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Barriers and Solutions of Edtech Integration in Schools: Focused on Leading Teachers’ Perceptions 学校教育技术整合的障碍与解决方案:主要关注领导教师的看法
IF 4.1 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-31 DOI: 10.17232/kset.39.1.219
Minchul, Shin, Hawon Yoo, Jae-Hyuk Jang
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引用次数: 0
Analysis of Differences in Electroencephalographic Activity According to Online Learning Content Types 网络学习内容类型对脑电图活动差异的分析
IF 4.1 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-31 DOI: 10.17232/kset.39.1.155
Hwajung Son, Myung-Sin Choi
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引用次数: 0
Digital Ethnography on Mobile Learning Daily life of Generation Z 移动学习中Z世代日常生活的数字民族志
IF 4.1 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-31 DOI: 10.17232/kset.39.1.105
Hyeonyeong Kim, Hyeonjin Kim
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引用次数: 0
Smart Groups: A system to orchestrate collaboration in hybrid learning environments. A simulation study 智能小组:在混合学习环境中协调协作的系统。模拟研究
IF 4.1 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-30 DOI: 10.14742/ajet.6776
Adrián Carrruana Martín, Carlos Alario-Hoyos, C. Delgado Kloos
COVID-19 has brought new hybrid learning environments with some students in the classroom and some others online, synchronously, due to the needs of social distancing. These new hybrid learning environments pose new challenges, for example for group collaboration. This paper presents Smart Groups, a system aimed at helping teachers to orchestrate collaboration in hybrid learning environments and assesses its usability and usefulness through a simulation study. Smart Groups identifies the students that are in the classroom and online, automates the creation of groups (recommending collaborative learning flow patterns to teachers and considering the previous work done by students), supports the communication among students and the use of additional tools and resources for collaboration, and helps maintain the safety distance among the students who are in the classroom. The usability of Smart Groups has been assessed through a mock-up by 60 users (41 students and 19 teachers) with the system usability scale (SUS) obtaining good results (mean = 75.47, standard deviation = 14.95, median = 76.25). A subgroup (10 teachers out of 19) carried out follow-up interviews using the technology acceptance model (TAM) and highlighted the usefulness of Smart Groups to orchestrate collaboration in hybrid learning environments.Implications for practice or policy:Smart Groups supports teachers in the orchestration of groups in hybrid learning environments.Smart Groups facilitates group coordination and communication among students.Smart Groups helps maintain the safety distance.
由于社交距离的需要,新冠肺炎带来了新的混合学习环境,一些学生在课堂上,另一些学生在网上同步学习。这些新的混合学习环境带来了新的挑战,例如小组协作。本文介绍了智能小组,这是一个旨在帮助教师在混合学习环境中协调协作的系统,并通过模拟研究评估其可用性和有用性。智能小组识别课堂和在线的学生,自动创建小组(向教师推荐协作学习流程模式,并考虑学生之前所做的工作),支持学生之间的沟通以及使用额外的工具和资源进行协作,并有助于保持课堂上学生之间的安全距离。60名用户(41名学生和19名教师)通过实物模型对智能小组的可用性进行了评估,系统可用性量表(SUS)获得了良好的结果(平均值=75.47,标准差=14.95,中位数=76.25)。一个小组(19名教师中的10名)使用技术接受模型(TAM)进行了后续访谈,并强调了智能小组在在混合学习环境中协调协作。对实践或政策的影响:智能小组支持教师在混合学习环境中协调小组。智能小组有助于学生之间的小组协调和沟通。智能群组有助于保持安全距离。
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引用次数: 2
AJET in 2022: Bibliometrics, academic publishing trends, and future opportunities 2022年AJET:文献计量学、学术出版趋势和未来机遇
IF 4.1 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-30 DOI: 10.14742/ajet.8445
L. Corrin, J. Lodge, K. Thompson
After two years of change and uncertainty in tertiary education, in 2022 the editorial team of AJET saw a return to a focus on research that explores educational technology use in a range of learning and teaching environments. It has also been an interesting year in terms of the changing academic publishing environment and the opportunities and challenges facing AJET as a leading educational technology journal. In this end-of-year editorial we will look at what has been published in AJET throughout 2022, the bibliometrics that help characterise the journal’s role in the field, and consider the trends that are emerging for academic publishing and their impact on how AJET develops into the future. 
在高等教育经历了两年的变化和不确定性之后,2022年,AJET的编辑团队重新关注探索教育技术在一系列学习和教学环境中使用的研究。就学术出版环境的变化以及AJET作为一家领先的教育技术期刊所面临的机遇和挑战而言,这也是一个有趣的一年。在这篇年终社论中,我们将研究2022年《AJET》杂志上发表的内容,有助于描述该杂志在该领域作用的文献计量学,并考虑学术出版的趋势及其对《AJET杂志》未来发展的影响。
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引用次数: 0
Does gender matter in online courses? A view through the lens of the community of inquiry 性别在网络课程中重要吗?透过探究共同体的镜头来看问题
IF 4.1 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-30 DOI: 10.14742/ajet.7194
M. Cho, Seongmi Lim, Jieun Lim, O. Kim
The purpose of this study was to investigate whether gender differences exist in relationships between the three presences – teaching, cognitive and social – in the community of inquiry (CoI) model and online students’ learning experiences measured with perceived learning and course satisfaction. Participants were 657 undergraduates taking online courses at a university in South Korea. Results showed significant differences in sub-elements of cognitive and social presence by gender. In addition, regression analyses revealed that sub-elements of the CoI predicted online students’ perceived learning and course satisfaction differently by gender. A discussion explains gender differences in online courses in South Korea in which a prerecorded video was the principal modality of learning. Finally, practical implications to enhance diverse students’ success are proposed from the perspective of the CoI model.Implications for practice or policy:Despite the development of the CoI specifically for a discussion-based online course, it can still be used to predict students’ learning experiences in video-based online learning.Considering gender difference when designing and developing an online course may enhance student learning experiences in online learning.Changing the way the videos are created may contribute to enhancing the three presences in the CoI model, which essentially improve online students’ learning experiences.
本研究的目的是调查在探究社区(CoI)模式中的三种存在(教学、认知和社会)与在线学生的学习体验(以感知学习和课程满意度衡量)之间的关系是否存在性别差异。参与者是657名在韩国一所大学学习在线课程的本科生。结果显示,不同性别的认知和社会存在的子元素存在显著差异。此外,回归分析显示,CoI的子元素对在线学生感知学习和课程满意度的预测因性别而异。一场讨论解释了韩国在线课程中的性别差异,在这些课程中,预先录制的视频是主要的学习方式。最后,从CoI模型的角度提出了提高多样化学生成功的实际意义。对实践或政策的影响:尽管CoI专门针对基于讨论的在线课程开发,但它仍然可以用于预测学生在基于视频的在线学习中的学习体验。在设计和开发在线课程时考虑性别差异可能会增强学生在在线学习中的学习体验。改变视频的创建方式可能有助于增强CoI模型中的三种存在,这从根本上改善了在线学生的学习体验。
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引用次数: 2
Student and educator perspectives on equity and online work integrated learning 学生和教育工作者对公平和在线工作综合学习的看法
IF 4.1 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-30 DOI: 10.14742/ajet.7524
A. Bell, K. Bartimote, Nora Dempsey, Lucy Mercer-Mapstone, Gulwanyang Moran, J. Tognolini
Students from diverse backgrounds report that time pressures, financial responsibilities, caring commitments, and geographic location are barriers to their uptake of work integrated learning (WIL). Through interviews with 32 students and 15 educators who participated in online WIL, we investigated whether online WIL might be one way of overcoming these barriers. Benefits of online WIL for students included employability skills, meaningful work, affordability, and flexibility when coping with health issues. Challenges for students included missing out on workplace interactions, digital access, and finding a private space in which to work. Students from diverse backgrounds were viewed by educators as bringing positive contributions to the workplace. Educators found challenges in giving feedback and not being able to replicate some aspects of in-person workplaces. We conclude with recommendations on how online WIL might be enhanced to better meet the needs of students facing equity issues.Implications for practice and policy:All participants in online WIL should be encouraged to intentionally view diversity as a strength.Educators need to create explicit opportunities for formal and informal interaction and network building during online WIL.Educators should provide engaging and purposeful work during online WIL.Students may need additional financial or material support to undertake online WIL, for example to enable digital access and access to a private workspace.
来自不同背景的学生报告说,时间压力、经济责任、照顾义务和地理位置是他们接受工作综合学习(WIL)的障碍。通过对参加在线WIL的32名学生和15名教育工作者的采访,我们调查了在线WIL是否是克服这些障碍的一种方法。在线WIL为学生带来的好处包括就业技能、有意义的工作、负担能力和应对健康问题的灵活性。学生面临的挑战包括错过工作场所的互动、数字访问和寻找私人工作空间。教育工作者认为,来自不同背景的学生为工作场所做出了积极贡献。教育工作者发现,在提供反馈方面存在挑战,无法复制现场工作的某些方面。最后,我们就如何加强在线WIL以更好地满足面临公平问题的学生的需求提出了建议。对实践和政策的影响:应鼓励所有在线WIL的参与者有意将多样性视为一种优势。教育工作者需要为在线WIL期间的正式和非正式互动以及网络建设创造明确的机会。在线WIL期间,教育工作者应提供引人入胜且有目的的工作。学生可能需要额外的经济或物质支持才能进行在线WIL,例如,实现数字访问和访问私人工作空间。
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引用次数: 0
Teaching and learning using 21st century educational technology in accounting education: Evidence and conceptualisation of usage behaviour 会计教育中使用21世纪教育技术的教学:使用行为的证据和概念化
IF 4.1 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-19 DOI: 10.14742/ajet.6630
Mohamad Ridhuan Mat Dangi, Maisarah Mohamed Saat, S. Saad
Technologies are ubiquitous in the 21st century, and educators need to integrate relevant technologies into their teaching practices to meet stakeholders’ expectations and keep abreast with the accounting profession’s advancement. A mixed-method approach of quantitative and qualitative techniques was used in this study, with the latest version of the SPSS software (version 26) and NVivo software to analyse the data. The results depict the accounting educators’ usage efforts of 21st century educational technology tools and platforms; it is neither highly prevalent nor optimised. Future researchers could expand the investigation of 21st century educational technology by utilising the proposed constructs, model and hypotheses from this study’s qualitative findings. The study revives the stagnant educational technology literature in accounting education and explicates technology usage issues in accounting education, specifically in developing countries and the Asian region.Implications for practice or policy:Education ministries, higher education institutions, faculties, policymakers and academics should encourage educators to adopt and integrate 21st century educational technology into their practices.The integration of 21st century educational technology in teaching and learning practice should align with individual attributes, technology characteristics and organisational factors.Accounting educators must acquire technological competence through appropriate professional development and training programmes.
技术在21世纪无处不在,教育工作者需要将相关技术融入教学实践,以满足利益相关者的期望,并跟上会计行业的发展。本研究采用定量和定性技术的混合方法,使用最新版本的SPSS软件(版本26)和NVivo软件对数据进行分析。研究结果表明会计教育工作者对21世纪教育技术工具和平台的使用努力;它既不是高度流行的,也不是优化的。未来的研究人员可以利用本研究定性结果中提出的结构、模型和假设,扩大对21世纪教育技术的调查。本研究回顾了停滞的会计教育技术文献,并阐述了会计教育中的技术使用问题,特别是在发展中国家和亚洲地区。对实践或政策的影响:教育部、高等教育机构、学院、政策制定者和学者应鼓励教育工作者采用21世纪的教育技术并将其融入实践。21世纪教育技术在教学实践中的整合应与个人属性、技术特征和组织因素相一致。会计教育工作者必须通过适当的专业发展和培训方案获得技术能力。
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引用次数: 0
From the margins to the mainstream: The online learning rethink and its implications for enhancing student equity 从边缘到主流:在线学习的反思及其对提高学生公平性的启示
IF 4.1 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-19 DOI: 10.14742/ajet.8136
C. Stone
From being largely at the margins of higher education for many years, online learning now finds itself in the mainstream. This paper offers a critique of the online learning literature both pre- and post-2020, looking at changes in response to this shift. Evidence tells us that online learning plays a significant role in enhancing student equity, widening higher education access and participation for many students who would have found it difficult, if not impossible, to attend university on campus. This includes students from government-identified equity backgrounds, as well as other student cohorts underrepresented at university, such as older working students, parents, and others with caring responsibilities, and those from families with no previous experience of university. The mainstreaming and normalising of online learning now presents an opportunity for universities to learn from both past and emerging evidence, to evaluate past practice and offer a more flexible learning experience that better meets the needs of an even wider range of students. Keeping online learning firmly in the mainstream, while taking an evidence-based approach to ensuring the quality of its design and delivery, has the potential to enhance student equity on a much broader scale.Implications for practice or policy:Improving the quality of online learning, using evidence-based research to design and deliver it more effectively, will enable more students to stay and succeed at university.Continuing to offer online study options for all students, that is, keeping it in the mainstream, will further enhance student equity.Mainstreaming online learning options as part of standard university practice will enable more students to benefit from the greater flexibility of both fully online and hybrid models.
多年来,在线学习一直处于高等教育的边缘,现在却成为主流。本文对2020年前后的在线学习文献进行了批判,着眼于应对这种转变的变化。证据告诉我们,在线学习在提高学生公平、扩大高等教育机会和参与方面发挥着重要作用,许多学生即使不是不可能,也很难在校园里上大学。这包括来自政府确定的公平背景的学生,以及在大学中代表性不足的其他学生群体,如年龄较大的在职学生、父母和其他有照顾责任的人,以及来自以前没有大学经历的家庭的学生。在线学习的主流化和正常化现在为大学提供了一个机会,可以从过去和新出现的证据中学习,评估过去的实践,并提供更灵活的学习体验,更好地满足更广泛学生的需求。保持在线学习的主流地位,同时采取循证方法确保其设计和交付的质量,有可能在更广泛的范围内提高学生的公平性。对实践或政策的影响:提高在线学习的质量,利用循证研究更有效地设计和提供在线学习,将使更多的学生留在大学并取得成功。继续为所有学生提供在线学习选项,也就是说,将其保持在主流,将进一步提高学生的公平性。将在线学习选项作为标准大学实践的一部分纳入主流,将使更多学生受益于完全在线和混合模式的更大灵活性。
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引用次数: 4
The adoption of blended learning using Coursera MOOCs: A case study in a Vietnamese higher education institution 运用Coursera mooc进行混合学习:以越南某高等教育机构为例
IF 4.1 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-19 DOI: 10.14742/ajet.7671
Nguyen Thi Thao Ho, Hiep-Hung Pham, S. Sivapalan, Viet-Hung Dinh
This research is unique to a Vietnamese higher education institution that adopted blended learning using Coursera MOOCs. Employing the service quality model, the objective was to investigate factors affecting the continuance intention and recommendation to others towards blended learning using Coursera MOOCs. This study was conducted an online survey with 637 students across four campuses of a Vietnamese higher education institution. The results of the structural equation modeling showed that the learning content and online responsiveness increased satisfaction with Coursera MOOCs whereas online reliability did not affect satisfaction with Coursera MOOCs. There were also positive relationships between empathy, tangibles, classroom responsiveness, and classroom activities. Assurance and classroom reliability had no significant impacts on classroom activities. Satisfaction and classroom activities positively influenced the continuance intention towards blended learning using Coursera MOOCs. Lastly, satisfaction, classroom activities, and continuance intention significantly affected the recommendation to others towards blended learning using Coursera MOOCs.Implications for practice or policy:A case study process for evaluating the quality of the blended learning using Coursera MOOCs is detailed.Practical recommendations are made for curriculum development, teaching and learning, assessment, and professional development as universities implement the blended learning using MOOCs.
这项研究是越南一所采用Coursera MOOC混合学习的高等教育机构独有的。采用服务质量模型,目的是调查影响使用Coursera MOOC进行混合学习的持续意向和向他人推荐的因素。这项研究是对越南一所高等教育机构四个校区的637名学生进行的在线调查。结构方程建模的结果表明,学习内容和在线反应性提高了对Coursera MOOC的满意度,而在线可靠性不影响对Courserra MOOC的满意程度。同理心、有形内容、课堂反应和课堂活动之间也存在积极的关系。保证和课堂可靠性对课堂活动没有显著影响。满意度和课堂活动对使用Coursera MOOC进行混合学习的持续意向产生了积极影响。最后,满意度、课堂活动和持续意向显著影响了对其他人使用Coursera MOOC进行混合学习的推荐。对实践或政策的影响:详细介绍了使用Courserra MOOC评估混合学习质量的案例研究过程。随着大学使用MOOC实施混合学习,我们为课程开发、教学、评估和专业发展提出了切实可行的建议。
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引用次数: 1
期刊
Australasian Journal of Educational Technology
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