1 Social Sciences Pub Date : 2023-03-02 DOI: 10.14742/ajet.8179
Amos Zhiqiang Tay, H. Huijser, S. Dart, A. Cathcart
Learning and teaching is no longer the exclusive domain of teaching academics and is increasingly reliant on third-space professionals, in particular learning designers. The sharing of the design of the learning and teaching space is underlined by the increasing collaboration between teaching academics and learning designers. This qualitative study explores how these two key stakeholders understand learning technology, which is critical to shaping the teaching and learning process in contemporary higher education. Foucauldian discourse and power were employed as the theoretical lens to analyse semi-structured interviews with 12 teaching academics and 5 learning designers at a large Australian university. Although learning designers and teaching academics share a mutual interest in improving the learning and teaching process, the findings also revealed five discourses where practice was contested: centralisation, surveillance, institutional homogenisation, responsibility, and efficiency. This article calls for a new focus on the collaborative aspect of the learning design and teaching process that is constantly (re)negotiated between these two main stakeholders.Implications for practice or policy:Teaching academics and learning designers should develop practices that recognise the collaborative nature of learning technology in higher education.Universities should develop practices and policies that reduce tensions within the five identified discourses of learning technology to ensure a more collaborative teaching academic-learning designer relationship.
学习和教学不再是教学学者的专属领域,越来越依赖于第三空间的专业人士,特别是学习设计师。教学学者和学习设计师之间日益加强的合作强调了学习和教学空间设计的共享。本定性研究探讨了这两个关键利益相关者如何理解学习技术,这对塑造当代高等教育的教学过程至关重要。本研究以福柯话语和权力为理论视角,对澳大利亚一所大型大学的12位教学学者和5位学习设计师进行了半结构化访谈。尽管学习设计师和教学学者在改善学习和教学过程方面有着共同的兴趣,但研究结果也揭示了实践中存在争议的五个话语:集中化、监督、机构同质化、责任和效率。本文呼吁重新关注学习设计和教学过程的协作方面,这两个主要利益相关者之间经常(重新)协商。对实践或政策的启示:教学学者和学习设计师应该开发实践,认识到高等教育中学习技术的协作性质。大学应该制定实践和政策,减少五种已确定的学习技术话语之间的紧张关系,以确保更具协作性的教学、学术和学习设计师关系。
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引用次数: 3
Technological pedagogical content knowledge: Exploring new perspectives 技术教学内容知识:探索新视角
IF 4.1 3区 教育学 Q1 Social Sciences Pub Date : 2023-03-02 DOI: 10.14742/ajet.7970
R. Bueno, M. Niess, Ruhşen Aldemir Engin, C. Ballejo, Diego Lieban
Recognising the challenges involved in understanding the knowledge that teachers need to develop to use technology in their teaching dynamics, we examined the prior research that has not clearly revealed strategic changes for teacher preparation in the digital age. The goal was to expand on the current understandings of the nature of technological pedagogical content knowledge (TPCK/TPACK) and provide a launchpad for future research by teacher educators as they contemplate revisions in the education of teachers to better prepare them for teaching in the digital age. To do so, we conducted qualitative meta-synthesis research. Within this context, we identified interpretations and comprehensions that pushed us forward in defence of new perspectives on the nature of this knowledge, regarding the comprehension of TPCK/TPACK as a transformative and homogenous knowledge; TPCK/TPACK’s levels of development, including a new first level; and the need for and challenges of redesigning teacher education.Implications for practice or policy:To better prepare teachers to teach, teachers’ educators should understand TPCK/TPACK as a homogeneous and transformative knowledge.Teachers’ training programmes should realize that often teachers are not aware of the of the possibilities of using technologies to teach.Teachers should have access to continuous learning to keep developing their own TPCK/TPACK during their entire career.Teachers and teachers’ educators should understand TPCK/TPACK developing as a continuous and individual process and not as something standardised.
认识到理解教师在教学动态中使用技术所需的知识所面临的挑战,我们检查了之前的研究,这些研究没有清楚地揭示数字时代教师准备的战略变化。目标是扩展目前对技术教学内容知识(TPCK/TPACK)本质的理解,并为教师教育工作者在考虑教师教育的修订以更好地为数字时代的教学做好准备时的未来研究提供一个启动平台。为此,我们进行了定性综合研究。在此背景下,我们确定了解释和理解,这些解释和理解推动了我们对这一知识本质的新观点的辩护,将TPCK/TPACK理解为一种变革性和同质性知识;TPCK/TPACK的发展水平,包括一个新的第一级;以及重新设计教师教育的必要性和挑战。对实践或政策的启示:为了更好地为教师做好教学准备,教师教育者应该将TPCK/TPACK理解为一种同质性和变革性的知识。教师培训方案应认识到,教师往往没有意识到利用技术进行教学的可能性。教师应该有持续学习的机会,在整个职业生涯中不断发展自己的TPCK/TPACK。教师和教师教育工作者应该理解TPCK/TPACK的发展是一个持续的和个人的过程,而不是标准化的东西。
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引用次数: 2
Time distortion in student YouTube use: The effects of use motivation, personality, and pattern of use on study efficiency 学生使用YouTube的时间扭曲:使用动机、个性和使用方式对学习效率的影响
IF 4.1 3区 教育学 Q1 Social Sciences Pub Date : 2023-03-02 DOI: 10.14742/ajet.7705
T. McGill, J. Klobas, S. Moghavvemi
This paper examines study efficiency and time distortion experienced by student users of YouTube. Using multi-group structural equation modelling on data from 792 Malaysian university students, the study identified links between YouTube use motivation, conscientiousness (a personality trait), time distortion, and perceived study efficiency. It also shows how these characteristics and the links between them varied when students were grouped by pattern of use, defined (using two-step cluster analysis) as occasional, regular, or problematic. Time distortion had a negative effect on perceived study efficiency, but conscientiousness counteracted this effect - particularly for occasional users, the only group with positive perceived study efficiency in this study. Motivation to use YouTube for learning was not associated with time distortion, whilst using YouTube for escape and entertainment increased motivation. Occasional users were less motivated than others to use YouTube for these purposes and therefore less likely to experience the entertainment use flow on effects of time distortion to perceived study efficiency.Implications for practice or policy:Motivating students to use YouTube for learning is unlikely to reduce study efficiency.Use of diagnostic tools to understand a student's pattern of social media use, as well as motivation for use, personality and sense of time distortion, could help advisers identify reasons for low study efficiency.Digital literacy education focused on increasing self-discipline and goal-orientation could help students reduce poorly controlled use of social media for entertainment and escape, and hence improve study efficiency.
本文考察了YouTube学生用户的学习效率和时间扭曲。该研究对792名马来西亚大学生的数据进行了多组结构方程建模,发现了YouTube使用动机、责任心(一种人格特质)、时间扭曲和感知学习效率之间的联系。它还显示了当学生按使用模式分组时,这些特征和它们之间的联系是如何变化的,这些模式被定义为(使用两步聚类分析)偶尔,常规或有问题。时间扭曲对感知的学习效率有负面影响,但尽责性抵消了这种影响——特别是对于偶尔使用的人,他们是本研究中唯一一个感知学习效率为正的群体。使用YouTube学习的动机与时间扭曲无关,而使用YouTube来逃避和娱乐则会增加动机。偶尔使用YouTube的用户比其他人更不愿意出于这些目的使用YouTube,因此不太可能体验到娱乐使用流对时间扭曲对感知学习效率的影响。对实践或政策的启示:激励学生使用YouTube学习不太可能降低学习效率。使用诊断工具来了解学生使用社交媒体的模式,以及使用动机、个性和时间扭曲感,可以帮助顾问找出学习效率低的原因。注重自律和目标导向的数字素养教育可以帮助学生减少不受控制地使用社交媒体进行娱乐和逃避,从而提高学习效率。
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引用次数: 0
期刊
Australasian Journal of Educational Technology
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