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.
{"title":"Zoom in: Open educational resources for informal online learning during COVID-19 and beyond","authors":"Guy Cohen, Anat Cohen","doi":"10.14742/ajet.8044","DOIUrl":"https://doi.org/10.14742/ajet.8044","url":null,"abstract":"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.\u0000Implications for practice or policy:\u0000\u0000Enhancing the discussions about the future of open education by reflecting a wide picture of OERs use.\u0000Redesigning OERs for the labour market by distinguishing between employed and unemployed, and professional and personal development.\u0000OER preferences according to personal characteristics can be used to achieve better engagement with learning.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47292767","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}
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。
{"title":"Conceptualisation, measurement and preliminary validation of learners’ problem-based learning and peer assessment strategies in a technology-enabled context","authors":"R. Shroff, F. Ting, Chi-lok Chan, Raycelle C. C. Garcia, W. Tsang, W. Lam","doi":"10.14742/ajet.7214","DOIUrl":"https://doi.org/10.14742/ajet.7214","url":null,"abstract":"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.\u0000Implications for practice or policy:\u0000\u0000A 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;\u0000A 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.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44652770","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}
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.
{"title":"Learning technology as contested terrain: Insights from teaching academics and learning designers in Australian higher education","authors":"Amos Zhiqiang Tay, H. Huijser, S. Dart, A. Cathcart","doi":"10.14742/ajet.8179","DOIUrl":"https://doi.org/10.14742/ajet.8179","url":null,"abstract":"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.\u0000Implications for practice or policy:\u0000\u0000Teaching academics and learning designers should develop practices that recognise the collaborative nature of learning technology in higher education.\u0000Universities 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.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42491494","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}
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.
{"title":"Technological pedagogical content knowledge: Exploring new perspectives","authors":"R. Bueno, M. Niess, Ruhşen Aldemir Engin, C. Ballejo, Diego Lieban","doi":"10.14742/ajet.7970","DOIUrl":"https://doi.org/10.14742/ajet.7970","url":null,"abstract":"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.\u0000Implications for practice or policy:\u0000\u0000To better prepare teachers to teach, teachers’ educators should understand TPCK/TPACK as a homogeneous and transformative knowledge.\u0000Teachers’ training programmes should realize that often teachers are not aware of the of the possibilities of using technologies to teach.\u0000Teachers should have access to continuous learning to keep developing their own TPCK/TPACK during their entire career.\u0000Teachers and teachers’ educators should understand TPCK/TPACK developing as a continuous and individual process and not as something standardised.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45249779","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 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.
{"title":"Time distortion in student YouTube use: The effects of use motivation, personality, and pattern of use on study efficiency","authors":"T. McGill, J. Klobas, S. Moghavvemi","doi":"10.14742/ajet.7705","DOIUrl":"https://doi.org/10.14742/ajet.7705","url":null,"abstract":"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.\u0000Implications for practice or policy:\u0000\u0000Motivating students to use YouTube for learning is unlikely to reduce study efficiency.\u0000Use 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.\u0000Digital 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.\u0000","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43286338","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":"Development and Validation of the Digital Education Ecosystem Quality Evaluation Model and Constructs","authors":"Gyeoun Jeong, A. Shin, Yeol Huh, I. Jo","doi":"10.17232/kset.38.4.1171","DOIUrl":"https://doi.org/10.17232/kset.38.4.1171","url":null,"abstract":"","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":"179 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80094578","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":"The Trends and Keywords Analysis of Research in Educational Technology in Korea: Focused on the 「Journal of Educational Technology」 from 2014 to 2022","authors":"Gao Yun, Hawon Yoo, Hyo-jung Kim, Inn-woo Park","doi":"10.17232/kset.38.4.983","DOIUrl":"https://doi.org/10.17232/kset.38.4.983","url":null,"abstract":"","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":"20 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75399252","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":"Investigation of K-12 Teachers’ Stages of Concern and Innovation Configuration About the Utilization of Edtech Based on CBAM","authors":"Minchul, Shin, Innwoo Park","doi":"10.17232/kset.39.1.275","DOIUrl":"https://doi.org/10.17232/kset.39.1.275","url":null,"abstract":"","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":"14 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89953956","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":"Development of a Case-based Learning Model for Patient Safety Education in Medical School","authors":"Bokyung Go, Cheolil Lim","doi":"10.17232/kset.38.4.1133","DOIUrl":"https://doi.org/10.17232/kset.38.4.1133","url":null,"abstract":"","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":"1 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89520147","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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